Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District
| dc.contributor.advisor | Adu, Emmanuel O | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Yako, Mzwandile John-Mott | en |
| dc.date.accessioned | 2026-08-19T00:43:35Z | |
| dc.date.available | 2026-08-19T00:43:35Z | |
| dc.date.issued | 2019 | en |
| dc.description.abstract | This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy. | en |
| dc.format | 233 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Yako, Mzwandile John-Mott. 2019 | en |
| dc.identifier.other | vital:40743 | en |
| dc.identifier.other | http://hdl.handle.net/10353/16687 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4884 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Academic performance | en |
| dc.subject | LCSH | en |
| dc.title | Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District | en |
| dc.title.alternative | Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | DPhil | en |