Grade 10 learners’ academic experiences of learning parabolic functions in schools of Vhembe district of Limpopo Province

Abstract

The objective of this study was to determine Grade 10 learners' academic performance in learning parabola functions. Furthermore, the study sought to unearth errors that learners make when learning parabola functions and the possible causes of those errors. The study also examined how teachers support learners in addressing errors they experience when learning parabola functions. The zone of proximal development and scaffolding by Vygotsky and Newman's errors analysis theory of learning was used to frame the study. The study adopted the mixed-methods approach, and during the quantitative phase, a ten-item of achievement test was given to 90 learners to discover learners' academic performance. Three teachers were observed while teaching parabola functions to find out how to support learners when they are learning to solve parabola functions. During the qualitative phase which involved lesson observations and selected learners’ semi-structured interviews learners’ errors when learning parabola functions were further explored. Analysis of the learners' performance in the achievement test, learners' responses in the semi-structured interviews and lesson observations produced the study's findings. The findings of this study revealed that learners experienced challenges when they were learning parabola functions this is evidenced by their academic performance in parabola functions. The researcher recommends that further study be conducted on learners’ performance and difficulties in understanding linear functions which form prior knowledge of understanding parabola functions.