THE INTERNATIONAL UNIVERSITY OF MANAGEMENT

AN INVESTIGATION INTO FACTORS LEADING TO DREADFULL PERFOMANCE IN

MATHEMATICS SUBJECT AT A NOMINATED JUNIOR SECODARY SCHOOL, IN
ERONGO REGION.

BY

NGHAAMWA BEATHA KEMANGULUKO

STUDENT NO: 190066504

FACULTY OF EDUCATION

SUPERVISOR

MR MATSUIB IMMANUEL
 ACKNOWLEDGEMENTS

I would give my gratitude to God for walking me through this research. It had a lot of challenges
and obstacles especially on the collection of data but in the end I have managed to overcome
them and finish the research. I would like to thank the junior secondary phase learners, the two
teachers as well as the Head of department participant from Tutaleni High School for helping me
out with collecting data for my study. My greatest appreciations to my supervisor Mr. Immanuel
Matsuib, for he is the one who guided the whole study. He has given a lot of ideas and corrected
most of the faults in the study. Everyone else, the participants and anyone who helped in a
different way I am very thankful, for it is because of you that I was able to complete this
research. And it is because of you that this research is a success. Thank you all

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 DEDICATIONS
I dedicate this to my greatest pillars of strength which is my family for all the encouragement, moral
support and prayers; with all their support my research is a great success today.

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 DECLARATION

I, Beatha K Nghaamwa hereby declare that this research project “An investigation into factors leading
to dreadful performance in Mathematics subjects at a nominated junior secondary phase in Erongo
region” is my work and all the sources that I have used or quoted have indicated and acknowledged
through complete references.

Beatha Kemanguluko Nghaamwa Date

……………………......... ………/………/20…….........

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 ABSTRACT

This study was an investigation into factors leading to dreadful performance in mathematics subject at a
nominated junior secondary school in Erongo region. The qualitative research design was utilized to gain
the views of the participants on the factors that lead to dreadful performance of grade 8-9 learner's in
Mathematics subjects. The target population for this study was learners and teachers of junior secondary
phase, grade 8 and 9 with dreadful performance in Mathematics. The sample for the study was selected
at a junior secondary school in Erongo region, where the study was conducted. A total of 14 participants
participated in this study, consists of two mathematics teachers and 10 learners. Data were gathered using
interviews, observation and questionnaires. Data collected in the study were thematically analysed. The
findings highlighted that both teachers and parents should try to Frank with the learner's in order to
develop confidence in them to minimize the threat of becoming dull and passive mathematics. The data
collected from learners and teachers showed a negative effect on learner’s academic performances in
Mathematics. The study recommends that teachers and parents should inculcate charming methods to
enhance the mathematical capabilities of the learners so they can become best in mathematics.

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LIST OF TABLES

Table 4.2.1: Age …………………………………………………………………………….

Table 4.2.2: Gender…………………………………………………………………………..

Table 4.2.3: Education……………………………………………………………………….

Figure 4.2.4: percentage of participant…………………………….. ……………………….

Table 4.2.5 Factor ……………………………………………………………………………

Table 4.2.6 Strategies…………………………………………………………………………

Table 4.2.7 Measures …………………………………………………………………………

Table 4.2.8 Programs…………………………………………………………………………

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LIST OF APPENDICES

Appendix A: Observation sheet…………………………………………………….……………

Appendix B: Questionnaires for HOD…………………………………………….…………….

Appendix C: Questionnaires for teachers……………………………….……………………....

Appendix D: Questionnaires for learner…………………………………………………………

Appendix E: Introductory letter………………………………………………………………….

Appendix F: permission letter from the school………………………………………………….

Appendix G: Consent Letter………………………………………………………………….....

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Table of Contents
ACKNOWLEDGEMENTS .................................................................................................................... I
DEDICATION........................................................................................................................................ II
DECLARATION................................................................................................................................... III
ABSTRACT ........................................................................................................................................... IV
LIST OF TABLES ..................................................................................................................................V
LIST OF APPENDICES ...................................................................................................................... VI
CHAPTER 1: INTRODUCTION .......................................................................................................... 1
1.1 INTRODUCTION ......................................................................................................................... 1
1.2 CONTEXTUAL OF STUDY..................................................................................................... 1-2
1.3 STATEMENT OF THE PROBLEM........................................................................................ 2-3
1.4 OBJECTIVES OF THE STUDY ................................................................................................. 3
1.5 RESEARCH QUESTIONS .......................................................................................................... 3
1.6 SIGNIFICANCE OF THE STUDY ............................................................................................. 3
1.7 LIMITATIONS OF THE STUDY ............................................................................................ 3-4
1.8 DELIMITATION OF THE STUDY............................................................................................ 4
1.9 DEFINITION OF TERMS ........................................................................................................... 4
1.9.1 TEACHING METHOD............................................................................................................ 4
1.9.2 QUALIFIED TEACHER ......................................................................................................... 5
1.9.3 ATTITUDE .............................................................................................................................. 5
1.9.4 MISCONCEPTION .................................................................................................................. 5
1.9.5 SELF-CONCEPT ..................................................................................................................... 5
CHAPTER 2: REVIEW OF RELATED LITERATURE .................................................................. 6
2.1 INTRODUCTION ......................................................................................................................... 6
2.2 FACTORS CONTRIBUTING TO DREADFUL PERFORMANCE ...................................... 8
2.3 POSSIBLE INTERVENTIONS ................................................................................................... 9
CHAPTER 3: RESEARCH METHODOLOGY ............................................................................... 11
3.1 INTRODUCTION ....................................................................................................................... 11
3.2 RESEARCH DESIGN ................................................................................................................ 11
3.3 POPULATION ............................................................................................................................ 11
3.4 SAMPLING PROCEDURES ................................................................................................ 11-12
3.5 RESEARCH INSTRUMENTS .................................................................................................. 12
3.6 DATA COLLECTION PROCEDURES .............................................................................. 12-13
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 3.7 DATA ANALYSIS AND PRESENTATION ............................................................................ 13
3.8 RESEARCH ETHICS ................................................................................................................. 13
3.9 SUMMARY .................................................................................................................................. 13
CHAPTER 4: FINDINGS AND DISCUSSON................................................................................... 14
4.1 INTRODUCTION ....................................................................................................................... 14
4.2 DEMOGRAPHIC OF INFORMATION OF THE PARTICIPANTS .............................. 14-20
4.3 PRESENTATION AND DISCUSSION OF DATA ............................................................ 20-22
4.4 SUMMARY .................................................................................................................................. 22
CHAPTER FIVE ................................................................................................................................. 23
5.1 INTRODUCTION .................................................................................................................. 23-24
5.2 SUMMARY OF FINDINGS.................................................................................................. 24-25
5.3 CONCLUSION ............................................................................................................................ 25
REFERENCES LIST....................................................................................................................... 26-27
APPENDIX A: OBSERVATION SHEET ................................................................................. 28-30
APPENDIX B: QUESTIONAIRE FOR HOD ........................................................................... 31-32
APPENDIX C: QUESTIONAIRES FOR TEACHERS ........................................................... 33-34
APPENDIX D: QUESTIONAIRE FOR LEARNERS .............................................................. 33-34
APPENDIX E: INTRODUCTORY LETTER ................................................................................ 35
APPENDIX F: PERMISSION LETTER FROM THE SCHOOL ............................................... 36
APPENDIX G: CONSENT LETTER ............................................................................................. 37

