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CHAPTER ONE

1.0 Introduction.

1.1 Background of the problem.

Learning is a progression. It is a gradual advancement, forward movement form one level

to another, the latter being better than the former. In the learning process, various

disciplines of knowledge are involved. Learners go through several subjects in their

course of learning in which they get equipped with assorted knowledge and skills

depending on their specialization.

Mathematics is among several disciplines studied almost all over the world. Learning

mathematics is very necessary for an individual's full development in today's complex

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

school education is known as basic mathematics and is taught as compulsory subject.

This program calls attention to the understanding of a foundation of mathematics and the

sensible use of mathematics. According to MOEVT1 (1997) the main objectives of

teaching basic mathematics are as follows:

To provide pupils with mathematical tools and logical thinking, which they can

apply in understanding other subjects better;

1
MOEVT. Stands for Ministry of Education and Vocational Training
2

To develop a foundation of mathematical knowledge, techniques and skills for

studying mathematics and related subjects at higher levels of education;

To promote the development and application of mathematical skills in interpreting

the world and solving problems in daily life;

However, notwithstanding these well enunciated objectives of teaching mathematics,

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

satisfaction, but rather it is a starting point of frustration, discouragement, anxiety and

finds mathematics to be just a tiresome chore.

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

toward mathematics. Students generate negative attitudes towards mathematics and

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.

1.2 Statement of the problem

The general statement of this research reads as The Rationale behind Mathematics

aversion to most of ordinary level secondary school students in Tanzania, Mbeya

municipality secondary schools in this context.

Of recent, it has been noted that some students are totally not willing to study

mathematics. In Tanzania, for instance, mathematics is taught as a compulsory subject to

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

gain a valid understanding of the matter which is being researched.

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

learners get encouraged.

Solid ground of mathematics is at a very core of educational curriculum. Analytical

skills, Logic skills and reasoning are all well enhanced through the study of mathematics.

Compulsory training of children in mathematics is therefore an important requirement for

participation in society, ultimately making an indispensable contribution to national

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.

1.3 Research objectives

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

be achieved by going through the following specific objectives.

(i) Finding out the reasons behind students mathematics detestation

(ii) Analyzing teachers and students outlooks towards mathematics teaching and

learning
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(iii) Determining the influence of abstract mathematical concepts to students learning

(iv) Examining the teaching methodologies used

(v) Examining parents/guardians influence on their children in studying the subject.

(vi) Giving out some possible solutions that may help to contain the problem

1.4 Research Questions.

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?

(ii) What are the teachers and students stance?

(iii) Do abstract mathematical concepts have any significant effect on students

mathematics loathing?

(iv) Which teaching methodologies are being employed?

(v) Do parents have any influence on their children towards mathematics

learning?

(vi) What should be done so as to handle the problem?

1.5 Significance of the study

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

will be more useful and important to different people, Organizations/Institutions as

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

in mathematics performance. A Number of reasons including the inherited attitude that

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

helping in improving their performance.

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.

Personally, to be eligible for being awarded a BED Mathematics degree of Teofilo

Kisanji University.

1.6 Scope of the study

The thematic treatment of this research was based at identifying the Rationale behind

Mathematics aversion to most of ordinary level secondary school students in Tanzania,

particularly Mbeya municipality. The study was also concerned itself at finding out the

possible solutions for mitigating the problem.

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.

1.7 Limitations of the study

In undertaking this research, a researcher encountered a number of setbacks as explained

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

virtually impossible for the work to be done effectively.

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

others wrote information not matching what the questions required.

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

authorities were not enough to meet these requirements.


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CHAPTER TWO
2.0 Literature review.

2.1 The Concept Mathematics.

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

statement that students loathe mathematics.

2.2 General overview.

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

confidence; relationship with current or previous mathematics teacher; and physical

problem, such as dyslexia, that is, impaired ability to understand written language.
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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

academic life of a learner.

2.3 Classroom analysis

2.3.1Classroom genuineness

Mathematics at ordinary secondary school is supposed to be taught by diploma and

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

considerable number of the diploma teachers lack substantial knowledge in terms of

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

towards the subject.

