RCE2601
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 8 AUGUST 2025
, TABLE OF CONTENTS
1. Introduction and Background ...................................................... 2
2. Statement of the Problem .............................................................. 3
3. Rationale .................................................................................. 4
4. Research Question and Sub-questions ..................................... 4
5. Aim and Objectives of the Research ......................................... 5
6. Concept Clarification ................................................................ 5
7. Theoretical Framework ............................................................ 6
8. References ................................................................................ 7
1. INTRODUCTION AND BACKGROUND
Mathematics continues to be one of the most challenging subjects for learners in South
Africa, especially in the Further Education and Training (FET) phase. Many learners
struggle to understand basic mathematical concepts, which later affects their ability to
succeed in higher grades or even pursue careers that require math skills. The low
performance in mathematics has become a serious concern for educators,
policymakers, and parents. According to Spaull (2013), South African learners perform
poorly in international mathematics assessments, highlighting the need for effective
teaching methods.
Technology has grown to play an important role in education, and digital tools have
been introduced in classrooms to improve the way subjects like mathematics are taught
and understood. Despite these efforts, there is still a noticeable gap in the use of digital
tools to improve learner performance in mathematics. This study focuses on the role of
digital learning tools in improving mathematics performance among Grade 10 learners
in the FET phase.
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 8 AUGUST 2025
, TABLE OF CONTENTS
1. Introduction and Background ...................................................... 2
2. Statement of the Problem .............................................................. 3
3. Rationale .................................................................................. 4
4. Research Question and Sub-questions ..................................... 4
5. Aim and Objectives of the Research ......................................... 5
6. Concept Clarification ................................................................ 5
7. Theoretical Framework ............................................................ 6
8. References ................................................................................ 7
1. INTRODUCTION AND BACKGROUND
Mathematics continues to be one of the most challenging subjects for learners in South
Africa, especially in the Further Education and Training (FET) phase. Many learners
struggle to understand basic mathematical concepts, which later affects their ability to
succeed in higher grades or even pursue careers that require math skills. The low
performance in mathematics has become a serious concern for educators,
policymakers, and parents. According to Spaull (2013), South African learners perform
poorly in international mathematics assessments, highlighting the need for effective
teaching methods.
Technology has grown to play an important role in education, and digital tools have
been introduced in classrooms to improve the way subjects like mathematics are taught
and understood. Despite these efforts, there is still a noticeable gap in the use of digital
tools to improve learner performance in mathematics. This study focuses on the role of
digital learning tools in improving mathematics performance among Grade 10 learners
in the FET phase.