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CHAPTER ONE

1.1 INTRODUCTION

This chapter discusses the contextual of the problem, statement of the problem, limitations, and the
purpose of the study, objectives of study, and research questions and the delimitations. This study will
examine on the factors leading to learners’ dreadful performance in Mathematics at a nominated junior
secondary schools in Erongo region

1.2 CONTEXTUAL OF THE STUDY

Kitta (2004) defines mathematics as the language that helps us to describe ideas and relationships pinched
from the environment. Globally, mathematics is viewed as one of the most important subjects in the
school curriculum worldwide. It is seen as subject that has direct correlation with other subjects,
particularly with science and technology. Mathematics enables one to make the invisible to be visible,
there by solving problems that would be impossible or so. Namibia as other countries in the world exhorts
strong emphasis on Mathematics. This is an investment aimed at boosting the development of the
subjects, the low performance in Mathematics.

The report shows that learners must be able to communicate their reasoning, the flexibility of thinking
that will allow them to tackle new areas of mathematics and be willing to continue in doing mathematics.
Tata (2013) made his study and came out with findings that, learners’ negative attitude toward
mathematics, fear of mathematics, learner’s self-concept, misconceptions during learning, perceptions
of society about Maths and gender, inadequate qualified teachers and inadequate teaching materials were
some of the causes of poor performance in mathematics.

However, findings by Iheanachor (2007) indicate that, there is a significant positive relationship between
students’ academic achievement in mathematics and teachers’ background. Teachers with good
qualifications in mathematics have their students performing better in mathematics.

In any culture of the different countries around the world, it is a wide spread stereotype that Mathematics
is linked among adult males, with the perception that “Math is for males,” which resulted to the under
representation of women in the field of science, engineering and mathematics. This stereotype has been
influential in the educational interests and career choices of children (Cheryan et al., 2015). Moreover,
the perception of the society about gender on the Math skills among boys and girls leads to the difference

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in the identification of their skills and interests at their very young ages. This could also probably mediate
their learning in the subject by influencing their interests and perceptions towards their abilities in
performing tasks related to the subject (Beilock et al., 2010).

In the study of Guay, Chanal, Ratelle, Marsh, Larose, & Boivinet (2010), which aimed to investigate the
self-concept of the students, they found that students who have high academic self-concept have higher
grades because they are more motivated to perform well in school. However, students who have low self-
concept avoid school tasks because they consider these as threats, which led them to have poor
performance.

The poor performance of learners in Mathematics has been also attributed to the poor background they
have in their early primary grades. The idea of poor performance in Mathematics is critical, as most
learners who leave school with poor performance in Mathematics cannot compete effectively in the job
market with others who performed well.

Mathematics is an important subject in the education system, due to the fact that it is a pre requisite for
studying many science courses. Furthermore, achievement in this subject is considered as one of the most
reliable indicators for measuring social, economic, geographical and political development of nations.
Mathematics is vital components of successful contemporary life and socio-economic development of
nations (Justina, 2003).

There are still gaps and unanswered questions within this topic, because after many research projects
released, learners are still failing the subject, unknowingly why they are failing. Many research projects
have just focused on specific factors that lead to poor performance in Mathematics such as learners
‘attitudes toward the subject, learner’s misconceptions when learning the subject but sometimes other
factors above mentioned are not properly discussed.

1.3 PROBLEM STATEMENT

Despite the effort of the ministry of education in provision of enough text book and qualified teacher per
grade, mathematics still remains the last subject when it comes to learners’ performance. According to
my observations during the school-based study, from the articles and from the previous similar studies I
have read, the following factors are the major effectors of learners’ poor performance in Mathematics:
negative attitudes towards Mathematics, fear of Mathematics, learner’s self-concepts, misconceptions

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when learning, perceptions of society about Mathematics and gender, inadequate qualified teachers,
inadequate learning materials, learners ‘and teachers’ backgrounds. Many learners are forced to repeat
grades because of failing Mathematics, as a result of the above-mentioned factors. Therefore, this is study
interested in investigating in details how the above-mentioned factor affects learners' performance in
Mathematics and how well they can be eliminated, to allow learners score better grades in Mathematics.

1.4 OBJECTIVES OF THE STUDY

 To find out the origins of dreadful academic performance in Mathematics at a nominated schools
in Erongo region.
 To examine the challenges handled by teachers in teaching Mathematics.
 Advocate possible lightening strategies affecting the situation.

1.5 RESEARCH QUESTIONS

 What are the factors that lead to dreadful performance in Mathematics?
 What are the roles of teachers on learner’s performance in Mathematics?
 What strategies are used to eliminate learners’ dreadful performance in
Mathematics?

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study have important implications for both learners and the teachers. Currently,
many learners fail mathematics due to few factors such as negative attitudes toward mathematics, fear
of mathematics, learner’s self-concept, misconceptions during learning, perceptions of society about
inadequate qualified teachers and inadequate teaching materials in Mathematics. Consequently,
findings of this study will serve to motivate learners to change their negative attitudes toward learning
mathematics and cope with other factors and reduce dreadful performance in within the subject. In
addition to that, the positive attitudes of learners will develop a sense of confidence about their ability
to do well in Mathematics. The learners become more engaged when they are confident of their ability
to succeed. Identifying and correcting misconceptions, not mistakes are a well worth developing for
teachers. The findings of this study will also serve to provide the government with correct information why
learners perform poor in Mathematics, such as inadequate qualified teachers and inadequate teaching and learning
materials and help to resolve the problems. The findings of this study will also provide teachers with strategies

3
for motivating learners to learn Mathematics. Mathematics is a prerequisite for studying many careers
related to science and technology. The meaningful participation in Mathematics will allow learners to
succeed and benefit the country by alleviating the shortage of scientists and mathematicians.

1.7 LIMITATIONS OF THE STUDY

Limitations are some of the aspects of a study that the researcher could not control but believes will
negatively affect the results of the study (Gay; Mills & Airasian, 2011). The first limitation is that it is
the researcher’s first time carrying out the study, although she has knowledge and some researching
skills.

