The effect of a supportive teacher-learner relationship on Grade 12 learners' Mathematics achievement

Abstract

This study explores the effect that a supportive teacher-learner relationship has on Grade 12 learners’ achievement in Mathematics. Data was collected in one quintile classified school in the Metropolitan East area of the Western Cape by means of interviews, group discussions, and observations. The mathematical achievement of the grade 12 participants in relation to a supportive teacher-learner relationship was examined using Glasser’s Choice Theory as a framework. According to this framework, we are all driven by five basic needs and that by having a teacher fulfil these needs through a supportive teacher-learner relationship this will directly aid in achievement in Mathematics. The participants’ responses to questions in the interview and focus groups were arranged according to their individual response to the question at the time as well as the information they were able to provide. Overall, the data was classified into one of three main categories; routines were further classified into one of the three main categories; observations, focus group discussions and semi-structured interview. The analysis focused on finding a link between how the learners’ and teacher viewed the importance of a supportive teacher-learner relationship and how this relationship affects mathematical achievement. The results of this study strongly support the notion that a supportive teacher-learner relationship does affect a learners’ ability to achieve mathematically. Most learners felt that they would have benefited from having a supportive relationship with their teacher. Also, most learners felt that low achievement in Mathematics can be linked to teacher readiness and preparedness. However, a particular participant felt that there was presence of a supportive relationship and that this was evident through having been approached and being thanked for all the support they had provided to them throughout the year. As such, an awareness of how vitally crucial that the current generation of teachers need to be with regards to how impactful they are not only on the state of learners’ academically but also are on the country itself.