Influences on Mathematics Achievement in Rural Schools: A Nested Study of Underprivileged Learners

Abstract Using a nested design and guided by the Social Control Theory, this study examined the factors that influence learners’ achievement in mathematics in South Africa. The researchers collected data from 32 participants through an online questionnaire with open-ended and closed-ended questions. Quantitative data was analysed using SPSS to produce descriptive statistics and correlations, while qualitative data were subjected to thematic analysis. The findings indicated several important correlations. The engagement of learners with mathematics was positively correlated with their overall performance (r(30) = 0.468, p = 0.007). Similarly, concentration during mathematics tests was moderately positively correlated with performance (r(30) = 0.362, p < 0.042). In particular, the enjoyment of mathematical problem-solving by the learners showed a highly positive correlation with their overall performance (r(30) = 0.599, p < 0.001). Additionally, the belief of the students in their ability to achieve academic goals through mathematics was strongly correlated with their performance (r(30) = 0.571, p < 0.001). Qualitative data highlighted the lack of regular practice as a significant factor affecting maths performance. This lack of practice was attributed to factors such as limited time due to household responsibilities, ineffective time management, and a lack of motivation. The study underscores the importance of creating a supportive learning environment that fosters students’ enthusiasm for mathematics, ultimately improving academic performance and fostering a positive emotional connection to the subject. It also encourages students to overcome procrastination, laziness, and distractions, enhancing their concentration on their studies.