Exploring the grade 11 mathematics learners' experiences and challenges in solving probability problems in selected Soshanguve schools

Abstract

This study explored the challenges experienced by Grade 11 mathematics learners in solving probability problems in selected Soshanguve Township Schools in the Gauteng Province of South Africa. The aim of the study was to explore the experiences of Grade 11 learners in analysing, solving and communicating problems relating to probability in order to recommend strategies that can be implemented to resolve such problems. The mixed methods design was adopted for the study following a sequential explanatory research design. The targeted population in this study comprised all Grade 11 mathematics learners and their respective teachers in the Tshwane West District, in the Gauteng province. In this District, 58 schools offer mathematics at Grade 11 with 3676 learners and 20 Mathematics teachers at this Grade level. A total of 380 mathematics learners and their 5 teachers were selected through a purposive sampling method taking a critical case sampling technique. The critical case sample selected was the last three bottom schools who performed poorly at the end of Grade 12 year mathematics examinations for the past three years in the district. Data collection instruments consisted of a diagnostic test, semi-structured interviews, and a lesson observation guide. Quantitative data from the diagnostic test, which constituted learners’ test responses, was then analysed using descriptive statistics. Data were presented in the form of frequency tables and categorised as test responses that are correct, incorrect, incomplete and blank responses. Themes and patterns were used to analyse data from semi-structured interviews and lesson observations. The study revealed various challenges experienced by Grade 11 learners in solving probability problems. Most learners (98%) scored below 50% when solving the probability problems involving Venn diagrams, mutually exclusive events, and dependent events. The findings show that learners lacked procedural and conceptual knowledge to solve probability problems. Semi-structured interviews and lesson observations revealed that learners seemed not to have an interest in learning the probability topic. Learners appeared to have inconsistent ideas with probability reasoning and lacked understanding of related probability vocabulary. The findings of this study may carry important implications for teachers, learners, and curriculum developers in assisting learners to address their challenges, constraints and difficulties in learning the mathematics content in probability. Knowledge of learners’ mathematical challenges in Grade 11 may help teachers to generate effective teaching strategies for probability. The researcher recommends that in the learning of Grade 11 probability content the basic concepts should be understood and probability rules should be emphasized.