An investigation of the impact of the 1 + 4 Mathematics Teaching Intervention Programme on the attitude of Grade eight and nine Mathematics teachers after two years of attendance

Abstract

The purpose of the study was to explore Grade eight and nine teachers’ attitudes towards teaching Mathematics after they had spent two years attending the 1 + 4 Mathematics Teaching Intervention Programme. The sample for the study consisted of 82 teachers who were purposefully sampled due to their participation in the intervention programme. To obtain the data necessary to address the research question, a Likert four-point scale questionnaire was used, together with lesson observations and interviews. The study utilized a mixed method design and was conducted in six phases. The data obtained from the questionnaires, lesson observations and interviews were processed and analyzed with the aid of the Statistical Packages for the Social Sciences (SPSS) program. The study revealed a significantly positive correlation between teacher attitude and attendance of the 1 + 4 Mathematics Teaching Intervention programme. The study suggests that attending the programme led to the development of positive attitudes towards the teaching of Mathematics and radiated teachers’ competency to teach the subject.