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The number of pupils failing mathematics at school is unacceptably high in South Africa. Last year the results of the Third International Mathematics and Science Survey (TIMSS) caused an uproar with its findings that, of 41 countries that participated in the survey, South African pupils performed the worst in both mathematics and science. Prof. Kobus Maree of the Department of School Guidance at the University of Pretoria developed a questionnaire in collaboration with researchers at the Human Sciences research Council (HSRC) to measure pupils? study orientation in mathematics. By administering the Study Orientation in Mathematics (SOM) questionnaire a better understanding can be obtained of the factors contributing to poor achievement in mathematics . The questionnaire can further be used to familiarize pupils with certain basic principles of effective study in maths as well as to highlight the important role of study conditions (including motivation and background factors) in academic success. The SOM questionnaire was introduced to educationists and psychologists at a special function held at the HSRC on Tuesday 18 March. Prof. Maree says the disparities that exist with regard to the various population groups are cause for serious concern and should urgently be remedied. According to figures of the Foundation for Research Development (FRD) 0,3% of African language, 2% of coloured, 16% of Indian and 20% of white school starters pass Grade 12 (matric) with exemption in mathematics and science. "The completely unacceptable situation regarding mathematics that currently exists in South Africa can only be solved if the study situation of pupils improves dramatically. Pupils? emotions, habits and attitudes in mathematics, as well as the way in which they perceive the subject, their teachers and the teaching of the subject, the class atmosphere and their home circumstances, play a significant role in their eventual achievement in mathematics," says Prof. Maree. "Due to their limited experiences pupils from non-stimulating environments are frequently at a disadvantage, they struggle in the subject and they learn more slowly. Language problems caused by being taught in a language other that the pupil?s mother tongue contribute to anxiety in mathematics and undermine achievement in the subject." Pupils experience mathematics anxiety when they do not master the limited technical language and are afraid to ask questions or discuss their problems with their teachers. With regard to the sexes, boys in Grades 8 and 9 (Stds 6 and 7) show lower levels of anxiety in mathematics and a better study attitude than girls. A comparison between language groups in South Africa shows that boys and girls in these grades, whose home tongue is an African language, experience significantly higher levels of anxiety in mathematics than their counterparts in other language groups. The result is that only a limited number of African language speaking pupils take mathematics up to Grade 12 (matric) Prof. Maree says pupils? study attitude can be viewed as the driving force behind their study habits in mathematics. The SOM-questionnaire can be used to determine the reasons for pupils? avoidance of or underachievement in the subject, and problems can subsequently be solved in time.
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