CHAPTER ONE
1.0 Introduction.
to another, the latter being better than the former. In the learning process, various
course of learning in which they get equipped with assorted knowledge and skills
Mathematics is among several disciplines studied almost all over the world. Learning
society. In the United Republic of Tanzania, Mathematics programs reflect the political
and social developments which have taken place in the country since the 1950s (Kitta S,
2004). According to Sichizya (1992), since the mid-1960s, Tanzania has experienced
remarkable changes in its mathematics programs for secondary schools from then up to
the present. Of recent, new program which is still used in Ordinary level secondary
This program calls attention to the understanding of a foundation of mathematics and the
To provide pupils with mathematical tools and logical thinking, which they can
1
MOEVT. Stands for Ministry of Education and Vocational Training
2
many students think that mathematics is a very difficult subject to study. It is a fact that,
despite its utility and importance, mathematics is perceived by most students as difficult,
boring, not very practical, and abstract and its learning requires a special ability that is
not always within everyone's reach. Gokkusagi (2006) says many pupils generate
negative standpoints towards mathematics in the course of their academic life, and they
authentically averse the discipline. For most pupils the subject is not a source of
Fraser and Honeyford (2000) says, students mathematics aversion may be caused by;
failure in the past; low status given to mathematics by parents; lack of confidence;
relationship with current or previous mathematics teacher; and physical problem, such
as dyslexia, that is, impaired ability to understand written language. Skemp (1986) put
forward the idea that rote learning of mathematics causes children to develop anxiety
loathe the subject by mismatch which occurs when the teacher teaches instrumentally and
students try to understand irrationally and when they become exposed to problem solving
3
situations children can no longer apply rote-learnt methods. In this context, many
students start off enjoying mathematics but as they get older turn off mathematics.
The general statement of this research reads as The Rationale behind Mathematics
Of recent, it has been noted that some students are totally not willing to study
all students at Ordinary Level secondary education (Kitta, 2004). In form three, students
are allowed to opt for some subjects; most of students normally opts for science subjects
and enrolls themselves to arts subject. Science subjects in this context refers to; Physics,
Chemistry, Biology and Mathematics while arts subjects includes; History, Geography,
Kiswahili and English. Frankly, many students opts for arts subjects so as to distance
themselves from mathematics, believing that being artists they will have very little to do
with mathematics. Such students normally show disrespect to their teachers by sleeping
in the class and not caring the class (Mathematics class) at all, openly admitting that they
are the worst possible person in math and sometimes are so proud when they get low
scores in mathematics.
It is for that reason the researcher wants to study and come up with the reasonable
arguments for students Mathematics aversion in Tanzania. The work will also try to
4
survey teachers and students outlook towards mathematics teaching and learning so as to
Mathematics requires logical and rational thinking as it sometimes entails the use of
Abstract Mathematical concepts, this being the case, this study expects to observe if there
is any significant relationship between students mathematics detestation and the use of
abstract Mathematical concepts. The study will go further by looking on whether the
ways and methods used in delivering lessons to learners are convenient in such a way that
skills, Logic skills and reasoning are all well enhanced through the study of mathematics.
competitiveness and the knowledge society (Kyando, 2007). For that reason, the study
will come up with some possible solutions that may at least help contain the problem and
therefore in turn arousing students interests in Mathematics and hence improving their
reasoning skills.
The general objective of this study is to disclose the motives behind Mathematics
aversion to most of ordinary level secondary school students in Tanzania. This will
(ii) Analyzing teachers and students outlooks towards mathematics teaching and
learning
5
(vi) Giving out some possible solutions that may help to contain the problem
The research work will be done so as to come up with clear arguments based on the
following questions.
(i) Do O-level students loathe mathematics? What are the causes of such habit?
mathematics loathing?
learning?
This study is done so as to explore the reasons which undermine students mathematics
positive attitudes. It is therefore believed by the researcher that the findings of this study
explained hereunder.
