Original Research

Investigating the status of supplementary tuition in the teaching and learning of mathematics

David Mogari, Hanlie Coetzee, Riette Maritz
Pythagoras | Issue 69 | a44 | DOI: https://doi.org/10.4102/pythagoras.v0i69.44 | © 2009 David Mogari, Hanlie Coetzee, Riette Maritz | This work is licensed under CC Attribution 4.0
Submitted: 01 September 2009 | Published: 01 September 2009

About the author(s)

David Mogari, Institute for Science and Technology Education, University of South Africa, South Africa
Hanlie Coetzee, Department of Mathematics, Walter Sisulu University, South Africa
Riette Maritz, Department of Mathematics, University of South Africa, South Africa

Full Text:

PDF (269KB)

Share this article

Bookmark and Share

Abstract

The study seeks to investigate the status of supplementary tuition in the teaching and learning of mathematics and mathematical literacy. The study followed a descriptive survey design involving the use of learner and teacher questionnaires. A convenient sample of mathematics and mathematical literacy teachers together with a stratified sample of their Grade 11 learners were drawn from a purposive sample of highperforming high schools in the East London district of the Eastern Cape, South Africa. The results show that supplementary tuition is popular, especially among girls, and it is in three forms (i.e. private tuition, vacation school and problem-solving classes): Problemsolving classes dominated by working on past/model examination papers is the most preferred; in some instances supplementary tuition is offered for a fee; it is not only confined to poor performing learners; and participation in supplementary tuition is influenced by a variety of factors.

Keywords

No related keywords in the metadata.

Metrics

Total abstract views: 3164
Total article views: 5153


Crossref Citations

No related citations found.