FACTORS AFFECTING MATHEMATICS CURRICULUM IMPLEMENTATION IN GENERAL SECONDARY SCHOOLS OF HARARI REGIONAL STATE

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.