by Anna Sophia Robberts Submitted in partial fulfilment in accordance with the requirements for ...

182 Pages·2017·4.3 MB·English

The influence of South African teachers' qualifications and experience on

the mathematics performance of learners

by

Anna Sophia Robberts

Submitted in partial fulfilment in accordance with the

requirements for the degree of

MAGISTER EDUCATIONIS

at the

UNIVERSITY OF PRETORIA

PROMOTOR: Prof Linda van Ryneveld

CO-PROMOTOR: Dr Marien Graham

AUGUST 2016

© University of Pretoria
Ethical clearance certificate

i
© University of Pretoria
Declaration of originality

I, Anna Sophia Robberts, student number 02626705 hereby declare that this

dissertation, “The influence of South African teachers' qualifications and

experience on the mathematics performance of learners,” is submitted in
accordance with the requirements for the Magister Educationis degree at the
University of Pretoria, is my own original work and has not previously been
submitted to any other institution of higher learning. All sources cited or quoted in
this research paper are indicated and acknowledged with a comprehensive list of

references.

.............................................................

A.S. Robberts

29 August 2016

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© University of Pretoria
Dedication

I am always aware of how blessed I am, loved by God Almighty my Creator and
surrounded by my family and friends. I want to dedicate this research

affectionately to all of you:

My mother and father that have always been there, loving, understanding,

willing to help and my reason for trying.

My husband, for his patience, grocery shopping, neck massages and late

night outings for garage chocolates when my spirit was low

My children and grandchildren, for their loving encouragement, you laughed

with me, cried with me and I know you will celebrate with me

My siblings and friends that have always been positive and supportive
And to you, a person interested in the education of our biggest asset, our
youth.

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© University of Pretoria
Acknowledgements

To have achieved this milestone in my life, I would like to express my sincere
gratitude to the following people:

My Heavenly Father, who provided me with the strength, knowledge and

perseverance to complete this study

Prof Johan Knoetze, with whom I started this research project

Prof van Ryneveld, research supervisor, for her invaluable advice, guidance and
inspiring motivation in difficult times during the research. You have stepped in

graciously after prof Knoetze passed away. You have not only given your time

and expertise to better my work, but also much appreciated moral support

Dr Marien Graham in providing statistical assistance and guidance

Anetha de Wet for the language editing of the final document

Last, but not the least – my husband and children, you inspire me.

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© University of Pretoria
Abstract

The shocking mathematics results of South Africa’s Grade 9 learners in TIMSS
2011 were received as a warning that all is not well with the country’s educational

system. Since good quality teaching is often associated with high performing

learners, the influence of the teacher’s level of education and years of teaching

experience on the mathematics performance of Grade 9 learners is the focus of

this study. The data originates from the South African participation in TIMSS 2011.

The relative effects of these aspects on learners’ performance were investigated

by employing regression analysis with effect coding using the IDB Analyzer. The

results suggest a positive relation between teacher education level and learner

performance. The influence of years of experience on learner performance
confirmed theories regarding teacher development stages and can be beneficial
for professional development courses specifically aimed at teachers.

Key Terms:

Mathematics, investigation, qualifications, experience, performance, teachers,
learners, learning, TIMSS.

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Language editor

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© University of Pretoria
List of abbreviations

ESE Enhancement of Emotional Capabilities

HE Higher Education

HED Higher Education Diploma

HSRC Human Sciences Research Council
IDB IEA International Database Analyzer

IEA International Association for the Evaluation of Educational Achievement

IEA DPC IEA Data Processing and Research Center

IQCM International Quality Control Monitors

IRT Item Response Theory

NQCO National Quality Control Observers

NRC National Research Coordinators

PDOE Provincial Department of Education

PGCE Postgraduate Certificate of Education

PIRLS Progress in International Reading Literacy Study

PISA Program for International Student Assessment

QIRC Questionnaire Item Review Committee

SACMEQ The Southern and Eastern African Consortium for Monitoring Educational Quality

SDA Secondary Data Analysis

SMIRC Science and Mathematics Item Review Committee

SPSS Statistical Package for the Social Science

TIMSS Trends in International Mathematics and Science Study

WEF World Economic Forum

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© University of Pretoria
Table of Contents

Ethical clearance certificate ...................................................................................... i
Declaration of originality .......................................................................................... ii
Dedication .............................................................................................................. iii

Acknowledgements ................................................................................................ iv

Abstract ................................................................................................................... v

Language editor ..................................................................................................... vi
List of abbreviations .............................................................................................. vii
Table of Contents ................................................................................................. viii
List of Figures ......................................................................................................... xi

List of Tables ......................................................................................................... xii

Chapter 1: The Problem ........................................................................................ 1
1 Introduction to the research .......................................................................... 1
2 Background to the problem ........................................................................... 2
3 Statement of the problem .............................................................................. 3

4 Research Questions ..................................................................................... 5

5 Statement of the Hypotheses ........................................................................ 5

6 Nature of the study ....................................................................................... 6

7 Purpose of the study ..................................................................................... 6
8 Assumptions ................................................................................................. 8
9 Delimitations ................................................................................................. 8

10 Limitations ..................................................................................................... 8

11 Ethical considerations ................................................................................... 9

12 Conclusion .................................................................................................... 9

Chapter 2: Review of Literature ......................................................................... 10
1 Introduction ................................................................................................. 10
2 The importance of mathematics .................................................................. 10

3 Most common goals associated with the learning of mathematics ............. 12

4 Factors that influence mathematics performance ....................................... 13

4.1 School and school related factors ............................................................... 14
4.2 Learner and learner related factors ............................................................. 15
4.3 Teacher and teacher related factors ........................................................... 17

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5 Conceptual framework ................................................................................ 19
6 Teacher qualifications and teaching experience ......................................... 21

6.1 Teacher qualifications ................................................................................. 21

6.2 Teaching experience................................................................................... 24

7 Concluding remarks .................................................................................... 26

Chapter 3: Research Design and Methodology ................................................ 27
1 Introduction ................................................................................................. 27
2 Research paradigm .................................................................................... 27

3 Research design ......................................................................................... 30

4 Secondary data analysis ............................................................................. 33

4.1 What is secondary data analysis? .............................................................. 33
4.2 Background to TIMSS 2011 ........................................................................ 34
5 Data types ................................................................................................... 36
5.1 Types of data .............................................................................................. 36

5.2 Types of data in this research ..................................................................... 37

6 Instruments ................................................................................................. 37

6.1 Instruments developed for the TIMSS 2011 assessment............................ 38
6.1.1 Mathematics and Science achievement tests .................................................. 39
6.1.2 Questionnaires exploring contextual framework .............................................. 44
6.2 Instruments used in the current study ......................................................... 45
7 Sampling and Participants .......................................................................... 46

7.1 TIMSS sampling procedures for South Africa ............................................. 47

7.2 Sample used in current study ..................................................................... 51

8 Data collection methods .............................................................................. 51

8.1 TIMSS data collection methods .................................................................. 51
8.2 Data collected for the current study ............................................................ 55
9 Data access ................................................................................................ 55

9.1 TIMSS International Database .................................................................... 56

9.2 Data extracted for the current study ............................................................ 56

10 Statistical tests ............................................................................................ 59

11 Validity and reliability .................................................................................. 63
11.1 TIMSS validity and reliability ....................................................................... 64
11.2 Validity and reliability for the current study .................................................. 65

12 Assumptions ............................................................................................... 66

13 Ethical considerations ................................................................................. 66

14 Operational Definition of Research Variables ............................................. 67

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