Exploring gaps in the pre-existing mathematics knowledge of entrant NC(V) Level 2 engineering students at a South African TVET college

Abstract

This study explored the gaps in the pre-existing mathematical knowledge on the achievement of NC(V) Level 2 students. The study was guided by constructivist learning theory and an error analysis framework to examine students’ alternative conceptions and errors. An explanatory sequential mixed-method design was used. A diagnostic test was administered to 150 Level 2 Engineering students at a TVET college in the Ekurhuleni district. The test, based on a Grade 9 mathematics paper, covered ratios, algebraic expressions, equations, exponents, geometry, measurement, functions, and statistics. Based on the test results, 21 students were purposively selected for interviews. The findings revealed widespread conceptual and procedural knowledge errors, insufficient retention of Grade 9 content, and over-reliance on memorised procedures and calculators. Many students experienced difficulty applying rules, solving equations, and translating word problems. These difficulties negatively impacted their readiness for NC(V) Level 2 Mathematics. The study implies that TVET colleges need to develop or implement instruments to assess the readiness of students who enrol in the NC(V) Mathematics programme. Such diagnostic tools would enable lecturers to identify students who are underprepared and to implement appropriate support mechanisms early in the programme. The study recommends bridging programmes, improved instructional strategies, and formative assessments to strengthen foundational knowledge and enhance student achievement.