n Journal of Educational Studies - Factors that facilitate learners' performance in Mathematics in disadvantaged communities : a quantitative study

Volume 12, Issue 2
  • ISSN : 1680-7456



The purpose of this study was to advance understanding of the factors that facilitate learners' performance in mathematics and to determine why some mathematics classrooms in disadvantaged communities are successful and others not. The study was conducted in Limpopo Province in the northern part of South Africa. The statistical information in this article was derived from a sample of 366 learners from ten schools in disadvantaged communities. Statistical analysis of the data involved comparison of learners' responses from high- and low-performing schools. The results suggest that a number of factors lie at the root of the differences between high- and low-achieving schools, including learners' and teachers' commitment and motivation; attitudes and self-concept; learners' career prospects; learners' perceptions of peers and teachers; and teachers' perceptions of learners influence disadvantaged learners' decisions to persist and achieve in Mathematics despite their difficult circumstances. The application of sound teaching and learning principles fosters an environment where learners are motivated to reach their full potential.

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