6
To the government: The study came up with the reasons as to why students loath
mathematics, having known the causes, it will be easier for the institutions (schools) and
the government in general to take some remedial measures that will help to contain the
situation as suggested by the researcher. On the other hand, there has been a worse drop
mathematics is a very difficult subject, a notion which makes some students hate the
subject have been cited as sources of poor performance in Mathematics. This study has
brought in some ways of making learners get inspired in learning the subject and thereby
The community (parents /guardians in particular) have also been informed on their
positive influence (role) to their children learning as the research has pointed out some
important issues to be done by parents to increase their children attitudes towards the
subject.
Kisanji University.
The thematic treatment of this research was based at identifying the Rationale behind
particularly Mbeya municipality. The study was also concerned itself at finding out the
In this regard, the study was done at Samora Machel and Mbeya day Secondary Schools.
These schools are both found in Mbeya city, Tanzania. The schools were chosen as
samples to represent other secondary schools in the city as they have students from
7
different parts of Tanzania and they were within the researchers reach, and they gave
sensible data.
hereunder.
The research was conducted while the semester study programs are in progress. The
research timetable was scheduled within the normal studying days. The researcher for
reason was compelled to undertake research work while at the same time attending
classes. For the time being, for instance, the researcher is writing this report while at the
same time getting prepared for the University Examination. This is of no doubt that it was
The researcher needed to get clear information on why students loathe mathematics. In
some other cases, the respondents were not willing to give out their standpoints. The
research work nearly relied on the information provided through written questionnaires,
some questionnaires were of no help as the some respondent gave vague information, and
A financial constraint was another setback. A research work required enough funds for
producing questionnaires, finding various related literatures to the study, travel expenses
and for producing out the research report. The funds provided by the responsible
CHAPTER TWO
2.0 Literature review.
Devlin, K.J (1998) defines mathematics as the science of patterns. It is the study of
number, shape, motion, change, and space. This is a way of describing relationships
between numbers and other measurable quantities. Mathematics teaching and learning
has now become a problem almost all over the world. Among many factors that makes
teaching and learning of mathematics to be a problem is that some students are not
willing to study the subject with the sight that mathematics is a very difficult subject and
that it is a mysterious force to be understood by the chosen few. Various literatures from
different people and organizations have recited different reasons as to why this is so. In
this section, therefore, different literatures will be taken into account in supporting the
Fraser and Honeyford (2000) devoted an entire chapter of their book to the issue of sum
stress and how to deal with it. They defined sum stress as the symptoms some pupils
suffer when faced with mathematical problems or even just the prospect of a mathematics
lesson. They went on to explain that sum stress might manifest itself in different ways
including behavioral problems. Some typical reasons for suffering sum stress included:
failure in the past; parental pressure; low status given to mathematics by parents; lack of
problem, such as dyslexia, that is, impaired ability to understand written language.
9
Scott Laidlaw (2010) says that, there are several areas of influence that determine
whether people like or dislike mathematics. People generally like mathematics if they
have at least one of these: A natural aptitude for the subject, a class that uses
methods/materials that match the way they learn, an inspiring and encouraging teacher,
parent or other role model. But very unfortunately, most public school teachers do not go
into teaching because they love mathematics. On the other hand, Boma (1980) found that,
Quality of teachers, size of the class, motivation and teaching techniques all affect
2.3.1Classroom genuineness
graduate teachers, the diploma being a minimum qualification. Diploma teachers are
expected to teach Forms One and Two, while graduate teachers are expected to teach
Forms Three and Four2. In practice, however, this is not the case as there are presently
more diploma teachers than graduate teachers in schools. Diploma teachers are also
teaching mathematics in Forms three and four and in some schools there are no graduate
teachers at all. This is true for both public and private schools. Furthermore, a
subject matter knowledge and teaching skills. They are unable to teach well topics they
perceive as difficult and this on the other hand results in students weary into listening of
whatever the teacher is doing in the class and therefore increasing their negative attitude
2
MOEC. (1997). Cited in Kitta S. (2004). A paper for Enhancing Mathematics Teachers Pedagogical
Content Knowledge and Skills in Tanzania.
