Evaluation of the Senior Phase Mathematics Teachers Project
Project Overview
The Senior Phase Mathematics Backlogs Project was a Zenex Foundation–supported initiative aimed at responding to persistent learning gaps in mathematics among Grade 8 learners. Evidence shows that many learners enter the Senior Phase with significant conceptual backlogs from earlier grades, limiting their ability to engage meaningfully with grade-level mathematics.
Implemented by the Siyavula Foundation, the Project used a technology-enabled approach to support learners to work on both Grade 8 curriculum content and foundational concepts from previous grades. The Project was implemented in approximately 50 Grade 8 classrooms in Gauteng, reaching around 2,500 learners.
Zenex commissioned Kelello Consulting to conduct an evaluation of the Project to generate learning on implementation, outcomes and conditions for scale.
Project Design
The Project built on Siyavula’s existing CAPS-aligned online mathematics platform. For this initiative, additional mathematics backlogs content was developed to complement grade-level learning. This bespoke content focused on mental mathematics and key foundational concepts, extending as far back as Grade 4.
Learners engaged with the platform through a weekly, co-facilitated mathematics lesson integrated into the school timetable. Lessons were supported by classroom teachers and Siyavula ICT coaches, with the platform providing structured practice, feedback and prompts to support learner progression and revision.
The Project’s underlying assumption was that regular, guided engagement with high-quality digital content, combined with teacher support, could strengthen learners’ mathematical fluency and understanding over time.
Evaluation Approach
The evaluation was conducted from 2023 to 2025 using a mixed-methods case study design. It explored:
- The relevance and quality of the mathematics content and platform.
- How the Project was implemented in school contexts.
- Uptake and meaningful use by teachers and learners.
- Learner performance trends and changes in practice.
- Opportunities and constraints for scaling the model.
Data sources included platform and content reviews, interviews with managers, ICT coaches and teachers, lesson observations, learner focus groups, learner assessments, and a cost analysis.
Key Findings
Content and platform
The evaluation found that the mathematics content was relevant, curriculum-aligned and technically sound. The platform supported procedural fluency and conceptual understanding through structured practice, scaffolding and immediate feedback. These features were particularly effective when learners received guidance from teachers or ICT coaches.
The platform was assessed as user-friendly and accessible, with tools that support learner motivation and progress tracking. The evaluation also highlighted opportunities to strengthen diagnostic functionality and refine some technical and design features to better support learners with deep foundational gaps.
Implementation and use
The Project was partially implemented as intended, with notable variation across schools. While core components such as weekly lessons and platform access were in place, implementation quality depended heavily on context.
Common challenges included connectivity constraints, limited access to devices, timetable pressures and uneven teacher engagement. Schools with stronger teacher buy-in and targeted support demonstrated more consistent use of the platform and more effective lesson delivery.
Learner performance
Overall, the Project did not yield statistically significant improvements in learner mathematics performance across the full sample. However, learners in participating schools maintained their performance levels, while learners in comparison schools experienced a decline over the same period.
More positive trends were observed in schools that received additional teacher-focused support, suggesting that strengthened teacher engagement plays a critical role in enabling learner progress. Diagnostic assessments confirmed that many Grade 8 learners face substantial backlogs, particularly in content from Grades 5 to 7, underscoring the scale of the challenge.
Scalability
The evaluation found that the model shows potential for scale, particularly given the use of mobile technology and zero-rated data. However, successful expansion would depend on several enabling conditions, including:
- Reliable access to devices and connectivity.
- Strong teacher buy-in and integration into classroom practice.
- Ongoing professional support for teachers.
- Sufficient learner time-on-task to address deep-seated backlogs.
Key Learnings
The evaluation highlighted several important learnings:
- Technology can support mathematics learning, but teacher engagement remains central to learner progress.
- Addressing entrenched backlogs requires consistent and sustained practice over time.
- Models that prioritise teacher support and classroom integration show greater promise.
- Infrastructure and contextual readiness are critical considerations for scale.
Conclusion
The Senior Phase Mathematics Backlogs Project generated valuable insights into the use of technology-enabled approaches to support mathematics learning in under-resourced contexts. While learning gains were modest, the project demonstrated that with strong teacher involvement, adequate support and consistent use, such approaches can stabilise learner performance and create conditions for improvement.
The evaluation findings provide Zenex with important guidance on the need to pair digital tools with deliberate strategies to strengthen teacher practice and classroom implementation.