The relationship between poor mathematical skills and grade 10 learners’ performance in certain concepts in Life Sciences : a case study of microscope usage and graphing skills in Lejweleputswa district in the Free State Province

Abstract

Current literature on the integration of mathematical skills in Life Sciences states that integration levels are poor and sub-standard. Mathematics is often taught discretely and without global applications, leaving learners with the inability to answer questions in Life Sciences that depend on basic mathematical competencies. The aim of this research study was to investigate whether or not the performance of Grade 10 pupils in Life Sciences is negatively affected by poor basic mathematical skills. Topics within the field of Life Sciences, such as microscopy and cellular biology, were selected as key focus areas for this study, because in these topics learners are expected to aptly apply skills of measurement, calculation and graphing. Grade 10 Life Sciences requires the application of basic mathematical skills in most topics. A quantitative approach was used to collect numerical data in order to establish if there was a connection between weak mathematical skills at the end of Grade 9 and poor performance in Grade 10 Life Sciences in data analysis problems that require application of these mathematical skills. The data was statistically analysed using SAS (Statistical Analysis System) with the Shapiro-Wilk test. The aim of the data analysis was to obtain p values, as well as the Pearson Correlation Coefficient with the use of quantitative models. The scores that were retrieved for theoretical knowledge compared to questions requiring mathematical skills, showed a significant mean difference in the scores (p <0.0001). When correlating the Grade 9 Mathematics final score with the scores of the questions in two tests requiring mathematical skills, the Pearson Correlation Coefficient was 0.61200, and 0.56406 respectively. The findings in this study suggest that there is a possibility that the marks obtained in Life Sciences by Grade 10 learners could increase substantially if they possess basic arithmetic abilities to successfully complete questions that also include the capacity to portray core math skills. Such issues reflect as much as 40% of the overall Life Sciences mark. It is expected that the findings of this research study will aid in an increased incorporation of mathematical skills into Life Sciences. A systematic approach to the teaching of mathematical skills in order that these skills may be integrated and applied to Life Sciences questions and topics is recommended.