10
Skemp (1986) feels that the way in which mathematics is taught contributes to the
argues that, Students generate negative attitudes towards mathematics and loathe the
subject by mismatch which occurs when the teacher teaches instrumentally and students
mathematics based on rote learning, but as the mathematics becomes more complex they
can no longer just learn rules to cover all situations. As they become exposed to problem
solving situations children can no longer apply rote-learnt methods. In this context, many
students start off enjoying mathematics but as they get older turn off mathematics.
Classroom learning environment refers to space or place learners or students and teachers
interact with each other and use a valid tools and information resources in pursuit
learning (David, 2010). Students attitudes and perception towards learning mathematics
are closely linked with classroom atmosphere. A teacher who teaches mathematics
environments are not promising enough to make the learners get attracted, and therefore
Teachers have a large impact on students stance toward mathematics. Teachers need to
curiosity. Additionally, they should encourage independence and logical thinking, and
they should focus on why algorithms work, instead of on memorization. Contrary to the
(2004) says that the quality of most mathematics teachers is poor, as they are both
Due to the current expansion of student enrolment and the increase of secondary schools,
there has been a shortage of qualified teachers. As a result, many schools have employed
unqualified teachers such as ex-Form Six Leavers (students who have completed their
advanced level education only) to teach. They have also employed people with
relevant to their courses. There are cases in schools where teachers teach mathematics
even though it is not their subject of specialization. Worse enough, some schools employ
under-qualified teachers such as Grade A's, who are qualified to teach at the primary
Moreover, those who are qualified to teach at this level of education, have significant
problems due to the poor teaching preparations they received in college (Eleweke, 2007).
The majority of these teachers lack substantial subject matter knowledge, the knowledge
3
Kitta S. (2004). A paper for Enhancing Mathematics Teachers Pedagogical Content
Knowledge and Skills in Tanzania.
12
of what to teach, and how to teach the subject matter effectively. They are unable to
transform formal subject matter knowledge into something appropriate for a particular
group of students.
(Seka, 2010). Many teachers act as if computational procedures and processes are simple
and self explanatory; and sometimes teachers have little sympathy to students who do not
understand concepts, in such situations, a student who is lost (lacks understanding) is not
going to have love for the subject. In this context, students subject matter mastery
perceived and valued in mathematics learning context (Sichizya, 2010). It is a fact that,
despite its utility and importance, mathematics is perceived by most students as difficult,
boring, not very practical, and abstract and its learning as requiring a "special ability" that
is not always within everyone's reach. We find that many pupils generate negative
attitudes towards mathematics in the course of their academic life, and on occasions
present an authentic aversion to the discipline. For most pupils the subject is not a source
4
Ignacio, G.N. (2006). A paper for the affective domain in Mathematics Learning.
13
Alego, O (1988) was of the view that by the time students began their secondary school
education their attitude to mathematics is not positive. In primary school it seems pupils
start standard one with usual openness to learn the subject. By the time they reach
standard six or seven, their attitudes towards mathematics tends to be negative. Arguing
on similar case, Amato A.S (2004) says that some primary school teachers demonstrate
negative attitudes towards mathematics. Amato (ibid) points out that, such teachers have
been found to allocate more instruction time to subject-matter areas that they enjoy, and
less to areas that they dislike. In this regard, we find students in secondary schools
already not motivated and interested to learn mathematics, hating of the subject is
The reasons why mathematics subject is difficult to learn is that the concepts in
mathematics are abstract and difficult to understand (Allain, 2010). Without its algebraic
symbols, large parts of mathematics simply would not exist. Indeed, the issue is a deep
one, having to do with human cognitive abilities (Devlin, 1998). The recognition of
abstract concepts and the development of an appropriate language to represent them are
really two sides of the same coin. Sadly, the level of abstraction in mathematics, and the
consequent need for notation that can cope with that abstraction, means that many,
perhaps most, parts of mathematics will remain forever hidden from the non-
mathematician; and even the more accessible parts may be at best dimly perceived, with
CHAPTER THREE
3.0 Research Methodology
3.1 Research Design.
The study used survey research design. The study aimed at collecting respondents views
on why students loathe mathematics. The researcher used both primary and secondary
data; Primary data were obtained through Questionnaires and interviews while secondary
data were obtained from journals, magazines, class registers and Internet.
