’n Ondersoek na fasette van leerders in ’n privaat skool se studieoriëntasie en die verband daarvan met wiskunde- prestasie

Abstract

Ontoereikende prestasie in wiskunde is ’n enorme probleem in postapartheid Suid-Afrika. In die onderhawige artikel word hierdie verskynsel bespreek en word etlike moontlike redes hiervoor aangedui. Die primêre doel van hierdie studie is onder meer die verkenning van die verband tussen leerders in ’n Suid-Afrikaanse privaat skool se wiskundeprestasie en hul studieoriëntasie. Die Studieoriëntasievraelys in Wiskunde (SOW) is vir die doel van die studie as meetinstrument gebruik. Daar is bevind dat die proporsie leerders met beter studiegewoontes hoër is by vroulike leerders as by manlike leerders. Dit wil voorkom of wiskundeangs, probleemoplossingsgedrag, asook studieomgewing betekenisvolle voorspellers van leerderprestasie in die betrokke privaatskoolkonteks is. Laastens blyk dit dat wiskundeprestasie toeneem met ’n afname in wiskundeangs, maar dat hierdie toename nielineêr is en afplat namate wiskundeangs afneem.

Abstract

An investigation into facets of study orientation of learners in a private school and its link with achievement in mathematics

Inadequate achievement in mathematics appears to be a major problem in post-apartheid South Africa. In the current article this phenomenon is discussed and possible reasons are indicated. The primary aim of the article is an investigation into the relationship between achievement in mathematics of learners in a South African private school and their study orientation. For this purpose the Study Orientation Questionnaire in Mathematics (SOM) was used as a measuring instrument. It was found that the proportion of learners with more adequate study habits is higher in the case of female learners than in the case of male learners. Mathematics anxiety, problem-solving behaviour and study environment appear to be significant predictors of learner achievement in the private school context corncerned. Lastly, it seems as if mathematics achievement increases with a decrease in mathematics anxiety. However, this decrease is not linear and tapers off with a decrease in mathematics anxiety.