Evaluating the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics achievement

This study evaluated the effectiveness of private supplementary tutoring on grade 12 learners’ mathematics performance in selected schools within the OR Tambo Inland District, in the Eastern Cape Province of South Africa. The research involved 347 participants from four schools and was grounded in Lev Vygotsky’s socio-cultural learning theory. Utilizing quantitative methodology and a causal-comparative research design, data were collected through a questionnaire and the standardized mathematics test. Both descriptive and inferential statistical techniques were employed in the analysis of data. Findings indicate that learners who attended private supplementary tutoring significantly outperformed those who did not. Additionally, 72.5% of the privately tutored learners sought tutoring to enhance their overall mathematics performance, while 86.1% of the non-tutored cited affordability as the primary barrier. Recommendations include strategies for stakeholders to maximize the benefits of private supplementary tutoring sessions and to develop alternative measures to support learners who are financially constrained from accessing such tutorials.