3.3 Population.
3.3.1 Area of study.
The study was done at Samora Machel and Mbeya day Secondary Schools. These schools
are both found Mbeya city, southern highland of Tanzania. The schools were chosen as
samples to represent other secondary schools from Mbeya municipality as they have
students from different parts of Tanzania with different backgrounds. The schools were
also within the researchers reach and they gave sensible data
This included teachers and students from Samora Michel and Mbeya day secondary
schools. Also, Parents from areas nearby the schools were contained in the sample.
15
methods. Under probability sampling, Stratified and Random sampling methods were the
used. The sample size was stratified into three groups of teachers, students, and parents.
Thereafter, random probability sampling method was taken into account to determine the
representative groups from both teachers and students. Later on purposive sampling
parents.
Quantitatively, the data were collected by using English written Questionnaires and
The data under this category were obtained by passing through different documents,
looking at the class registers to see the number of students enrolled in science and arts
The data collected were managed, organized, analyzed and interpreted by the use of
SPSS. Tables, Graphs, Pie charts were also used to represent the findings.
16
CHAPTER FOUR
4.0 Results and discussion.
4.1 Introduction
This chapter presents results that were collected from the field where the researcher
surveyed along with some explanation. Data were collected from Samora Machel and
Mbeya day Secondary Schools which are located in Mbeya city, Tanzania.
subject. Their response through questionnaires had shown that, 45.7% like mathematics
subject while 54.3% responded that they do not like mathematics subject. From these
findings, it is observed that, the percentage of those who dislikes the discipline
overweighs that of those who likes it, and this reveals that students attitude toward the
subject is negative. Among many other reasons, those who likes the subject pointed out
those who hates the subject were of the view that the subject as it is difficult with a lot of
On the other hand, indicating that they averse the discipline, 57% of the respondents said
that they got enrolled to arts classes as arts subjects requires less calculations while only
43% of the respondents said that they enrolled to science classes as these subjects are
17
very practical (see table 2 below). These results also, reveal that students have negative
students like mathematics subject, only 31% of the respondents (key informants,
teachers in this context) said that their students likes the subject while 61% respondent
80
70
60
50
40 like
30 dislike
20
10
0
Frequency Percentage
Responding to the question that required them give out the possible causes for their
mathematics aversion, 28.6% responded that Poor basis they received during primary
school education and Poor methods employed by teachers are the causes for their hatred,
5.7% of the respondents revealed that this is due to abstractness of the subject, 20.0%
responded that lack of learning materials is the factor for them to hate the subject. On the
other hand, 22.9% of the respondents revealed that teachers academic competence is the
great concern in this context while the rest which is 22.9% said mathematics hatred is
caused by students self-concept that the subject is very difficult (see table4 and figure2).
From these findings it is observed that Lack of teaching and learning materials is a great
concern in this context. Respondents revealed that schools are not equipped with relevant
materials required for effective learning. Also, teachers competence was named as a
reason, that some teachers lack skills for subject preparation and presentation. In this
case, students fail to grasp the materials effectively. On the other hand, students Poor
basis they received during their primary school education is the main reason for their
subjects hatred, in that primary school teachers did not give them good foundation of the
subject.