2
MOEC. (1997). Cited in Kitta S. (2004). A paper for Enhancing Mathematics Teachers Pedagogical
Content Knowledge and Skills in Tanzania.
10

2.3.2 Teaching Methods.

Skemp (1986) feels that the way in which mathematics is taught contributes to the

development of anxiety toward mathematics. He suggests that rote learning of

mathematics causes children to develop anxiety toward mathematics. Also, he further

argues that, Students generate negative attitudes towards mathematics and loathe the

subject by mismatch which occurs when the teacher teaches instrumentally and students

try to understand irrationally. Children are often successful in learning simple

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.

2.3.3 Learning environment

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

divorced from consideration of the students environment will leave a permanent

impression of abstractness of mathematics (Alego, 1988). In some other places, learning

environments are not promising enough to make the learners get attracted, and therefore

they end on hating the subject.


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2.4 Teachers influence

Teachers have a large impact on students stance toward mathematics. Teachers need to

model a positive mathematics attitude promoting a positive disposition by

communicating a love for mathematics, promoting student confidence, perseverance,

curiosity. Additionally, they should encourage independence and logical thinking, and

they should focus on why algorithms work, instead of on memorization. Contrary to the

named criterions, the issue of quality of mathematics teachers is a dilemma. Kitta, S

(2004) says that the quality of most mathematics teachers is poor, as they are both

deficient in terms of subject matter knowledge and teaching skills.

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

backgrounds unrelated to teaching and have failed to secure employment opportunities

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

school level only3.

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.

In some other cases, teachers assumption of students knowledge is another drawback

(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

becomes a problem and therefore ending on hating the subject.

2.5 Students self-concept.

Mathematics self-concept refers to a person's image with respect to how he or she is

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

of satisfaction, but rather one of frustration, discouragement, and anxiety4.

4
Ignacio, G.N. (2006). A paper for the affective domain in Mathematics Learning.
13

2.6 Prior secondary education preparation.

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

therefore because of the poor basics.

2.7 The influence of Abstract mathematical concepts.

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

much of their inner beauty locked away from view.


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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.

3.2. Research techniques.


3.2.1. Quantitative technique.
Quantitatively, the data were collected by the use of semi-structured English written

questionnaires which were dispensed to both student and teachers.

3.2.2 Qualitative technique.


Information through this technique was gathered by the use of both structured and

unstructured interviews to teachers and parents.

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

3.3.2 Units of Inquiry

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

3.4 Sampling techniques.


3.4.1 Methods
The sampling procedure employed both probability and non-probability sampling

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

method was applied to determine representatives for the students parents.

3.4.2 Sample size.

The sample involved 50 respondents. These included 35 students, 10 teachers and 5

parents.

3.5 Types of data collected

3.5.1 Primary data.


Primary data were collected by using both Quantitative and Qualitative techniques.

Quantitatively, the data were collected by using English written Questionnaires and

observation Method. Under Qualitative approach, interview method was employed to

collect information from parents and teachers.

3.5.2 Secondary data.

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

classes. Journals, magazines and newspapers were also referred.

3.6 Data Management and Analysis

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.
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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.

4.2 Students Perception and attitudes toward mathematics subject.

As indicated (in table1), most of students perceive mathematics as a very difficult

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

that; mathematics is a multi-disciplinary course, simple and interesting subject while

those who hates the subject were of the view that the subject as it is difficult with a lot of

calculations and not applicable in real life settings.

Table 1: Distribution of students response on whether they like/not like mathematics

Response Frequency (in %)


like 45.7
dislike 54.3
total 100

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
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very practical (see table 2 below). These results also, reveal that students have negative

stand point towards mathematics subject.

Table2. Distribution of students enrollment in arts and science classes.


Option Frequency Percentage
Science 15 42.8
Arts 20 57.2
Total 35 100

Also, as it is indicated in figure 1 below, when responding to the question Do your

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

negatively to the question that their students dislike that subject.

Table 3: Distribution of teachers responses on students attitudes towards Mathematics

Response frequency Percentage (%)


Like 3 30
Dislike 6 70
total 9 100

80
70
60
50
40 like

30 dislike

20
10
0
Frequency Percentage

Figure 1: Frequencies and percentages of students who likes/dislikes Mathematics.


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4.3 Reasons for students mathematics aversion

4.3.1 Students views on why they loathe mathematics.

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

they are constrained to cram concepts rather than understanding them.


