An Assessment of Learners Engagement in Mathematics: Towards Building Mathematics Culture in South African Schools

Bernard Moeketsi Hlalele
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Bernard Moeketsi Hlalele: Department of Business Support studies, Central University of Technology, Republic of South Africa

International Journal of Environmental Sciences & Natural Resources, 2018, vol. 11, issue 2, 35-39

Abstract: South Africa is the highest ranked emerging economy in Africa there being one of the most promising emerging markets globally. In the current highly technological economic world, mathematics education and mathematics performance are key resources in the global competition. This study used a modified Venn diagram model of student engagement to assess the level of engagement of learners in Mathematics. This study used a case study research design to assess the level of student engagement in mathematics. A sample of 80 high school leaners was drawn from grades 8, 10, 11 and 12. Responses were captured in SPSS and reliability was run whose results were a Cronbach’s Apha coefficient of 0.808 that is way above the threshold value of 0.7. After grouping that was aided by scores and by deciles, the results showed that leaners are not engaged in mathematics teaching and learning. An ANOVA test was run between groups to check differences in means, the results showed a significant difference at 0.05 with P = 0,1.008471

Keywords: earth and environment journals; environment journals; open access environment journals; peer reviewed environmental journals; open access; juniper publishers; ournal of Environmental Sciences; juniper publishers journals; juniper publishers reivew (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:adp:ijesnr:v:11:y:2018:i:2:p:35-39

DOI: 10.19080/IJESNR.2018.11.555806

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