Date of Publication :17th December 2024

Abstract: A quasi-experimental study assessed the outcomes of culturally responsive teaching (CRT) on Grade 11 learners' mathematics performance. Sixty learners were split into two groups: an experimental group that used CRT methods and a control group that relied on traditional teaching methods. Performance was measured using pre-and post-tests. Pretest results indicated "low" performance levels for both groups, with no significant differences. Following the intervention, post-test findings revealed "moderate" improvements in performance for both groups, with the CRT group showing a substantial advantage over the control group. The study highlighted that both groups exhibited significant performance improvements from pre- to post-test, with the CRT group showing more significant gains. According to these results, the study advocates including culturally responsive teaching methods within the mathematics curriculum. By making the content more relevant to learners' cultural experiences, this integration aims to improve their engagement and comprehension. Encouraging collaboration and discussions that allow learners to connect mathematical concepts to their own experiences can foster a deeper appreciation and interest in the subject. Further investigation is necessary to understand the prolonged effects of culturally responsive teaching. Implementing CRT practices systematically can ultimately lead to improved educational outcomes and a more equitable learning environment for all learners.

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