Delivering a South African mathematics mindset intervention via Social Networking Service (WhatsApp)

Growth mindset interventions delivered to mathematics students have resulted in improved mathematics performance in numerous countries in the global north. South African high school students consistently underperform on international measures of mathematics achievement. This study investigates whether a culturally adapted growth mindset intervention delivered on WhatsApp can make a significant difference to mathematics performance in South Africa. In addition, it investigates whether WhatsApp delivery is feasible and acceptable to high school participants. The intervention employed a combination of YouTube videos, text information and facilitated WhatsApp conversations and combined simplified information on neural plasticity, learning strategies, and growth mindset messaging. The intervention utilised a field-based, quasi-experimental design with 301 students, 160 in the experimental condition. Mixed-methods data were collected, including mathematics performance and mathematics mindsets tracked over 18 months and user engagement and feedback in the intervention. In mixed-effects linear regression, students receiving the intervention showed a significant change in their mathematics performance over time, controlling for baseline differences between the schools. WhatsApp was a well-accepted medium for delivering this intervention. This study adds to the understanding of behaviour change and the use of WhatsApp to deliver behaviour change interventions. The results underscore the importance of teaching study strategies alongside growth mindset content to equip students with the appropriate skills to act on their changed beliefs.