Abstract:
The purpose of this study was to examine factors affecting general secondary schools
mathematics curriculum implementation in Harari Regional State. To this end, a descriptive
survey design was used with qualitative and quantitative approaches of data collection and
analysis in this study. The subjects of the study were 371 students selected by using stratified
random sampling techniques; and 7 supervisors, 31 mathematics teachers and 18 school
principals who were selected by availability sampling technique. Qualitative data were obtained
through interview and document review while quantitative data were obtained through
questionnaires. Both descriptive and inferential statistical methods were employed for analysis of
data. Accordingly, the result of the study indicated that teachers' lack of commitment to work and
their poor motivation in teaching, inability to apply appropriate teaching methods and teaching
aids and teachers workload were teacher related factors that are negatively affecting
mathematics curriculum implementation. On the other hand, students' poor mathematics
background, lack of interest to learn mathematics, disruptive students’ behavior in the classroom
and student mathematics anxiety were student related factors that were negatively affecting
mathematics curriculum implementation. In addition, principals lack of support and follow up for
mathematics teachers and students, inadequate provision teaching aids, lack of providing
capacity building training for mathematics teachers and insufficient motivation for best
performing teachers and students were school administration’ related factors that are negatively
affecting mathematics curriculum implementation. Moreover, the findings show that insufficient
mathematics reference books in the library, large class size, and shortage of mathematics
teaching aids were instructional materials and physical facilities related factors that were
negatively affecting mathematics curriculum implementation. Furthermore, mathematics syllabus
being ladened with several contents and insufficient time allotment to cover the content were
some of the curriculum content related factors that are negatively affecting mathematics
curriculum implementation in the study area. Overall, the implication is that mathematics
curriculum has not been properly implemented. Thus, to alleviate the aforesaid problems and
challenges, it was recommended that motivation of teachers, enough resources be provided,
diminishing large class size, arrange tutorial class and modifying or revising or changing the
mathematics curriculum according to the needs of the students and the objectives of the general
secondary school programs by conducting an extensive research at national level are suggested.