Abstract
This study explores the development of an intervention strategy to equip ex-Mathematical Literacy learners in a private Higher Education Institution’s foundation programme. The aim is to develop a strategy that will equip ex-mathematical literacy learners to pass a mathematics unit as one of eight units in a two semester year. In so doing, these students may articulate to undergraduate studies in Business Science or Computer and Information Science; fields that are generally inaccessible to ex-Mathematical Literacy learners. Such an intervention strategy supports the South African government’s aim to develop a skilled workforce capable of advancing economic growth.
A qualitative and quantitative design approach was chosen to research the development of this intervention strategy. A pragmatic stance was chosen, as the study aims to generate a strategy that will intervene into the real world to find a solution to a particular real life situation. The population constituted 419 participants from various mathematical backgrounds, including the sample, comprising of 104 ex-Mathematical Literacy learners. Qualitative data intended to compare content analysis of documents related to NSC Mathematical Literacy with those associated with the Foundation Programme mathematics A unit. The Motivated Strategies for Learning Questionnaire (MSLQ) was employed to collect data for the population, along with biographic information, while sample-specific data included NSC matriculating results.
The data were analysed to recommend findings for the development of a strategy that may equip ex-Mathematical Literacy learners in a foundation programme to pass a mathematics unit. Data analysis methods included coding of qualitative data and statistical analyses of quantitative data. The data were not mixed, although both were included in the findings and interpretation. The main finding is that the development of an intervention strategy which aims to equip ex-Mathematical Literacy learners should have a four-pronged focus. These four prongs are content, teaching, learning and motivation. As such, the teaching should target the content gap that was found to exist, while equipping students with their learning habits and motivation development.
M.Ed.