The Use of a Blog to Improve Mathematics and Mathematical Literacy Results of Grade 9 to 11 Learners at Thornwood Secondary School, Pinetown District, South Africa

Abstract

This study examines the effectiveness of blogging as a pedagogical tool for enhancing mathematics and mathematical literacy outcomes among Grade 9–11 learners at Thornwood Secondary School in South Africa. Anchored in connectivism learning theory and framed within a critical paradigm, the research employed a mixed-methods action research design. From a population of 187 learners, purposive and convenience sampling yielded 50 participants for quantitative analysis and 20 for qualitative inquiry. Data collection methods included questionnaires, focus-group interviews, and comparative performance analysis conducted before and after the implementation of the blog. Given that the study involved minors, ethical clearance was obtained, and informed consent was secured from their parents or guardians. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis. The findings indicate that blogging significantly enhanced learner engagement, collaboration and academic performance, although challenges such as limited internet access and technical constraints were noted. The study concludes by recommending broader integration of information and communication technologies in public schools to promote decentralised learner-driven education and to address infrastructural barriers to digital pedagogy.