Teaching of mathematics to middle school students: effects of a remedial approach

Summary An experiment was conducted to ascertain the effects of a remedial approach on overcoming learning difficulties in mathematics by middle school children in Bophuthatswana. Two whole classes (Class A and Class B) of standard (std) 6 students at a middle school in Molopo area of Bophuthatswana (Southern Africa) were randomly chosen out of three classes. Both classes were first pre‐tested and found at the same level of achievement in mathematics. Class A was taught mathematical concepts by using a remedial approach for a period of four weeks, while Class B was taught the same concepts through the conventional method of teaching mathematics (explanation of examples and then assigning classroom and home works). It was found that post‐test performances of Class A were significantly higher than those for Class B.