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Table 4. Reasons for students mathematics loathing

Reason frequency percent


Lack of T/L materials 10 28.5
Subject abstractness 2 5.7
Poor basis 7 20
PT methods 8 22.9
Student's self concept 8 22.9
Total 35 100

35

30

25

20
frequency
15
percent
10

0
Lack of T/L subject Poor basis PT methods Student's
Material abstractnes self concept

Figure 2: Reasons for students mathematics loathing.

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

method which calls for less participation of students in T/L process.


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Table 5. Distribution of teaching methods as employed by teachers.

Method frequency percentage


Lecturing 13 37.1
Group discussion 8 22.9
Home Assignment 11 31.4
problem solving 3 8.6
Total 35 100

problem
solving
9%

Lecturing
Home
37%
Assignment
31%

Group
discussion
23%

Figure 3: teaching methods

4.3.2 Teachers views

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%

of the respondents claimed on teacher competence to be the cause, 25% students

negative attitude towards the discipline, 20% teacher/student motivation, 15% lack of T/L

materials/resources, 15% students poor background and 10% claimed on having

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

Student's negative attitude

Teacher comptence

0 10 20 30
Frequency (%)

Figure 4. Teachers responses on the causes of students Mathematics aversion.

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%

Figure5. Teachers responses on whether they/they not give help students.

4.3.3 Home environment.

The researcher wanted to know whether home environment influences students

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

Table 6. Distribution of students activities after class hours

Response Frequency percent


Domestic activities 6 17.1
Playing and Watching TV 17 48.6
Discussion 12 43.3
Total 35 100
Source: Field data.

70

60
Frequency/percentage

50

40

30 percent
20 Frequence
10

0
Domestic Playing and Discussion
activities Watching TV
Ativities

Figure 6. Students activities after class hours


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CHAPTER FIVE
5.0 Conclusion and Recommendations

5.1 Conclusion

Mathematics teaching and Learning is of crucial importance. This is to both individual

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

primary education, Lack of Teaching/Learning materials, Teachers pedagogical

competence, Abstractness of mathematics subject, Students negative attitude

toward the subject that it is very difficult and Poor learning environments.

Of the mentioned above, Students self concept that mathematics is a very

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

force someone who is completely not willing to study the subject.

On the other hand, teachers academic competence and inadequate teaching and

learning materials/resources were found to be great setbacks. It is true that most of

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

relevant explanation a condition which makes students fail to grasp some

concepts well and therefore rely on cramming. This of no doubt, make students

perceives that the subject is extremely difficult.


25

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

televisions. This is particularly to those families with irresponsible parents.

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

place so as to contain the situation.

5.2 Recommendations.

On the basis of the research findings, the following recommendation can be made.

Schools should be supplied with pedagogically competent teachers who

are able to prepare and present lessons to learners. Having qualified

teachers organize well lessons, knows how to make lesson presentation

will ensure efficiency and effectiveness in the teaching and learning

process as they will be in a better position of directing learners in the right

track. Along with this, teachers should be provided with seminars and

workshops so to improve their pedagogical knowledge.

Teaching and learning materials/resources should be made available. The

organs concerned must ensure the availability of relevant learning

materials like books so that students have enough references rather than

relying in teachers note. It surprising that some schools have only a single
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book for each class which is used only by a subject teacher. If this is taken

into consideration the situation can be improved.

There is something to do with motivation. This is for both teachers and

students. It is obvious that in our schools, science teachers have a very

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

having a lot of periods per week. In case of students, reward should be

given to those who perform better than others. This will make them

increase efforts for doing better and better.

Learning is a progression. This being the case, one needs to have a good

foundation of something in early years of schooling. In this regard,

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

childrens academic progresses. They should guide their children to make

them concentrate in academics. There should be a clear link between

teachers and parents so that they get informed on whatever is happening as

far as students academic matters are concerned.


27

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.

Amato S.A (2004). Improving student teachers attitudes to Mathematics.


University Braslia. Brazil.

Ball D. & Moses B (2009). Equity and Mathematics. Phi Delta Kappan.

Boma (1980). Problems associated with mathematics Teaching


and learning. Kampala university.

David, A (2010). A paper on Students perception towards mathematics.


Unpublished, (2010).

Devlin, K.J. (1998). Mathematics today. Volume 1.

