Psychosocial Factors Influencing Grade 7 Learners’ Performance in Mathematics Classes: A Focus on Primary Schools in the Northern Cape, South Africa

Abstract

This study explored the psychosocial factors influencing Grade 7 learners’ performance in mathematics classes at primary schools in Frances Baard District in the Northern Cape Province of South Africa. The study adopted a qualitative interpretive approach infused with a multiple-case study design. The thematic results showed that some learners were not fully engaged in the mathematics classes despite having the necessary resources, including qualified teachers. The study revealed that family and community issues affect learners’ academic performance in mathematics classes. It further found that some learners struggle to comprehend mathematical concepts taught in English, their second language. Furthermore, it highlighted why learner engagement is so weak in the intermediate-phase mathematics classroom. The reasons why learners’ mathematics marks declined in Grade 7 have also been discussed in this study. The study found that the socio-economic factors that affect learners in South African schools can be eliminated if we enlist the support of social services available to South African learners. The study recommends that teachers enhance their pedagogical approaches to fit learners’ home languages, locations, and socioeconomic circumstances. This study supports the notion that more learner-centered approaches be used in the mathematics classroom and adds to existing literature on the subject. Keywords: Mathematics Teachers, Academic Performance, Mathematics Classes, Primary Schools