Abstract
D.Ed.
Adolescents who achieve inadequately in mathematics often experience that the different
aids available to assist them on their road to recovery are not sufficient. Most adolescents
do not know how to bring about desired change. They are not aware what their problem
areas are and how it should be addressed. Due to growing numbers in the classrooms in
formal teaching, the teacher cannot assist the student individually on an ongoing basis.
Factors within the student and his circumstances may also prevent him from benefiting
from assistance. Furthermore, most adolescents in the senior secondary phase, who want
to study further, are pressurized by educational bodies for higher marks. Therefore,
limited time also becomes an issue. Although several studies have been carried out to
investigate this matter and create models, the majority of practical programmes lacked
depth and a holistic approach.