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All Journal Journal of Innovation in Educational and Cultural Research Inovasi Matematika (Inomatika)
Ngqunguza, Avela
Unknown Affiliation
Education Mathematics

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The Impact of Cooperative Learning Strategies on Teacher Engagement in South African Intermediate Phase Mathematics Classrooms Chiphambo, Shakespear Maliketi; Makhoba, Thami Isaac; Ngqunguza, Avela; Nqoma, Lungiswa; Agyeman, Nana Yaw B.; Mtsi, Nomxolisi
Journal of Innovation in Educational and Cultural Research Vol 6, No 4 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i4.2134

Abstract

This study examined the impact of cooperative learning strategies on teacher engagement in South African intermediate-phase mathematics classrooms. This study explored the relationship between implementing cooperative learning strategies and the engagement levels of intermediate-phase mathematics teachers in a selected education district of South Africa. Using Johnson and Johnson's social independence theory, a quantitative approach was employed, gathering data from 41 teachers through structured questionnaires. The results reveal that teaching styles significantly correlate with teacher confidence in implementing cooperative learning strategies. Similarly, cooperative learning activities promoting critical thinking and learner engagement correlate positively. Teacher confidence consistently exhibits moderate positive correlations with several variables, while the regular implementation of cooperative strategies correlates with more adaptive teaching approaches. The study highlights significant correlations between teaching style adaptation, teacher confidence, critical thinking, and learner engagement, emphasizing professional development, flexible teaching strategies, and institutional support to enhance cooperative learning implementation and its educational impact. This research advances cooperative learning by highlighting critical thinking, engagement, and adaptable teaching. It provides actionable insights for educators and policymakers, emphasizing professional development and holistic practices to enhance teaching and learning outcomes.
Exploring Teachers' Perspectives On The Challenges Of Teaching Mathematics In The Intermediate Phase Schools In South Africa Nana Yaw Brenya, Agyeman; Thami Isaac, Makhoba; Ngqunguza, Avela; Lungile, Nqoma; Nomxoliswa, Mtsi; Shakespear, Chiphambo
Jurnal Inovasi Matematika Vol 7 No 2 (2025): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v7i2.497

Abstract

The study explored teachers' perceptions of the challenges that affect mathematics instruction in the intermediate phase schools in the Chris Hani District. The study aims to explore teachers' perspectives on the challenges of mathematics instruction in the intermediate phase schools in South Africa. This study is important because it focuses on the personal and contextual factors that hinder effective mathematics teaching. The study seeks to understand teachers' perceptions and contextual factors that affect the effective teaching of mathematics in intermediate-phase schools to provide interventions. A qualitative approach with a phenomenology design was used to explore the objective of the study. The phenomenology design focused on understanding the lived experiences of the participants and their cultural and social contexts. The study used purposive sampling to select 8 participants with significant experience in teaching in the intermediate phase schools. The study found semi-structured interviews useful in collecting data because they blend flexibility and open-ended questions to gain insight. Thematic data analysis was used to analyse themes and patterns that emerged within the collected data. A major result was the inability of teachers to address the individual needs of students. In addition, teachers expressed concern about the curriculum expectations and the need for reforms. This study shows that, given the necessary support, they can improve mathematics teaching. However, the challenges to mathematics teaching suggest the need for the implementation of measures to improve mathematics teaching. Recommendations of the study include the need for teacher development in mathematics education and the need for education authorities to embark on curriculum reforms to address teachers' concerns regarding workload. In addition to improving mathematics teaching, policymakers prioritise educational reforms to address systemic challenges that affect mathematics instruction. This study contributes to understanding the challenges that affect mathematics teaching.
Co-Authors Agyeman, Nana Yaw B. Chiphambo, Shakespear Maliketi Lungile, Nqoma Makhoba, Thami Isaac Mtsi, Nomxolisi Nana Yaw Brenya, Agyeman Nomxoliswa, Mtsi Nqoma, Lungiswa Shakespear, Chiphambo Thami Isaac, Makhoba