Authentic and Guided Approach to Proficiency (AGAP): An Intervention to Enhance the Psychological Well-Being and Mathematical Proficiency of Grade 10 Learners

Abstract

This study investigated the effects of the Authentic and Guided Approach to Proficiency (AGAP) on the psychological well-being and mathematical proficiency of 41 Grade 10 learners. Psychological well-being was measured across six dimensions—Self-Acceptance, Positive Relations with Others, Sense of Autonomy, Environmental Mastery, Purpose in Life, and Personal Growth—while mathematical proficiency was assessed using pretests and posttests aligned with the curriculum. The study aimed to determine whether the AGAP intervention could improve learners’ affective and cognitive outcomes and strengthen the relationship between psychological well-being and academic performance in mathematics. Before the intervention, most learners demonstrated low mathematical proficiency, primarily at the Fairly Satisfactory level, and no significant correlations were observed between psychological well-being and performance. After the AGAP intervention, significant improvements were noted in all dimensions of psychological well-being, particularly Self-Acceptance, Sense of Autonomy, Environmental Mastery, Purpose in Life, and Personal Growth. Mathematical proficiency also increased, with most learners achieving Satisfactory to Very Satisfactory levels. Furthermore, positive correlations emerged between several well-being dimensions—Self-Acceptance, Positive Relations with Others, Sense of Autonomy, and Environmental Mastery—and mathematical performance, indicating a strengthened link between affective and cognitive outcomes. These findings highlight the importance of learner-centered and emotionally supportive instructional approaches in improving both academic achievement and student well-being. The results suggest that AGAP effectively enhances both mathematical proficiency and psychological well-being. The study recommends integrating AGAP strategies into mathematics instruction, providing teacher professional development, and promoting emotionally supportive, resource-rich learning environments. Future research may explore the long-term effects of AGAP and examine additional influences, such as teaching styles, parental support, and socio-economic factors, on the relationship between well-being and academic achievement.