Language difficulty as a factor related to learner errors in financial mathematics
Xolani Khalo 1 * , Emmanuel Olusola Adu 2, Babawande Emmanuel Olawale 1
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1 School of Further and Continuing Education, University of Fort Hare, Alice, SOUTH AFRICA2 School of Continuing and General Education, University of Fort Hare, East London, SOUTH AFRICA* Corresponding Author

Abstract

This study examined the relationship between language difficulties and learner’s errors in financial mathematics, and it employed a quantitative research approach using a case study design. The population for the study consisted of all grade 10 mathematical literacy (ML) learners from three selected schools in East London District, from which 40 learners and two ML teachers were randomly selected from each school. Data was collected using a content-based questionnaire and structured questionnaires. Descriptive statistics were used to analyze the questionnaires. Hence, the findings revealed a significant relationship between language difficulties and the errors committed by learners. As a result of the findings, the study recommended, among other things, that teachers incorporate error analysis into the planning of their lessons to understand why students make mistakes and how to prevent them.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 10, Article No: em2156

https://doi.org/10.29333/ejmste/12407

Publication date: 29 Aug 2022

Article Views: 377

Article Downloads: 291

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