Abstract:
The purpose of the study was to investigate factors that are responsible for the low mathematics achievement of the pupils in Harar Government Secondary Schools. A total of 251 participants of which 219 students, 16 mathematics teachers, 7 school directors and 9 parent teacher association members were selected from the sampled schools. Stratified random sampling and available sampling method were used to choose students and mathematics teachers, school directors and parent teacher association members, respectively. Mixed research method was considered to achieve the research objectives. A 4 Point Likert Scale questionnaire, FGD and observation were used to collect data. Quantitative data were analyzed using percentage and mean while qualitative data was analyzed on the basis of the content of the information that was provided by the respondents. The study revealed that the low levels of school provisions, availability of teaching aid, internet access, collaboration or meeting with students and inadequate workspace for mathematics teachers’ preparation, student parents’ communication with mathematics teachers about their mathematics progress, parents’ involvement in the schools-parent teachers’ conference, parents’ education and occupation, students self motivation to do tasks were found to be a contributing factor for students poor achievement in mathematics. The result showed that the high level of students disruptive behaviour, students less attendance on mathematics’ tutorial and supportive classes, lack of using continuous assessment and preparation of mathematics examination based on table of specification by mathematics teachers, lack of students self confidence on mathematics activities, interest to learn mathematics due to subject difficulty, lack of proper preparation before mathematics examination, and students’ poor mathematics background were found to be responsible factors for poor achievement in mathematics in secondary schools. To alleviate the prevailing problems, there is a need to provide necessary instructional materials, on job training for mathematics teachers, and create awareness for parents to discuss about their children’s mathematics progress. Therefore, the researcher recommends the schools and Harari Education Bureau should be more practical in these area of improvement