Apart from these, Abstractness of the subject also took part as the reason in the sense that
mathematics subject sometimes entails the use of some concepts which are not easily
captured by students in real situations. This being the case, students said that sometimes
35
30
25
20
frequency
15
percent
10
0
Lack of T/L subject Poor basis PT methods Student's
Material abstractnes self concept
On the other hand, field data shown that teaching methods employed by teachers is also a
problem to students. When asked on the teaching method which their teachers mostly use
in lesson presentation, 37.1% said that teachers use lecturing method, 22.9% group
discussion, 31.4% use home assignments and 8.6% employ problem solving approach
(see table 5 and figure 3). These results show that most of the teachers use Lecturing
problem
solving
9%
Lecturing
Home
37%
Assignment
31%
Group
discussion
23%
A question was posed to teachers requiring them to explore their views as to why
students loath the discipline. As illustrated in the figure 4, out of the chosen sample, 15%
negative attitude towards the discipline, 20% teacher/student motivation, 15% lack of T/L
congested classes as the cause for this habit (see figure 4). From this information, it is
vividly seen that Students negative attitude towards the subject is the major reason
behind their mathematics aversion. Arguing on this, one respondent said students
attitude towards the subject is negative, we have tried our level best to bring them into
21
the track but it has proved failure, students are completely not willing to study the
subject5. This is in the same vein with the response they gave on whether they have
extra time to assist students whenever they face any mathematical problem. Responding
to this, only 8.6% of the respondents said they do help their students, 42.9% said they
strictly have no time to give any kind of assistance and 48.6% said sometimes they give a
help where possible and sometimes they do not (see figure5). Very surprisingly, one
respondent said Students themselves are not ready to study the subject, why should I get
troubled?6
On the basis of these findings, is observed that teacher and students are not motivated to
teach and to study the subject respectively. Teachers receive less motivation from the
administration so as to get interested in teaching the subject and students are less
motivated by their teachers to study the subject. On the other hand, teachers witness
themselves that they are not well equipped with pedagogical competence, that some of
them lack essential skills and are unable to deriver the lesson to learners effectively and
efficiently.
frequence (%)
Congested classess
Reason for hatred
Lack of T/L
T/S motivation
Poor basis
Teacher comptence
0 10 20 30
Frequency (%)
5
Respondents views explaining on why students loath mathematics.
6
Comments made by a mathematics teacher in one of the schools where the research was done.
22
Helps students
regularly
9%
Helps students
occasionally Do not help
48% students at all
43%
mathematics loathing. The results from the field revealed that day scholars have no
supportive environment for having studies at their home place. The findings shown that,
17.1% of the respondents spends most of their time at home by doing domestic activities,
48.6% playing and watching various programs on Television and only 34.3% use their
time for discussion and self studies (making reviews)[see table 6 below]. As a result of
this, students do not get concentrated in academic matters; rather they spend most of their
time doing other businesses. In this way, mathematics learning becomes difficult as it
requires self motivated students who are willing to spend most of their time solving and
discussing. On the other hand, it was observed the some parents are irresponsible, they do
not even care. They do not make clear follow up so as to know their childrens
progresses.
23
70
60
Frequency/percentage
50
40
30 percent
20 Frequence
10
0
Domestic Playing and Discussion
activities Watching TV
Ativities
CHAPTER FIVE
5.0 Conclusion and Recommendations
5.1 Conclusion
and the country at large. However, not withstanding its applicability in todays world,
some students hate it and are not willing to study the subject.
As it was revealed in the field, there are number of factors that make learners not
willing to study the subject, these includes; Poor basis they received during
toward the subject that it is very difficult and Poor learning environments.
difficult subject overweighed the others. Some students claimed that mathematics
subject requires people with special abilities that are beyond within everyones
reach. For this reason, some teachers commented that is practically impossible to
On the other hand, teachers academic competence and inadequate teaching and
schools are not well equipped with teaching and learning material. Also, some
teachers lack essential skills for subject preparation and presentation. In such
situations, they remain copying notes from books to boards without giving
concepts well and therefore rely on cramming. This of no doubt, make students
It was observed that in some families, home environment are not providing
friendly atmosphere for students learning. Some students spend most of their time
dealing with family activities and others use their time to play and watching
Frankly, some parents have not been at school and they know nothing about
schooling, such parents (some of them) normally give less emphasis to their
children as far as academic matters are concerned. Some remedy should be put in
5.2 Recommendations.
On the basis of the research findings, the following recommendation can be made.
