From the Pitch to the Classroom: Football-Linked Inquiry for At-Risk Youth in Mathematics

Author Information

Muhammad Sufri Ramli, Tasek Academy and Social Services, Singapore
Gayathiri Sivaraj, Tasek Academy and Social Services, Singapore

Abstract

At-risk youth often face persistent academic struggles in mathematics, compounded by low confidence, learned helplessness, and disengagement from school. This presentation reports on Project BEAM, a pilot academic coaching intervention that applied inquiry-based learning (IBL) within the context of football, a sport central to the identities and interests of participating youth. Grounded in IBL and Positive Youth Development, the programme was delivered through trained volunteer mentors who used questioning, scaffolding, and football-based problem-solving to foster both academic competence and learning confidence. Sessions were designed to make mathematics meaningful by situating concepts in real-world and interest-driven contexts. Findings are drawn primarily from case studies, mentor reflections, and parental testimonies, supplemented by pre/post survey feedback. Student voices revealed shifts in confidence and identity as learners: one participant shared, “Before BEAM, my confidence was very low… now I keep doing every homework I was given, and kept asking for more work.” Parents similarly observed newfound motivation and enjoyment of mathematics. School attendance data also suggested improved engagement, with one student’s attendance rising from 49% to 76% over two terms. This exploratory study suggests that embedding IBL within interest-based contexts can re-engage at-risk youth in mathematics learning by connecting academic concepts to meaningful lived experiences. It also highlights the role of structured mentoring and community-based support in sustaining volunteer-driven interventions.

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