Eleweke T. (2007). Enhancing Teaching of Mathematics. Nigeria.

Fonseca J.R. S. (2007). Can We Reduce Students Negative Attitude Towards


Math?
Social and Political Sciences, Technical University. Lisbon,
Portugal
Fraser and Honeyford (2000). Mathematics Teaching and Learning. Vol.1, Number 2

Gokkusagi, 2006. Project paper on Creating interests in Mathematics.


University of twenty. Unpublished.
Ignacio N et al. 2006. The affective domain in Mathematics Learning. Volume 1

Kitta S. 2002. Enhancing Mathematics teachers pedagogical content,


knowledge and skills in Tanzania. Thesis, University of
Twenty. Unpublished
Kyando N.M, 2007. Practice in Education. Open University of Tanzania. Vol.2.
Dar es Salaam.
MOEVT. 1997. Secondary Basic Mathematics Syllabus. Dar es Salaam
University Press: Dar es salaam, Tanzania.
Scott L. 2010. Problems of teaching mathematics. Thesis. Edinburg
University.
Seka B. 2010. Creating interest in Mathematics.

Skemp, 1986. Students attitudes towards Mathematics. Thesis, Published.

Sichizya R. 2010. Paper on Developing interests in mathematics. University


of Dar es salaam. Unpublished.
28

Appendix 1
TEOFILO KISANJI UNIVERSITY
Training for better life

QUESTIONNAIRE FOR STUDENTS.

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.

Name of school: Mbeya day [ ] Samora Michel [ ]

Gender: Male [ ] Female [ ]

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 [ ]

2. What is your best option?


(a) Science [ ] (b) Arts [ ] (c) Business [ ]
3. Give reasons for your choice (from no. 2 above)
............................................................................................................................................
4. Do you like to study Mathematics subject? [Write either YES or NO] .....

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

(b) Abstractness of the subject [ ]


(c) Poor basis given during primary education [ ]
(d) Lack of learning facilities [ ]
(e) Teachers poor subject matter mastery [ ]
(f) Any other;
(Specify)
.

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)

Thanks for your cooperation


30

Appendix 2
TEOFILO KISANJI UNIVERSITY
Training for better life

QUETIONNAIRE FOR TEACHERS


This research is being done so as to find out the reasons that make Ordinary Level
secondary school students hate mathematics subject. The purpose of this Questionnaire is
to collect some information that will help the researcher to write his research. 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.

Name of school: Mbeya day [ ] Samora Michel [ ]

Gender: Male [ ] Female [ ]

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.

Qn1: Do your students like mathematics subject?


(a) Yes [ ] (b) No [ ] (c) Some likes and some do not like it [ ]

Qn2: What are the reasons for your answer in question number1 above?
(i)

(ii)

(iii)

(iv)
31

Qn3: As a Mathematics teacher, do you think that mathematical abstract concepts


(concepts that are not concrete but they can be appreciated intellectually) have any
influence on the habit of students dislike mathematics? (Write either
YES or NO)

Qn4: Give reasons for your answer.


(i)

(ii)

Qn5: Which teaching methods do you mostly use during lesson presentation?
.., ..
.., ..

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)

Thanks for your Cooperation.


32

Appendix 3
TEOFILO KISANJI UNIVERSITY
Training for better life

INTERVIEW QUESTIONS FOR TEACHERS

Name of the school .. Sex .


1. For how long you have been in teaching professional?

2. Do your students like mathematics subject? (%)

3. What are the difficult concepts to your students in mathematics?

4. What do you think should be done so as to solve this problem?


33

Appendix 4

CHUO KIKUU TEOFILO KISANJI

MASWALI YA MAHOJANO NA WAZAZI

Jinsia .

1. Mwanao anasoma kidato cha ngapi?

2. Huwa unafutilia maendeleo yake ya kimasomo?

3. Je mwanao anapenda somo la hesabu?


Unadhani ni kwa nini?

4. Ikitokea mwanao kafanya vibaya hasa katika somo la hesabu, huwa unachukua
hatua zipi?

5. Unafikiri nini kifanyike ili watoto wapende somo la hesabu?

6. Unadhani somo la hesabu ni muhimu katika ulimwengu wa sasa? Kama ndio, ni


katika nyanja zipi?

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