Another limitation is time. Time is too short for the learners to complete the questionnaires; the teachers
would not allow learners to answer many content-based questions because they always have other things
to do during that time. Despite the above limitations of the study, the sample chosen and the participants
to be interviewed will be consistent with qualitative research requirement.

1.8 DELIMITATION OF THE STUDY

Research participants will be strictly Mathematics’ teachers and grades 8- 9 learners only at three
nominated school in In Erongo region. Other people who will not be directly involved, e.g., the principal,
lower primary teachers, teachers that are not teaching mathematics and social science learners will not
be considered.

1.9 DEFINITION OF TERMS

To set ground for assessment on the factors that leads to dreadful performance in mathematics at three
schools nominated in Erongo region, the researcher will present the working definitions for some of the
terms used in this study.

1.9.1 Performance
Accomplishing or achievement of specific goals, objectives set in any academic undertaking in basic
mathematics.

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1.9.2 Teaching Method
This comprises the principles and techniques used for instruction. Commonly used teaching methods
may include class participation, demonstration, recitation, memorization, or combinations of these,
teacher-centered and learner-centered methods.

1.9.3 Qualified Teacher

This is the teacher who holds the following certificate such as: Diploma in Education, B.Ed., B.Sc. (Ed),
B.Sc. and PGDE, Masters in Education and PhD from a recognized university or college in Namibia or
outside Namibia.

1.9.4 Attitude
An attitude is a degree of positive or negative feeling a person has towards a particular object, such as
place, thing, situation or another person. This investigation explored the attitude of learners towards
learning Mathematics at grade 6 and 7.

1.9.5 Misconception
Misconception is a kind of misunderstanding and misinterpretation which is derived from inaccurate
meanings.

1.9.6 Self-concept
Refers to the personal believes about their academic abilities or skills.

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CHAPTER TWO: LITERATURE REVIEW
2.1 INTRODUCTION
This chapter reviewed literature related to the study on factors that leads to dreadful performance in
Mathematics at three nominated schools in Erongo region. Literature review refers to a survey’s
books, scholarly articles, and any other sources relevant to a particular issue, area of research or theory
and critical evaluation of these works in relation to the research problem being investigated (Fink &
Arlene, 2014). Literature review is cited both from within Namibia and from studies done outside
Namibia. In particular, issues discussed include: Factors that are leading to dreadful performance in
Mathematics such as: negative attitudes toward mathematics caused by the beliefs that mathematics is
for smart people alongside with perception that mathematics is a “boring” subject which is a complete
lie. Fear of mathematics from a general lack of confidence in ones learning abilities. Learner’s self-
concept, misconceptions during learning which vary across academic disciplines that affected by the
past academic performance. Perceptions of society about Math’s and gender, actually how they
personally view mathematics as a subject and how they feel and think privately about the subject.
Inadequate qualified teachers whereby the high turnover of teachers from this subject t to some other
sectors and inadequate teaching materials in Mathematics this is where they lack the useful textbooks
for further reading.

2.1.2 Learners attitudes toward Mathematics

An attitude is a mental state of readiness organized through experience pitting an influence upon
individual response to all subjects. An attitude of a student plays an important role yearning by
determining directions and action of influence.

Learners expressed attitude on mathematics depends on the manner in which the content is delivered to
them. When learners positively perceive the content to be learnt they get motivated to learn. Positive
attitude on the subject leads to positive performance. In Kenya research done by Nui and wahome, (2006)
in junior secondary school showed that dreadful performance in mathematics and sciences was attributed
by students and teacher’s altitude toward the subject.

Students with positive behavior tend to perform well in an examination compared to those with a negative
altitude.

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 2.1.3 Learners' misconceptions
Learning is a continuous process that involves active participation of learners even though instruction
clearly affects what learners learn. Constructivists such as Piaget (1972) and Skemp (1976) viewed
learning as; knowledge is not constructed solely from experience but rather, a blend of experience and
present knowledge structures. Piaget (1972) suggested that mental structures or schemata are constructed
through interaction by processes called assimilation and accommodation. Assimilation is a process
whereby new ideas are fitted to what a child already knows (existing schema). Accommodation, on the
other hand, is a process whereby the existing schemata have to be restructured to fit new information.
Once a schema or concept is formed, it is stable and resistant to change. A learner's existing schema or
concept will therefore determine what he or she learns from experience or instruction. Skemp's theory
(1976) suggests that a concept is activated in the mind when an example of it is encountered. He pointed
out that in order to develop good concepts; good examples of the concept are required. Mathematics’
new knowledge gained is linked to the previous knowledge. Hence, if a learner is unable to ''assimilate''
and ''accommodate'' this creates a gap in the learning of the concept, and in turn, leads to mathematical
errors or misconceptions. Making errors in computation is not utterly bad. It is an important part of the
learning process if these errors are dealt with diagnostically.

Despite all these, learning of mathematics in junior secondary schools is wanting. Worst still is the poor
result being posted in several junior secondary schools in the republic of Namibia in general and
particularly in Erongo region.

2.1.4 Gender factor

Costello (1988) identifies that sex-difference in achievement in mathematics is related to a sex difference
favoring males in terms of confidence in doing mathematics. He asserts that teachers consciously or
unconsciously reinforce the confidence of students while teaching mathematics. He further asserts that
girls are reinforced differently from boys.

Girls can perform as well as the boys, so long as they are given an enabling environment of learning of
mathematics. Stereotyped perception of the gender should be discouraged by all education stakeholders
and the society. Boys tend to underrate the level of difficulty, and over rate their own competence.
Consequently, they do less well than they expected. But primary school girls are more likely to over rate
the difficulty and devalue their own expertise and they often achieve better results than they expected,
(Twoli, 1986). Whether gender determined students’ attitudes and consequently his/her achievement in
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mathematics was the contention of this study.

2.1.5 Role of textbooks

Textbooks are useful for further reading, for preparing lesson plans, diagrams, illustrations, exercises
and even for instructions to be given to learners. Skemp, R. R. (1976) says Textbooks have a very
significant contribution to the teaching/ learning process in schools. The textbooks are useful for the
learners for the further practices.

Due to lack of textbooks, learning of the subject is hampered in a great way since it’s supposed to act as
a surrogate teacher and provider of supplementary reading. The textbooks being proper, the learner has
to play his/ her part by adapting “good" reading habits and this makes the learners self-dependent in
acquiring knowledge and skills.

2.1.6 Role of adequate teachers in Mathematics

There is a severe shortage of qualified Mathematics’ teachers in most junior secondary schools in
Namibia. It was noted that there was high turnover of teachers from this subject area to other well-paying
jobs in other sectors. Though the Namibian government through the ministry of education has realized
this problem and has ignored the terms of service for teachers teaching Mathematics, the problem still
persists.

Lack of sufficient teachers in this subject could hamper the efforts of proper teaching of the subject in
our schools. Lack of teachers who are facilitators of teaching/ learning process could defeat the
government’s policy in making Namibia an industrialized self-country by the year 2030.

