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The impact of grade 10 learners' behaviour on their academic performance in mathematics

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dc.contributor.advisor Dhlamini, Joseph Jabulane
dc.contributor.author Hagoramagara, Franco
dc.date.accessioned 2016-01-08T07:28:45Z
dc.date.available 2016-01-08T07:28:45Z
dc.date.issued 2015-10
dc.identifier.citation Hagoramagara, Franco (2015) The impact of grade 10 learners' behaviour on their academic performance in mathematics, University of South Africa, Pretoria, <http://hdl.handle.net/10500/19833> en
dc.identifier.uri http://hdl.handle.net/10500/19833
dc.description.abstract The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction. The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results. en
dc.format.extent 1 online resource (xii, 107 leaves) : color illustrations en
dc.language.iso en en
dc.subject Grade 10 mathematics en
dc.subject Learners' behaviour en
dc.subject Poor performance in mathematics en
dc.subject Disruptive classroom behaviour en
dc.subject Lack of concentration en
dc.subject Learning and teaching environment for mathematics en
dc.subject Academic performance en
dc.subject Johannesburg East District en
dc.subject.ddc 510.71268221
dc.subject.lcsh Mathematics -- Study and teaching (Secondary) -- South Africa -- Johannesburg en
dc.subject.lcsh Academic achievement -- South Africa -- Johannesburg en
dc.subject.lcsh High school students -- South Africa -- Johannesburg -- Attitudes en
dc.subject.lcsh High school students -- South Africa -- Johannesburg -- Conduct of life en
dc.subject.lcsh Classroom management -- South Africa – Johannesburg en
dc.title The impact of grade 10 learners' behaviour on their academic performance in mathematics en
dc.title.alternative Impact of grade ten learners' behaviour on their academic performance in mathematics en
dc.type Dissertation en
dc.description.department Mathematics Education en
dc.description.degree M. Ed. (Mathematics Education)


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