FACTORS CONTRIBUTING TO MAKING MATHEMATICS DIFFICULT FOR THE LEARNERS IN PRIMARY SCHOOLS IN FIK ZONE, SOMALI REGIONAL STATE

Abstract

The purpose of the study was to investigate factors contributing to making Mathematics difficult for learners in primary schools in Fik zone, Somali Regional State. To address this study, the three basic research questions were what teacher’s related factors contributing to making Mathematics difficult? What students related factors contributing to making Mathematics difficult? What other related factors contributing to making Mathematics difficult? This study intended to find out whether teacher’s qualification, teaching methods, teaching resources used during lesson, teachers perception toward subject, student attitude towards mathematics and students motivation contributing to making Mathematics difficult for learners. The study employed descriptive survey research design. Stratified random sampling was used to select 1 town 3 cluster woredas from 9 woredas. The participants of the study were students and teachers selected by using stratified random sampling and availability sampling techniques respectively. In undertaking the study both quantitative and qualitative data were collected through questionnaires and classroom observation checklist respectively. The study involved 120 students with MD and 30 teachers selected from four selected primary schools. The MS Excel Spread Sheet was used to analyze the questionnaires by using descriptive statistics such as percentages, frequencies and tabulations. The results were presented in frequency tables. The findings were then interpreted to make observations. The questionnaires were discussed correspondingly to the research questions and objectives to analyze quantitatively. The study found that the majority of teachers were first degree holders. This means that majority of the selected teachers (83.32%) were qualified mathematics teachers; the mathematics teachers in Fik zone often use expository approaches rather than interactive teaching methods. Methods of providing feedback to students were inadequate, calculator was the second frequently used teaching resource next to white chalk and textbooks and most of the students selected for this study had a positive attitude towards mathematics in Fik zone and the teachers Perception toward mathematics had positive. The study found that 43.75% of the sampled teachers said that lack of students’ mathematics background knowledge contributes to the student’s poor performance in mathematics. In view of these findings, the study concludes that there is a need to address teacher training for mathematics teaching. For this reason the study recommended the following: To minimize the factors contributing to making mathematics difficult, on the school level teachers, students, principals and vice- principals must seriously conduct appropriate induction, create sense of belongingness, ensure profession freedom, implement, continuous technical supports as its maximum mathematics achievement of students.