2.2 The availability of teaching learning materials in the process of teaching mathematics
According to Clark-Jeavons (2005) “teachers and educators strive to develop tools for learning which
support learners to visualize mathematical concepts and emphasize mathematical relationships” (p. 97).
In many schools there are many ready-made teaching learning materials available for teachers. Teachers
can also purchase several ready-made teaching learning materials from the market e.g., Mathematics kit.
Mathematics kit contains various models such as scale, ruler, compass, geometry boxes and number
line’s model. These materials are very useful in mathematics concepts.

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Drews and Hansen (2007) emphasized that there are also several online tools for teaching and learning
mathematics. Teachers and learners can use social networking website to teach and learn mathematics
concept. The use of such website is very helpful to learners as it makes mathematics learning easy and
interesting. It is also help to use audios and visual devices like videos to explain the different hard topics
or concepts in an easy way. Information Communication and Technology (ICT) for mathematical
learning was developed and made freely available to schools for learning. Technology provides another
source of models which is a website that has a range of manipulates available such as Base-ten block,
Geoboards and number lines (Clark-Jeavons, 2005, p. 98). It is also easy for teachers to prepare or to
come up with their own teaching learning materials. Teachers can also use available teaching learning
materials in the environment to make their teaching and learning easy and interesting. Therefore, teachers
do have sufficient teaching learning materials to use when teaching mathematics concepts.

2.3 POSSIBLE INTERVENTIONS

2.3.1 Learning resources

Sufficient learning resources for mathematics and equal access to these resources by all learners are
important. They may include adequate 3-dimensional models, geo-boards, and textbooks, other teacher
– made teaching aids, calculators and computers. The teacher concern may need to ensure proper utility
of the equipment. Where there’s shortage, a well-set program should be made to ensure all the learners
access library, mathematics practical rooms and any other facility meant to promote mathematics
learning. The experience of this researcher in different junior secondary schools indicate that, there are
some well-equipped junior secondary schools, well organized class-rooms and students have enough
books some at ratio 1:1 and yet in those schools, there are cases of learners who perform dismally.
2.3.2 Role of the society
The general public should desist from viewing mathematics as if it were unknown territory where one is
expected to venture without tools to guide. Mathematics should be viewed with a more positive attitude.
The same public presumably views mathematics teachers as with little or no human feelings. Since the
learners are first in the society before, they are in school; they unconsciously form attitudes towards
mathematics and towards anyone who teaches mathematics.

This is with an effort to negate the unfavorable attitudes from being formed, especially by the girls.
Parents who achieved well in education and other role models in the society should make deliberate
effort to popularize the subject. They should go out of their way to convince the young ones about the
9
importance of the subject. This withstanding, some students, especially boys to know that mathematics
is a very important subject especially in choosing career and application later in life and yet fail to
develop interest and learn the subject while in school.
2.3.3 Teacher-learners’ interaction

Learners learning mathematics do so with assistance from their teachers. Teacher-learner interaction in
classroom should be geared towards achieving a goal; to learn mathematics, teachers should be conscious
of their own attitudes towards mathematics and other subjects and towards his/her learners regardless
of their gender. He/she should provide guidance and counselling to learners with repeated under-
achievement. He/she should reinforce them accordingly and motivate them by providing for the
individual differences. Teachers in Namibia are recruited and posted to teach in schools by ensuring that
such teachers have received adequate training; are in-serviced where necessary and proper supervision
is done in schools.

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CHAPTER THREE: METHODQLQGY

3.1 INTRODUCTION

According to Kumar (2011) research methodology is the specific procedures or techniques used to
identify, select, process, and analyse information about a topic. The section focused on the research
design, the population, sample and sampling procedure, research instruments, data collection procedures,
data analysis

3.2 RESEARCH DESIGN

Research design is a general strategy or plan for conducting a research study which indicates the
basic structure and goals of the study; it also consists of two approaches, namely quantitative and
qualitative, Gay, Mills and Airasian (2011). Qualitative research collects descriptive-narrative,
historical, grounded theory and visual data to gain insights into the phenomena of interest. A qualitative
approach will be used in this study because it will allow the researcher to collect expressive data that
contributes to the nature of the study, the attitudes and misconceptions that learners develop when
learning mathematics. Qualitative research seeks to probe deeply into the research settings to obtain in-
depth understanding about the way things are, why they are that way, and how the participant in the
content distinguishes them. Under qualitative research, the case study research design will be used
because the case study research design is that which can focus on specific and interesting cases.
3.3 POPULATION
Population is defined as the large group with one or more characteristics in common from which a sample
is obtained, by Gay, et al. (2011). It can be a group of elements or cases where targeted population of
individuals with some common defining characteristics that a researcher can identify or study. The
population of this study is one mathematics teachers at the junior secondary phase and their head of
department adding to 5 learners from grade 8 along with the other 5 from grade 9 at certain nominated
schools in Erongo region in total it will be 12 participants.

3.4 SAMPLING PROCEDURES

The sample is a finite part of a statistical population whose properties are studied to gain information
about the whole. However, the selection of the sample will depend on the number of learners and teachers
that are targeted to participate. For that reason, purposive sampling will be used, as the researcher
targeted a specific group of learners and teachers. The population for this study will be 5 learners from
grade 8 and 5 learners from grade 9, and their mathematics’ teachers. To get to the 10 learners, the

11
researcher will give the content-based questions to the entire class, and then select the targeted learners
from that sample to research

3.5 INSTRUMENTS
This study relied on both primary and secondary data sources that are relevant to explore the research
questions. Questionnaires, observation and interview were used as research tools for this study, whereby
it was used on primary sources. Questionnaires contained a list of questions prepared by the researcher
to collect data, whereby both open-ended and close-ended questions will be used. The respondents to
the questionnaires were the teachers and the sample of learners. During observations the researcher
focused more on the type of teaching approaches used by the teachers and this was done during the
mathematics’ lessons. Documents such as annual reports for learners’ performance in the subject of
Mathematics were studied and interpreted. Data sources such as; literature whereby published work such
as journals, articles, and books were used. As a result of limited access to information, internet was
utilized to obtain critical information.

3.6 DATA COLLECTION PROCEDURES

3.6.1 Observation

Observation is defined as the watching of behavioral patterns of people in certain situations to obtain
information about the phenomenon of interest. The researcher will observe the mathematics lessons
focusing on the learners that the researcher chose as participants, using the provided observation sheet.
The availability and use of classroom material and instructional resources by ticking yes if either is
available or no, if neither it was available in the appropriate columns, and also explaining how. The
researcher as well will describe which materials or resources will be used instead of the other. The
researcher as well will observe the lesson delivery by observing what specifically is being taught. What
the researcher will observe as well is the instructional strategies, interactions and activities between the
learners and the teachers during that lesson.

