Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement

Mfuneko Mabhamba; Angel Mukuka; Jogymol Kalariparampil Alex

doi:10.29333/ejmste/15168

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Mfuneko Mabhamba ¹ ^* , Angel Mukuka ¹ , Jogymol Kalariparampil Alex ²

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¹ Walter Sisulu University, Mthatha, SOUTH AFRICA² United Arab Emirates University, Al Ain, UAE^* Corresponding Author

Abstract

This study evaluated the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics performance in selected schools within the OR Tambo Inland District, in the Eastern Cape Province of South Africa. The research involved 347 participants from four schools and was grounded in Lev Vygotsky’s socio-cultural learning theory. Utilizing quantitative methodology and a causal-comparative research design, data were collected through a questionnaire and the standardized mathematics test. Both descriptive and inferential statistical techniques were employed in the analysis of data. Findings indicate that learners who attended private supplementary tutoring significantly outperformed those who did not. Additionally, 72.5% of the privately tutored learners sought tutoring to enhance their overall mathematics performance, while 86.1% of the non-tutored cited affordability as the primary barrier. Recommendations include strategies for stakeholders to maximize the benefits of private supplementary tutoring sessions and to develop alternative measures to support learners who are financially constrained from accessing such tutorials.

Keywords

private supplementary tutoring
mathematics performance
geometry test
grade 12 learners

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 9, September 2024, Article No: em2507

https://doi.org/10.29333/ejmste/15168

Publication date: 17 Sep 2024

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How to cite this article

APA

Mabhamba, M., Mukuka, A., & Alex, J. K. (2024). Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 20(9), em2507. https://doi.org/10.29333/ejmste/15168

Vancouver

Mabhamba M, Mukuka A, Alex JK. Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement. EURASIA J Math Sci Tech Ed. 2024;20(9):em2507. https://doi.org/10.29333/ejmste/15168

AMA

Mabhamba M, Mukuka A, Alex JK. Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement. EURASIA J Math Sci Tech Ed. 2024;20(9), em2507. https://doi.org/10.29333/ejmste/15168

Chicago

Mabhamba, Mfuneko, Angel Mukuka, and Jogymol Kalariparampil Alex. "Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 9 (2024): em2507. https://doi.org/10.29333/ejmste/15168

Harvard

Mabhamba, M., Mukuka, A., and Alex, J. K. (2024). Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 20(9), em2507. https://doi.org/10.29333/ejmste/15168

MLA

Mabhamba, Mfuneko et al. "Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 9, 2024, em2507. https://doi.org/10.29333/ejmste/15168