September 2014 Vol. 2 No.9

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Chirume S
Chikasha AS

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Original Research Article

A Critical Analysis of the Factors Affecting Achievement in Secondary School Mathematics in Zimbabwe: A Case Study of Gweru District

Silvanos Chirume¹ and Dr A.S Chikasha*²

¹Department of Mathematics and Statistics, Zimbabwe Open University, Midlands Region
²Director for Higher Degrees in the Higher Degrees Directorate of Zimbabwe Open University, National Centre, Harare. Zimbabwe

*Corresponding Author's E-mail: chikashaas@gmail.com

Accepted September 17, 2014

Abstract

The issue of poor achievement in secondary school mathematics has been a subject of debate in Zimbabwe. People have attempted to argue and explain without making a critical analysis of possible factors. In Zimbabwe and possibly the world over, Mathematics is viewed as an essential tool for solving everyday problems, for example: gateway to employment, attainment of further studies, vehicle for critical thinking, and also as a language of communication. Despite its usefulness, importance and high esteem, many people consider or find it to be difficult to comprehend. Statistics show that many students fail and drop mathematics in their course of study. Research has shown that high mathematics perceptual anxiety over and negative attitude to mathematics are common among most students and even among some of the teachers. This study sought to examine the factors affecting achievement in Ordinary Level Mathematics in secondary schools in Zimbabwe. The research used a mixed-methods approach. Thus data were generated and collected from 6 secondary schools. A sample of 36 students, 12 teachers, 8 parents of ‘O’ level students, 10 employers, and a Mathematics education officer was chosen using stratified sampling techniques. Structured questionnaires, open ended questionnaires, interviews and focus group discussions were used to gather both qualitative and quantitative data. Information was analysed quantitatively and qualitatively. It was found that the factors could be grouped into different categories such as curriculum or syllabus related resources or school based causes, teacher competency, socio-economic forces, examination systems and student perceptions. The study recommended a systematic revision of the Mathematics curriculum.

Keywords: Mathephobia, mixed methods,  ordinary level, pragmatist paradigm