The purpose of this qualitative descriptive study was to explore the Post intervention strategies of Annual National Assessment of Grade 6 learners in Manómbe Circuit, Limpopo . Given the heightened expectations of South African citizens on better service delivery, the emphasis is now on improved learner performance in Mathematics during the early years. The focus has moved from measuring only learner performance to measuring performance against pre-agreed outputs or outcomes and the provision of support to achieve the Department s strategic goals.
While there is consensus about poor learner performance in Mathematics in the ANA assessments in the Limpopo Province, the post ANA intervention strategies for improving learner performance in Mathematics, remains under-researched. This study used a qualitative case study design to gather comprehensive, systematic and in-depth information, using semi-structured interviews. Twelve participants, 4 principals, 4 Mathematics HoDs and 4 Mathematics teachers from four primary schools in the Manombe Circuit of the Limpopo Province were purposively sampled.
The research questions were concerned with understanding the post ANA intervention strategies developed for improving learner performance; how they are used; how they influence learner performance, and the challenges teachers experience using them. The collected data was transcribed, categorized and presented as themes with direct quotations from the participants to support the themes. Findings revealed most teachers had no Mathematics qualifications and are therefore neither involved nor trained in the development and implementation of post ANA intervention strategies for learner improvement.