Exploring the challenges experienced by Grade 8 learners when learning angles associated with parallel lines in geometry.

Abstract

This research study explored challenges experienced by Grade 8 learners when learning angles associated with parallel lines in geometry. This research study was conducted in a school situated in the city of Pietermaritzburg, KwaZulu-Natal, South Africa to understand factors that shape learner’s experiences towards learning angles associated with parallel lines in geometry. This research study was framed within the social constructivist theory which guided and examined the systematic explanation of the experiences of Grade 8 learners when learning angles associated with parallel lines in geometry, by following certain principles outlined by the social constructivist theory. This research study was situated within the interpretivist paradigm and focused on an explanatory qualitative case study to, explore learners’ experiences and get an in- depth understanding of the challenges they are experiencing when learning angles associated with parallel lines in geometry. This research study used inductive data analysis and evaluation process to sort data generated from the 36 purposely selected Grade 8 learners. The process of data analysis and evaluation was done through the use of Curriculum Assessment Policy Statements (CAPS document), questionnaire, worksheet and the semi-structured interview schedule. The findings of this research study confirmed that there are challenges experienced by 8 learners when learning angles associated with parallel lines in geometry. It was recommended that this research study be conducted at a larger number of diverse schools across the country, to explore more challenges experienced by Grade 8 learners when learning angles associated with parallel lines in geometry.