3.6.2 Questionnaire
Questionnaire is a written collection of survey questions to be answered by a selected group of research
participant. Questionnaire is a research instrument consisting of questions for the purpose of gathering
information from respondents, Hornby (2013). The questionnaire includes the structured general
questions which are only closed-ended questions that will be given to the chosen sample. The researcher
will give subject-based questions to a group of learners to answer.
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 3.6.3 Interview

Gay ET. All. (2011) defines interview as a purposeful interaction in which one person obtains
information from another. Both closed and open-ended questions will be part of the interview. The
participants that will be interviewed are the grade 8 and 9 Mathematics’ teachers 2/3 from each
school. During the interview, the teachers will be asked to answer the interview questions that will
be asked by the researcher. The teachers will answer the interview questions orally; the researcher
will record and then analyze the data later.

3.7 DATA ANALYSIS AND PRESENTATION

Qualitative data analysis involves the identification, examination, and interpretation of patterns
and themes in textual data and determines how these patterns and themes help answer the research
questions at hand. Two mathematic lessons will be observed, answers from responses will be
recorded and observation schedule list will be used to monitor the notes. The researcher will use
a phone to record the data from an interview. The researcher will transform the data from the
interview and arrange them according to the questions that are prepared. Qualitative data
normally consist of a large number of words, observation and not numbers; therefore data from
the participants’ interview, questionnaires and observation will be presented in a form of
paragraphs. The approach that will be used to analyze data is the deductive approach because the
time for carrying out this study is limited.

3.8 RESEARCH ETHICS

Ethics has to do with behaviors that are right or wrong. Ethics are important consideration in
research, particularly with research involving humans. To answer and fulfil the study questions,
the researcher will explain the purpose of the study to the principal at the selected school in Erongo
region and to the participants. In order to ensure confidentiality, the research's participants
assured that their identities will not be revealed and would not appear on any paperwork and the
information they provide would not be discussed with.

3.9 SUMMARY
This chapter outlined how the research was conducted; illustrating the process that was used to
select the participants, methods that were used to collect data as well as approach that was used
in analysing the text. Finally, the chapter states the ethical consideration of the study.

13
CHAPTER 4
DISCUSSIONS AND FINDING

4.1 INTRODUCTION
Within this chapter, the researcher have analysed the data from the respondents and explained the
findings based on the outcome of the results. The results where under two groups because the
researcher used two instruments which are questionnaires and the interview. All the respondents
were the junior secondary students, the mathematics teacher and their HOD. The researcher also
provided information on the observations made.
The findings are presented in thematic format and narrations with regard to the research questions,
interview, observations and documentary reviews. Thereafter the findings were discussed by
looking at what the literature has exposed
4.2 DEMOGRAPHIC OF INFORMATION OF THE PARTICIPANTS
In this study, data was collected through questionnaires given to the HOD, the mathematics
teacher and learners. The information was collected from the 14 participants therefore it was
recorded in the following tables.
4.2.1 Age
AGE Number of participant
10-20 14
20-30 0
30-40 1
40-50 1

The table above shows that the 14 participants are aged from 10-20 year, 1 participant from 30-40
years along with the last one aged 40-50 years of age. Where by the most participants were males
represented 8 and females were just 6.

4.2.2 Gender
Gender Number of participant
Male 8
Female 6

14
 4.2.3 Education
Level OF Number of
Education participant
GRADE 8-10 14
Honours Degree 1
Master Degree 1

The table above displays the level of education, and it shows that 14 participants which are off
course learner were from grade 8-10, one participant which was the teacher has a Honours Degree,
plus the last participant which was off course the HOD with a Master Degree.

Figure 4.2.4 shows the number of participant in percentage

Percentage

15%

35% GRD 8
GRD 9
Teachers

50%

The above figure shows the number of participant in percentage.

From the Tables, a total of 14 participants participated in this study. Six of the participants in the
study were female while the remaining eight were male. Respectively Two teachers that took part
in the study were all males. A total number of 12 learners Participated in the study, six of them
were females while the other six were males. Five learners compiling of two males and three
females were from grade 8, correspondingly three females and four male’s learners were the grade

15
9s. The participants of the study were purposively sampled according to the positions which they
hold which give them access to the information required in this study.
The table below shows results of the total participant in percentage, in reaction to the first question
which was the factors affecting the performance of mathematics learners. 21.4% of the total
participant said lack of proper teaching and learning methods in mathematics, By the look of things
the most factors affecting the performance of learners in mathematics is lack of motivation either
from their mathematic teachers or motivation from home as well as the lack of interest in the
subject simply due to the fact that 32, 2% of the total participant said it is the lack of motivation
and interest in the subject. 3, 6% said it is family issues or inadequate parent involvement in school
matters which means the involvement of parents in school maters doesn’t really affect the
performance of learners in mathematics of a subject. 0% reacted to the teachers’ attitude which
spontaneously classify that teachers attitude has nothing to do with the dreadful performance of
learners in mathematics. 17, 9% reacted to the learner’s attitude. 7, 9% reacted to the students
learning environment and the last 17.9% of total percent said the factors affecting the performance
of mathematics learners were poor time management.
Table 4.2.5
Factors Number of Number of Total number of Total of
affecting the
learners teachers participant percentage
performance of
mathematics
learners
Lack of proper 5 1 6 21.4%
teaching and
learning
methods in
mathematics
Lack of 7 2 9 32.2%
motivation and
interest in the
subjects.
Family issues or 1 0 1 3.6%
Inadequate

16
 parent
involvement in
school matters
The teachers 0 0 0 0%
attitude
The learners 4 1 5 17.9%
attitude
Students 2 0 2 7.1%
learning
environment
Poor time 5 0 5 17.9%
management

The table below shows the results of the total participant in percentage on the strategies that
teachers are using to handle the factors affecting the performance of learners in mathematics. The
entire contestant, both the teachers and learners that answered the questionnaire stated that the
most strategy that teachers are using to handle the factors affecting the performance of learners in
mathematics was/is teachers use different teaching styles making it easier for learners to catch up
faster with the highest percentage of 45.2%. While the tow strategies of teacher distributing
textbooks to be shared in groups along with the one whereby the teacher gives a little belief on the
importance of mathematics came out with the same percentage out of the total contestant. Teachers
identify and activate students strength got 13% out of the total participant which means teacher
really need to put more effort on identifying the their learners weakness and strength for them to
be able to activate them that will later on result on better performance in mathematics.

