Speaker
Description
Education remains a critical driver of social transformation and it remain central to South Africa's socio-economic development agenda, particularly within historically marginalized communities. Persistent underperformance in Mathematics and Physical Sciences—especially in under-resourced regions such as the Cape Flats—continues to limit learners’ access to science, technology, engineering, and mathematics (STEM) pathways, and perpetuates the cycle of disadvantage even in the 21st century. This study investigates the effectiveness of a university-supported tutorial intervention grounded in constructivist and inquiry-based pedagogies in improving learner engagement, retention, and academic performance. Preliminary national data highlight ongoing concerns: while the Western Cape often records relatively higher Grade 12 pass rates in gateway subjects compared to other provinces, overall mathematics performance remains challenging nationally (e.g., around 64% pass rate at 30%+ threshold in recent NSC examinations), with limited high-level passes (60%+) and significant throughput drops from Grade 10 onward. Drawing on a constructivist theoretical framework and the proposed Resource-Appropriate Constructivist Support (RACS) model, the mixed-methods research examines improvements in learner engagement, retention, problem-solving abilities, and academic performance, while identifying implementation challenges for tutors. Findings are expected to demonstrate how university-based tutoring, mentorship, and transformative pedagogies can bridge educational gaps, foster resilience, and inspire STEM aspirations among Cape Flats learners. Recommendations will inform scalable interventions for equitable STEM education in South Africa.
| Consent on use of personal information: Abstract Submission | Yes, I ACCEPT |
|---|