Understanding Grade 12 mathematics performance in a disadvantaged rural school through complexity theory

Abstract

Despite socio-economic challenges, the study investigates the sustained performance in Grade 12 mathematics in a disadvantaged rural school in South Africa. It argues that no single factor can account for this success; a complex interplay of elements is at work. The research employs a qualitative case study approach, focusing on a quintile 1 (situated in a poor community) secondary school in the Free State Province. Data were collected through interviews as well as observations. Thematic analysis was applied to analyse the data. The study is framed within complexity theory, emphasising the non-linear and dynamic interactions among various factors. The interviews and observations reveal that factors such as experienced and well-qualified teachers, strong support from the Free State Department of Education, and adequate physical and curriculum-related resources contribute significantly to the school’s academic achievements, especially in mathematics. The study concludes that a holistic understanding of these interrelated factors is essential for maintaining educational performance.