Grade 9 Learner Perceptions on Teacher-learner Relationship Influencing their Mathematics Performance in Tshwane

Bamidele Segun Donald Odeyemi; Regis  Chireshe

doi:10.25159/2312-3540/10014

Authors

Bamidele Segun Donald Odeyemi National Teachers Institute
Regis Chireshe Great Zimbabwe University https://orcid.org/0000-0002-6709-8669

DOI:

https://doi.org/10.25159/2312-3540/10014

Keywords:

academic performance, mathematics, perceptions, teacher-learner relationship, learners

Abstract

The study that directed this article explored the perceptions of Grade 9 learners on teacher-learner relationship as a factor influencing their mathematics performance in Tshwane municipality public secondary schools, South Africa. The study applied a quantitative research approach, following a descriptive survey design. The sample comprised 400 learners (280 females and 120 males). A self-designed questionnaire was employed for data collection, and the data were further analysed using the 24.0 version of the Statistical Package for the Social Sciences (SPSS). One hypothesis was tested and it was accepted. The study revealed that the perceptions of Grade 9 learners on teacher-learner relationship was a major factor influencing their performance in mathematics.

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