17
Table 4.2.6
Strategies Number of Number of Total number Total percentage
learners teachers of participant
Teachers 6 0 6 19.4%
distribute
textbooks to be
shared in groups
Teachers 1 0 1 3.2%
distribute copy
papers
The teacher 4 2 6 19.4%
gives a little
brief on the
Importance of
mathematics
The teacher use 12 2 14 45.2%
different
teaching styles
easier for
learners to catch
up fast
Teachers 4 0 4 13%
identify and
activate student
strengths

The below table shows results on the measures that should or need to be implemented by the
school management in order to improve the learners performance in mathematics, and it looks
like giving learners more live practical example when solving mathematics problems is the most
measure that really need to be implemented by the school management due to the fact that it is
the one with the most percentage.

18
Table 4.2.7
Measures Number of Number of Total Total
learners teachers
participant percentage
Provide proper 7 2 9 32.1%
learning and teaching
materials
Make the 4 0 4 14.3%
environment
conducive for
teaching and learning
Give more live 7 2 9 32.1%
practical examples
when solving
mathematic problems
Come up with extra 6 0 6 21.4%
classes project
encourage parents to 0 0 0 0%
buy some of the
learning materials
that learners need

The table below had drawn the results on the programs that should be implemented at school by
the management in order to improve the way teachers deliver mathematics lessons. By looking
on results of the questionnaire, the management really needs to implement the puzzle pieces and
math instruction which makes the mathematics facts more fun, along with building a project of
sharing positive attitudes scheduled in mathematics. They also need to gadget the measure of
giving meaningful and frequent homework to learners simply because homework give student an
opportunities to review class materials as well as a chance to see what is being learned in class
along with teaching them how to take responsibilities for their part in the educational process.
Homework also develops ethics from early age, build confidence and enhance self-esteem in
students.

19
 Table 4.2.8
Programs to be Number of Number of Total Total
implemented learners teachers number of percentage
at schools participant
Build a project 6 1 7 25%
of sharing
positive
attitudes about
math
Cooperative 5 1 6 21.4%
learning
strategies
Meaningful and 5 1 6 21.4%
frequent
homework
Puzzle pieces 8 1 9 32.1%
and math
instruction
making math
facts fun
4.3 DISCUSSION AND FINDINGS
4.3.1 The factors that lead to dreadful performance in mathematics
According to the participant’s point of view, lack of proper teaching and learning methods in
mathematics along with the lack of motivation and interest in the subject are the most factors
affection the performance of mathematics learners at junior secondary in Erongo region. This
comprises the principles and techniques used for instruction. Commonly used teaching methods
may include class participation, demonstration, recitation, memorization, or combinations of
these, teacher centred and student centred methods. Memory problems have also been found out
to contribute to dreadful performance. Some learners demonstrated difficulty in addition,
multiplication and division. In sums which require multiple steps some pupils displayed
ignorance which showed that they have problems with memory.
4.3.2 Strategies for teaching Mathematics
Investigation has shown that teachers should help learners to develop positive attitude towards
the Mathematics. This aids in the increase of interest in learning it (Obodo, 2012). The teacher
should make the subject interesting and exciting enough through the methods that will be used.
There are quite a number of strategies which can be used in the teaching of Mathematics. Student
involvement is crucial in doing away with the problem of poor academic performance in

20
Mathematics. Students need to spent a great deal of time as well as effort in the learning of
Mathematics so as to be motivated to want to continue wanting to learn the subject. They should
not be treated as passengers but as active participants. According to Ajogbeje and Alonge (2012)
teacher competency is also crucial. Teachers should demonstrate competency in the pedagogic
content knowledge of all the chapters in the book. Also of importance is the constant and frequent
feedback and remediation by the teachers. The provision of feedback and remediation on the
learners necessarily improve performance in Mathematics. Remediation aids in correcting
deficiencies in learners with the intention of making them be on the same level with other learners.
Teachers who use interactive methods achieve active participation for their learners. Discovery
methods, group work and project work have proved to be effective methods in teaching and
learning of Mathematics.
4.3.3 Challenges faced by teachers in teaching Mathematics.
Teachers in Mathematics department have indicated that some pupils have memory problems
and they also would like to attribute that result to negative attitude as well. Some demonstrate
difficulty in addition, multiplication and division. In sums which require multiple steps, some
pupils display ignorance which serves to show that they have problems with memory. This again
boils down to the fact that they have problems with their information storage because the
information they got will never be stored in the Long Term Memory. Thus, the calibre of leaners
is also a challenge (Sparks & Sarah, 2011).Some of the challenges teachers faces include lack of
mastery of Mathematical skills needed to find solution to particular problems. For most learners
their skills take a long time to perfect. Another challenge is that of the method of teaching.
Mathematics need to be taught in a way which is clear, informative and interesting enough to
attract learners’ attention (Sparks & Sarah, 2011).
According to Chacko, (1989) teachers indicated Mathematics as one of the subjects they find
difficult to teach. Thus, according to Saad (2004) mathemtics at secondary level is not taught well
because some Mathematics teachers lack pedagogic content knowledge and materials. The Gallup
Youth Survey (2004) reveals that Mathematics is the subject that teenagers find to be difficult
and this explains the poor academic performance. Teachers also face the problem of the mentality
that Mathematics is not for everyone. Mathematics is thought to be of the selected few.
Mathematics teachers have highlighted that pupils often approach Mathematics as a difficult
subject. Researchers observed that the best cure for Mathematics anxiety is success and this

21
should start with the teacher. Teachers’ attitude to the pupils is very crucial as it rectifies the
difficulties they are having in the subject. Mathematics teachers indicated that they should
celebrate all efforts great or small in order to boost pupils’ achievements. It has been noted that
pupils who experience continuous failure in Mathematics expect to fail every time. Their lack of
confidence compels them to rely on assistance of others to complete tasks. Literature has it that
mathophobia has led majority of pupils to believe that Mathematics is a difficult subject (Sparks
& Sarah, 2011). Teachers indicated that pupils who are slow in their learning face a lot of
challenges in the learning of Mathematics. They do not actively make corrections on what they
have learnt and what is being taught. These learners when presented with a problem solving
situation cannot employ strategies or prior knowledge to solve them. In Mathematics most
concepts are hierarchical and as such pupils have to build on what they already know.

4.4 SUMMARY OF THE CHAPTER

In actual practice as the research found from the field, teachers are still applying teacher cantered
methods, they teach students from the starts of the session and leave students with an exercise to
attempt. Few questions are posted on the chalkboard as learners’ homework. Those learners in an
interview protested about the shortage of learning materials such as books for which they were to
make self-practice. Only a few learners indicated that they manage to complete their work on
time as they have got books provided by their parents. The researcher realized that learner’s
performance was not much affected by teacher-learners’ relationship but with factors other than
that. Learners said there was no hatred among them and their teachers. But the issue realized was
those learners fear mathematics subject to the extent they don’t make practice as they think that
even if they practice still, they can fail. One of the learners said that, even some teachers other
than mathematics teachers tell in their story how mathematics was difficult to them. This reduces
the interest of learners towards the subject mathematics.

