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RESEARCH PAPER
Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement
1
Walter Sisulu University, Mthatha, SOUTH AFRICA
2
United Arab Emirates University, Al Ain, UAE
Publication date: 2024-09-17
EURASIA J. Math., Sci Tech. Ed 2024;20(9):em2507
KEYWORDS
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.
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