track. Along with this, teachers should be provided with seminars and
materials like books so that students have enough references rather than
relying in teachers note. It surprising that some schools have only a single
26
book for each class which is used only by a subject teacher. If this is taken
large teaching load compared to others, and they suffer a lot in preparing
lessons. If these are motivated, they might not give up easily regardless of
given to those who perform better than others. This will make them
Learning is a progression. This being the case, one needs to have a good
students should be prepared to study the subject from the grass root, which
means from primary schools. Primary school teachers should make sure
that they build good foundation for students to keep on studying the
subject.
Parents should also get involved making clear follow ups on their
REFERENCES
Alego, (1988). Educational Communication and Technology: Methods of
Teaching Mathematics. Nairobi University Press: Nairobi,
Kenya.
Allain R. (2010). A paper for Education, Learning, Math. Published.
Ball D. & Moses B (2009). Equity and Mathematics. Phi Delta Kappan.
Appendix 1
TEOFILO KISANJI UNIVERSITY
Training for better life
This research is being done so as to find out the reasons that make Ordinary Level
secondary school students dislike mathematics subject. The purpose of this Questionnaire
is to collect information that will help the researcher to write his research report. You are
therefore requested to answer all questions given to the best of your knowledge, and all
the information given will be kept confidential. You are also advised NOT to write your
name anywhere on this sheet.
SECTION A:
Instructions: Put a tick () where appropriate.
SECTION B:
Instruction: Answer the following according to the instructions given.
1. In which form are you? [Put a tick () on your correct choice]
(a)Form one [ ] (b) Form two [ ] (c) Form three [ ] (d) Form four [ ]
5. What are the reasons for your choice from question four (4) above?
(i) .
(ii) .
(iii) .
6. Put a tick () on any item from the list below which you think is among of the causes
for students dislike of Mathematics.
(a) Poor teaching methods [ ]
29
7. Which among the following methods your teacher uses in teaching mathematics?
(a) Group discussion [ ] (b) Problem solving [ ]
(c) Lecturing only [ ] (d) Home assignment [ ]
(e) Any other (specify)..
8. Does your teacher assist you wherever you face any difficulty in learning
mathematics?
(a) Yes [ ] (b) No [ ] (c) Sometimes [ ]
9. If you are a day student, what do you do after class hours at your home place?
(i) .
(ii) ....
(iii) ....
10. In case you have a Mathematics academic problem, do your parents give you any
assistance?
(Tick () for your choice in the space provided)
(a) Yes, they always assist me [ ] (b) No [ ] (c) Not always [ ]
11. Give explanation on either HOW or WHY for your answer from question 12 above.
..............
..
12. In your views, what do you think should be done so as to make students like to study
Mathematics subject?
(i)
(ii)
(iii)
(iv)
Appendix 2
TEOFILO KISANJI UNIVERSITY
Training for better life
SECTION A:
Instructions: Put a tick () where appropriate.
SECTION B:
Instructions:
Your response in the following questions should be done by either putting a tick () in
the box provided if you find a question requesting you to choose among several
alternatives or filling in blanks if you find the question requiring you to write/explain
something in the space provided.
Qn2: What are the reasons for your answer in question number1 above?
(i)
(ii)
(iii)
(iv)
31
Qn6: Why do you prefer to use the methods you have mentioned in (Qn4) above?
(i)
(ii)
Qn7: What measures should be taken to make students like Mathematics subject?
(i)
(ii)
(iii)
..
(iv)
Appendix 3
TEOFILO KISANJI UNIVERSITY
Training for better life
Appendix 4
Jinsia .
4. Ikitokea mwanao kafanya vibaya hasa katika somo la hesabu, huwa unachukua
hatua zipi?