22
CHAPTER 5
CONCLUSION AND RECOMMENDATION
5.1 INTRODUCTION
This study was an investigation into factors leading to dreadful performance in mathematics
subjects at a selected junior secondary school in Erongo region. This chapter opens by giving a
summary of the study. The chapter then draws conclusions of the study; it also gave
recommendation on how to mitigate poor mathematical performance in Namibian schools. The
chapter closes by giving directions for further research.
5.1.1 Findings from the learner’s standpoint
The finding revealed that learners showed a positive impact on the factors that contribute to
dreadful performance in mathematic subject.
The findings from learners indicated that lack of textbook contributes to dreadful performances
of learners, The study also institute that Mathematics has too many practical in topics such as
Algebra, sequence and probability in addition, the study found that memorizing mathematics
without understanding is very difficult and the endless of counting and practical of work about
solving problems remain to be a major problem to learners, besides the study institute out that
solving of equations is a challenge to learners.
The study also investigated on the importance of Mathematics. The study found out that
mathematics provides an effective way of building mental discipline and encouraged logical
reasoning and mental rigor. The findings of learners also found that lack of teaching skills from
teachers’ leads to learner’s dreadful performance. According to Maundu (2016), expresses that
the variety in the nature of instructing/learning offices proposes that understudy get more
unfortunate training. Maundu (2016) was alluding to the helpless science labs and library offices
in Harambee schools, not at all like those found in Provincial and National auxiliary schools
which were vastly improved. In this examination, Maundu (2016) noticed that old schools were
outfitted with sufficient number of research centres and library office.
To sum up, the study findings from learners suggested measures that can be put into place to
moderate the examined problem. The study recommends teachers to use different of teaching
methods, the government to employ more qualified teachers and more practical. The study done
by Jonas (2015) found that, Government needs to have the option to give supports to understudies
from a helpless foundation like awards, grants, and so on, as this help understudies in this

23
classification to remain centre.

5.1.2 Findings from the teacher’s standpoint

The study revealed that there are many factors contributing to dreadful performance in
mathematic. Responses from teachers found that lack of materials and resources contribute to
dreadful performance of learners in mathematic subject, the past study found that lack of school
text books and lack of teaching methods leads to dreadful performances (James, 2019). The
responses from teachers found that mathematics is very important to learners; the study originate
that mathematics helps learners to better gain mathematical understanding of problem solving,
think analytically and have better reasoning abilities, which helps learners to think critically about
the world around us, helps with reasoning abilities which helps them to solve problems and find
solutions. Mathematics plays an important roles in the learner's life, however laws of mathematics
are evident throughout the world, including in nature, and problem-solving skills obtained from
math homework that can helps learner's tackle problems on other areas of life.
Furthermore, the study initiate out that lack of interest in the subject contributes to dreadful
performances.
The study bring into being out that by giving extra classes to learners that do not understand the
content will help them boost up their understanding. Besides, the study also found out that doing
more practical in math broadens the understanding of learners and providing them with copies
and give them more activities.
The study done by James, (2019) initiates that giving more time to the subject that troubles them
makes a difference.
Lastly, from teaches’ responses the study found out that there are possible strategies that can be
used to reduce the dreadful performances of learners in mathematics.

5.2 THE CONCLUSION

The learners strongly agreed to this scenario which says mathematics is naturally a difficult
subject and through harshness it can never be taught. Evidence of the study exposed the lookout
of teachers who find lack of exercise and practice a major cause affecting the achievement of
concrete and abstract mathematical concepts while the parents reflect the low level of learner’s
attention as a major cause hindering high achievement in mathematics. The findings of this study

24
will help teachers along with parents in treating the kids with a profound sense of responsibility
and child psychology. It will also be supportive for teachers and parents in designing and
reviewing their teaching patterns related to such children who have low achievement in
mathematics. Both will realize their important role in bringing out the inner qualities and hidden
talents of the children on the surface of success by making the subject of mathematics interesting
as well as understandable for the children.

5.3 RECOMMENDATIONS
Based on the results and conclusions of the study, the researcher put into view the fundamental
recommendations in order to soften the factors that lead to dreadful performance in mathematics.
Learners should not be lazy by not doing self-practice daily. They should actively participate in
classroom activities in order to have an enjoyable and satisfying learning outcome, Learners
should always be ready to be guided in mathematics using learner cantered methods, which is the
very effective way of teaching, Learners should take in hand their perception and feedback
towards their teachers’ teaching methods in order for the teachers to effectively bring into link
their way of teaching to the learners’ way of learning. The researchers also observed that the
Mathematics class in Erongo region is overcrowded. Thus, it is recommended that the school
should enrol a manageable number of learners so that customised lessons become possible.
Teachers and parents should try to frank with the learners in order to develop confidence in them
concerning to decrease the threat of becoming cloudy and inactive in mathematics, Teachers
should be able to gather the importance of recognizing learning styles, identify learners’
differences, along with to adjust the teaching methods accordingly. Teachers should learn to put
into words their way of teaching especially if their school does not have available facilities to
support their teaching activity. They should learn to advance their profession and innovativeness
in teaching in order to maximize the use of available resources of the school to improve learners’
performance in mathematics subject. In addition adequate textbooks and other teaching/learning
materials should be provided for learners to make the most of in their learning effort.

25
 REFERENCES LIST
Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and affective drop in
performance. Journal of psycheducational assessment. 27(3), 197-205
Cheryan, S. (2012). Understanding the paradox in math-related fields: why do some gender
gaps remain while others do not? Sex Roles 66, 184–190.
Cresswell, J. W. (2009). Research Design: Qualitative, quantitative and mixed method
approaches. Los Angeles: Sage publishers.

Deverly, H. (2002). Trend Focus for Research and Development in Primary Health Care: An
Introduction to Qualitative Research. Retrieved October, 2021
http://classes.uleth.ca/200502/mgt2700a/Articles/Qualitative%20Reseach.pdf

Dimmock, C. (2012). Leadership, Capacity Building and School Improvement: Concepts,

Themes and Impact. London: Routledge.

Drews, D,. & Hansen, A. (2007).Using resources to support mathematical thinking, Primary
and early years, chapter 2. Learning Matters Ltd

Guay, F., Chanal, J., & Boivin, M. (2010). Intrinsic, identified, and controlled types of
motivation for school subjects in young elementary school children. British Journal of
Educational Psychology, 80(4), 711-735.

Iheanachor, O. U. (2007). The Influence of Teachers’ Background, Professional Development

and Teaching Practices on Students’ Achievement in Mathematics in Lesotho: University of
South Africa

James, H. M., & Sally, S. (2010). Research in Education: Evidence-based inquiry. (Seventh
Edition) New Jersey: Pearson Education.

