Abstract
D.Ed. (Curriculum Studies)
This study investigated the impact of mathematics interventions on learner participation
and performance in mathematics within Gauteng 47 high schools in the Johannesburg
area over a five year period. Motivating the study was the perpetual implementation of
mathematics interventions against the backdrop of persistent mediocrity in learner
matriculation achievement in this subject. The essence of the research problem was the
scarcity of knowledge relating to the effectiveness and impact of mathematics
interventions.
The strategy of inquiry employed was an explanatory research design which entailed a
sequential collection and analysis of quantitative and qualitative data.
Quantitative findings revealed that only 10% of learners who participated in interventions
were enabled to enroll in mathematics essential to pursue mathematics related
professions at tertiary level. Thus, the intention to redress the prevalent limited access to
professional careers requiring a strong basis in mathematics has not been dented.
Regarding learner performance in mathematics, Friedman tests for nonparametric
hypothesis testing revealed that there was no significant evidence that the interventions
had an impact on learner performance over the five year observation period.
Qualitative data analysis explained the quantitative findings and further uncovered the
positive impact of mathematics interventions. Furthermore, strengths and weaknesses of
the mathematics interventions were identified as opposed to the quantitative findings
which seemed to negate the existence of the impact of mathematics interventions.
Through the findings of this study, factors that may be limiting the effectiveness of
mathematics interventions were uncovered. These were interwoven into a base
knowledge that can influence positive practices and future research related to optimizing
the impact of mathematics interventions in high schools.