Abstract
An investigation into factors that continuously promote mathematics achievement in top performing secondary schools
In South Africa, the overall standard of mathematics education has been a major concern for several years. Low performance, particularly in the Grade 12 final exams, remains a persistent issue, contributing to a national crisis in mathematics achievement. However, there are exceptions to this trend, especially in the Motheo district, where certain schools have consistently posted excellent results in Grade 12 final exams. This article explores the factors that contribute to continuous high performance in mathematics at top-performing secondary schools in the Motheo education district of the Free State, South Africa. This study aims to identify the key elements behind these schools’ success, offering potential insights for improving mathematics education more broadly.
This discrepancy suggests that specific factors in these high-performing schools enable them to defy the national trend of underperformance. The article explores these factors through a qualitative research approach, including interviews and observations conducted in four top-performing schools. Interviews were conducted with one experienced mathematics teacher at each school, while observations were made in the classrooms of the participants during lesson presentations. Additional observations were conducted on the school grounds. Thematic analysis was used to categorise the data into themes and subthemes.
The first and perhaps most significant factor identified is the quality of the mathematics teachers in these schools. The study emphasises that the success of these schools is largely driven by the high level of subject knowledge, pedagogical skills, and the experience of their mathematics teachers. Teachers in these schools demonstrate a deep understanding of mathematical content, which enables them to break down complex concepts into digestible information for learners. This deep subject knowledge is not only critical for conveying the content but also for anticipating and addressing the common misconceptions learners may have. All the participating teachers studied mathematics at a tertiary level and are highly experienced. Their experience allows them to manage their classrooms efficiently, maintain discipline, and adjust their teaching methods to meet the unique needs of their learners.
Beyond subject knowledge, the pedagogical approaches used by these teachers are key to their success. The teachers were not only experts in their field but highly skilled in employing various teaching strategies, such as interactive learning, question-and-answer methods, and group work, which actively engage learners in the learning process. The ability to present the curriculum clearly and coherently, as well as to adapt their teaching methods to the needs of the learners, amongst the key characteristics of the participating teachers. Therefore, the teachers possessed a high level of pedagogical content knowledge (PCK), which is a crucial knowledge base for mathematics teachers.
The second major factor contributing to the continuous success in mathematics is the learning environment within the schools. The study found that a conducive learning environment significantly enhances academic achievement. This includes not only the physical infrastructure of the school but also the overall atmosphere, resources, and cultural attitudes towards learning fostered within the school community.
The schools in this study had well-maintained physical environments, including modern classrooms equipped with essential technological tools such as interactive whiteboards, computers, and projectors. These resources enabled teachers to provide a more dynamic and engaging learning experience. The classrooms were orderly, well-lit, and spacious enough to accommodate group work and other interactive activities that are crucial for mathematics learning. Furthermore, the study highlights that classrooms were well-organised, with seating arrangements and resources designed to promote an effective learning experience. Posters and visual aids related to mathematics were displayed on the walls, reinforcing key concepts and contributing to a stimulating learning environment.
Beyond the physical setup, the cultural and academic environment of the schools also played a vital role in their success. These schools cultivated a positive academic culture where teachers and learners were motivated to achieve high levels of performance. This culture is characterised by high expectations, a strong focus on discipline, and an unwavering commitment to academic excellence. In such an environment, learners were encouraged to take ownership of their learning and received the support they needed to excel. Teachers and learners shared mutual respect, and there was a collective focus on success, which reinforced the learners’ commitment to their studies.
The third critical factor identified in the study was the leadership within the schools. The leadership, including both the principals and the heads of departments, played a pivotal role in creating and sustaining the conditions necessary for academic success. Strong leadership ensured that the academic and organisational aspects of the school were aligned toward achieving high standards in mathematics.
The study highlighted that the school leadership in these high-performing schools was proactive and highly supportive of the mathematics departments. These leaders worked closely with teachers to provide the necessary resources and guidance. They ensured a clear academic focus while allowing teachers the freedom to innovate their teaching, all while adhering to a structured curriculum plan. The leadership also provided additional support to both teachers and learners through extra classes, supplementary resources, and continuous professional development opportunities for the teaching staff.
Effective leadership was further demonstrated through meticulous planning and organisation. The study noted that in these schools, every aspect of the academic calendar, from lesson scheduling to exam timing, was carefully planned to ensure maximum efficiency. The leadership ensured that teachers were provided with the time and space needed to prepare adequately for their lessons and cover the curriculum comprehensively. Additionally, school leaders fostered a sense of community and teamwork amongst the teaching staff, which promoted collaboration and the sharing of best practices.
Importantly, the leadership in these schools also cultivated a supportive environment for learners, providing additional help to those who may struggle with certain aspects of mathematics, whether through tutoring sessions or peer learning programmes. This attention to the needs of each learner helped to ensure that no student was left behind, contributing to the overall success of the school.
The insights gained from this study extend beyond mathematics education. While the research focused on the factors contributing to success in mathematics, many of the findings can be applied to other subjects and educational contexts. The study suggests that any school aiming to improve its academic performance should focus on enhancing the quality of its teaching staff, fostering a positive and resource-rich learning environment, and ensuring strong, supportive leadership. These three elements are interdependent and collectively create the conditions necessary for sustained academic success.
In conclusion, the study identified the combination of high-quality teachers, a conducive learning environment, and strong leadership as the key factors contributing to the continuous success of these top-performing schools in the Motheo district. By understanding and applying these factors, other schools – particularly those struggling with poor mathematics performance – can adopt similar strategies to improve their learners’ outcomes. These findings provide valuable insights not only for teachers, teacher trainers, and policymakers but also for the broader educational community interested in fostering academic excellence in mathematics and beyond.
Keywords: leadership; learning environment; mathematics performance; mathematics teachers
- This article's featured image was created by Karolina Grabowska and obtained from Pexels.
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