Jana, S. (2017). Sciencing: Factors Affecting Performance in Mathematics. Retrieved

octomber, 2021 from http://sciencing.com/factors-affecting-performanceMathematics-
8461363.html

Kendriya, V. (2015). The Times of India City: The importance of Mathematics in Everyday
life. Retrieved October, 2021 fromhttp://timesofindia.indiatimes.com/city/guwahati/The-
importance-of-maths-ineveryday-life/articleshow/48323205.cms

Kumar, R, (2015). Research methodology: A step-by-step guide for beginners.

26
 London.sagepublication

Mbugua, Z. K., Kibert, K., Muthaa, G. M., & Nkonke, G., R. (2012). Factors contributing to
poor performance in Mathematics at Kenya. American International Journal of Contemporary

Nui, W.N., & Wahome, A.N.(2006). SMASSE PROJECT, Tsukuba Journal of Educational
Study in Mahematics, 25(1)
Vinay, K. (2014). Interview method in research. Retrieved October, 20, 2021 from
https://www.slideshare.net/VinayKumar49/interview-method-in-research

Wright, P., & Demary, J., L. (2011). Mathematics: Strategies for teaching limited English
proficient students. Retrieved March, 20, 2017 from
http://www.doe.virginia.gov/instruction/esl/resources/strategies_teach_math.pdf.

27
APPENDIX A: OBSERVATION SHEET

The researcher will use the following observation sheet to record findings by crossing in the
Appropriate box

Key:
Bad Good Very good Excellent
Rating 1 2 3 4

Rating 1 2 3 4
Learners
The reaction of learners when the Mathematics teacher enters the classroom
Learners’ participation in Mathematics lesson (posing questions and
answering questions)
Learners’ attention to the explanation of Mathematical concepts and
problems
Learners’ enthusiasm and confidence to a Mathematics’ lesson
Learners dodging Mathematics lessons and absenteeism
Learners’ relationship when given a class activity for Mathematics
Learners’ reaction when given homework
Teacher
Teacher prepared a motivational introduction
Teachers confidence in presenting the lesson
Teachers reaction on learners performing poor
Teacher’s closure of the lesson
Classroom
Classroom conducive for teaching and learning

28
APENDIX B: QUESTIONAIRE FOR HOD

QUESTIONNAIRE

SECTION B: (closed- Ended Questions)

Instructions: circle the best two!

a) What are the factors affecting the performance of Mathematics learners?

i. Lack of proper teaching and learning methods in mathematics
ii. Lack of motivation and interest in the subjects.
iii. Family issues or Inadequate parent involvement in school matters
iv. The teachers attitude
v. The learners attitude
vi. Students learning environment
vii. Poor time management

b) What are the strategies that teachers are using to handle the factors affecting the
performance of learners in Mathematics?
i. Teachers distribute textbooks to be shared in groups
ii. Teachers distribute copy papers
iii. The teacher gives a little brief on the Importance of mathematics
iv. The teacher use different teaching styles easier for learners to catch up fast
v. Teachers identify and activate student strengths

c) Identify the measures that should be implemented by the school management to improve
the performance of learners in Mathematics?
i. Provide proper learning and teaching materials
ii. Make the environment conducive for teaching and learning
iii. Give more live practical examples when solving mathematic problems
iv. Come up with extra classes project
v. encourage parents to buy some of the learning materials that learners need

29
d) Outline the programs that should be implemented at schools by the management in order
to improve the way teachers deliver their Mathematics lessons
i. Build a project of sharing positive attitudes about math
ii. Cooperative learning strategies
iii. Meaningful and frequent homework
iv. Puzzles pieces and math instruction making

THANK YOU FOR YOUR COOPERATION

30
APENDIX C: QUESTIONAIRES FOR TEACHERS

QUESTIONNAIRE

SECTION B: (Closed- Ended Questions)

Instructions: circle the best two!

a) What are the factors affecting the performance of Mathematics learners?

i. Lack of proper teaching and learning methods in mathematics
ii. Lack of motivation and interest in the subjects.
iii. Family issues or Inadequate parent involvement in school matters
iv. The teachers attitude
v. The learners attitude
vi. Students learning environment
vii. Poor time management

b) What are the strategies that teachers are using to handle the factors affecting the
performance of learners in Mathematics?
i. Teachers distribute textbooks to be shared in groups
ii. Teachers distribute copy papers
iii. The teacher gives a little brief on the Importance of mathematics
iv. The teacher use different teaching styles easier for learners to catch up fast
v. Teachers identify and activate student strengths

c) Identify the measures that should be implemented by the school management to improve
the performance of learners in Mathematics?
i. Provide proper learning and teaching materials
ii. Make the environment conducive for teaching and learning
iii. Give more live practical examples when solving mathematic problems
iv. Come up with extra classes project
v. encourage parents to buy some of the learning materials that learners need

31
d) Outline the programs that should be implemented at schools by the management in order
to improve the way teachers deliver their Mathematics lessons
i. Build a project of sharing positive attitudes about math
ii. Cooperative learning strategies
iii. Meaningful and frequent homework
iv. Puzzle pieces and math instruction making math facts fun

THANK YOU FOR YOUR CO OPERATION

32
APENDIX D: QUESTIONAIRE FOR LEARNERS

QUESTIONNAIRE

SECTION B: (closed- Ended Questions)

Instructions: circle the best two!

a) What are the factors affecting the performance of Mathematics learners?

i. Lack of proper teaching and learning methods in mathematics

ii. Lack of motivation and interest in the subjects.
iii. Family issues or Inadequate parent involvement in school matters
iv. The teachers attitude
v. The learners attitude
vi. Students learning environment
vii. Poor time management

b) What are the strategies that teachers are using to handle the factors affecting the
performance of learners in Mathematics?

i. Teachers distribute textbooks to be shared in groups

ii. Teachers distribute copy papers
iii. The teacher gives a little brief on the Importance of mathematics
iv. The teacher use different teaching styles easier for learners to catch up fast
v. Teachers identify and activate student strengths

c) Identify the measures that should be implemented by the school management to improve
the performance of learners in Mathematics?

i. Provide proper learning and teaching materials

ii. Make the environment conducive for teaching and learning
iii. Give more live practical examples when solving mathematic problems
iv. Come up with extra classes project

33
 v. encourage parents to buy some of the learning materials that learners need

d) Outline the programs that should be implemented at schools by the management in order
to improve the way teachers deliver their Mathematics lessons

i. Build a project of sharing positive attitudes about math

ii. Cooperative learning strategies
iii. Meaningful and frequent homework
iv. Puzzle pieces and math instruction making math facts fun

THANK YOU FOR YOUR COOPRATION

34
APPENDIX F: PERMISSION LETTER FROM THE SCHOOL

35
APPENDIX F: PERMISSION LETTER FROM THE SCHOOL

36
APENDIX G: LETTER OF CONSENT

37
38