Browsing by Author "Reddi, Benita Yolanda"

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    The Mediating Effects of CPA Coverage on Curriculum and Early Mathematics Performance in Mpumalanga, South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Reddi, Benita Yolanda; Schutte, Enid
    This study aimed to investigate how well Grade 1 workbooks in South African schools in Mpumalanga, cover the curriculum and CPA (Concrete-Pictorial-Abstract) content, and how this coverage affects learners' scores on the Early Grade Mathematics Assessment (EGMA). The study examines the interplay between curriculum content coverage, CPA content coverage, and performance on the Early Grade Mathematics Assessment (EGMA) among Grade 1 learners in South African primary schools. By analysing data from 55 schools, this research specifically addresses the effectiveness of CPA content coverage in mathematics workbooks and its relationship with EGMA scores, alongside the moderation and mediation effects of socioeconomic factors and task coverage. Findings indicate that CPA content coverage is positively associated with learner performance on the EGMA, emphasising its significance in supporting mathematical comprehension. However, the study also uncovers a disconnection between the breadth of curriculum content and the EGMA's focus areas, pointing to potential gaps in curriculum alignment with assessment objectives. Furthermore, while the CPA content coverage shows a clear positive correlation with learner outcomes, the anticipated moderation effects of socioeconomic status and the mediation role of task coverage did not emerge as strongly as hypothesised. The research expands on the understanding of how specific aspects of curriculum content and task coverage influence early grade mathematics achievement. Despite the mixed results regarding moderation and mediation, the study highlights the complexity of factors affecting educational outcomes, including the critical role of CPA content coverage in enhancing learner performance. This dissertation contributes to educational research by offering nuanced insights into the dynamics of curriculum content and coverage and its impact on mathematics education in South Africa. It underscores the need for comprehensive strategies that integrate effective CPA content coverage with thoughtful curriculum design and assessment alignment, advocating for evidence based interventions to improve early mathematics learning outcomes in South Africa