Ngubane, Sibongiseni2024-10-122024-10-122023-07Ngubane, Sibongiseni. (2023). The Effects of Mathematical Modelling and its Application in Algebraic Functions on Grade 11 Learners’ Performance. [Master's dissertation, University of the Witwatersrand, Johannesburg]. https://hdl.handle.net/10539/41530https://hdl.handle.net/10539/41530This Research Report is submitted in partial fulfillment of the requirement for the Master of Education (Research Degree in Mathematics Discipline), to the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg,2023.To explore the effects of mathematical modelling on Grade 11 learners’ academic performance in algebraic functions, teachers’ self-efficacy and their overall perceptions, is the purpose of this research study. For the achievement of this goal, the research study followed a mixed method for both collecting and analyzing data. However, a pre-test and a post-test, interviews, and a questionnaire were used to collect data. The study content was limited to mathematical modelling in algebraic functions, learners doing pure mathematics in Grade 11, and mathematics teachers in the FET phase only. Eighty-seven (87) Grade 11 learners doing mathematics from one (1) selected school under the ILembe district in KwaZulu Natal participated in the research study, where 44 (51%) formed an experimental group and the other 43 (49%) learners formed a control group. Findings revealed that the experimental group taught through modelling with a guided discovery approach outperformed the control group that was taught through a direct instruction approach to learning. Hence, the difference between the modelling and direct instruction teaching approaches is statistically significant. Six (6) learners from the experimental group were purposively sampled to participate in the semi-structured interviews for the researcher's purposes of exploring learners’ perceptions about mathematical modelling. Learners reported that modelling could improve their level of cognition. Thirty-three (33) mathematics teachers in the FET phase from fourteen (14) high schools in KwaZulu Natal participated in the study by completing a questionnaire about modelling. Findings revealed that teachers have positive attitudes, beliefs, and perceptions about modelling in mathematics education even though there are no teachers’ professional development workshops provided to encourage them based on modelling. This study recommended that the department of education put more efforts into supporting and motivating teachers to implement modelling in mathematics classrooms, provide teachers with professional development workshops based on modelling, design and distribute teaching and learning support documents to all schools providing mathematics, and do follow-up to check the progress in teachers’ developments.en©2023 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.Mathematical modellingLearners' performanceTeaching approchesTeachers' beliefs and self-efficacyModelling perceptionsUCTDSDG-4: Quality educationDissertationUniversity of the Witwatersrand, Johannesburg