Psychosocial Factors Influencing Grade 7 Learners’ Performance in Mathematics Classes at Primary Schools in the Northern Cape, South Africa

This study explores the psychosocial factors influencing Grade 7 learners' performance in mathematics classes at primary schools in the Frances Baard district in the Northern Cape Province of South Africa.The study adopted a qualitative interpretive approach infused with a multiple-case study design.The thematic analysis results show that some learners were not fully engaged in the mathematics classes despite having the necessary resources, including qualified teachers.The study revealed that family and community issues affect learners' academic performance in mathematics classes.It further found that some learners struggle to comprehend mathematical concepts taught in English, their second language.The study recommends that teachers should enhance their pedagogical approaches to fit learners' home languages, locations, and socioeconomic circumstances.