Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective

Abstract

One of the aims of teaching and learning mathematics is to encourage and enable learners to become confident in using mathematics to analyze and solve practical problems in real-life situations. However, while a few students prosper in learning of mathematics, many students find it difficult and ultimately fail the subject. This study analyses students' mathematics performance data and examines the perception of teachers on the causes of poor academic performance in mathematics among students in Tanzania. The study also probes on teachers' emotions when teaching mathematics. The study utilizes the primary, secondary and tertiary students' performance data during the period 2008 to 2016. The data were obtained from the National Examination Council of Tanzania and the College of Business Education records as well as 28 semistructured interviews with purposively selected teachers and lecturers. Data are analyzed through content analysis and descriptive statistics. Findings reveal higher failure rates in primary and secondary schools particularly lower secondary school. Gender differences exist at all levels of education with girls underperforming in primary, lower secondary, and college examinations due to cultural factors impacting female students' learning. Factors associated with student's poor performance in mathematics are in line with Walberg's productivity model but for Tanzania, policy environment and culture also play an important role. The findings reveal that majority of mathematics teachers and lecturers possess mixed emotions towards student's ability and the teaching-learning environment. Measures to improve the situation suggested include; enhancement in teaching-learning environments, classroom instructions, teaching skills, students learning skills, teacher training programs, attitude of the community, and accountability. The results provide information about the trends of mathematics achievement and associated factors for educators and other stakeholders to consider the implication in curriculum and instructional practices of mathematics at all levels of education.

Influence of Gender and Environmental Factors on Students’ Conceptions of Selected Mathematical Concepts in the Senior Secondary School Mathematics Curriculum

“…However, the finding is contradicted by those of Ayeobasan (2019), Oloja and Adeniyi (2019), Oribhabor (2019), Olajumoke and Olajumoke (2018), PISA (OECD, 2010) and Nannyonjo (2007) that gender differences exist while learning mathematics in favor of males. Also, that gender differences exist in students' performance in Mathematics in favour of the females as reported by Mazana, Montero and Casmir (2020) and Jayanthi and Srinivasan (2015).…”

“…Nannyonjo's (2007) study on grade six pupils indicated that in mathematics boys significantly scored 4 points higher than girls in Uganda National Examination Board National Assessment of Progress in Education. Contrarily, Mazana, Montero and Casmir (2020) analysed students' performance data in mathematics between 2008 and 2016 in Tanzanian schools. The analysis revealed that in the Upper secondary school, girls outperformed boys in many occasions.…”

Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

“…It is also regarded as a belief held by individuals that reflects their opinions and feelings and can be sometimes manifested in behaviour. Attitudes, behaviour, and feelings are interrelated in such a way that people's attitudes determine their behaviour towards objects, situations, and people (Mazana, 2020).…”

Effective Application of Maple Software to Reduce Student Teachers' Errors In Integral Calculus

“…Notwithstanding, poor understanding of prerequisite concepts which comes as result of the use of inappropriate teaching methods, poor attitudes and perceptions towards the study of calculus were some of the contributing factors to low performance in calculus (Odell, Cutumisu, & Gierl, 2020;Wang, Hofkens, & Ye, 2020;Mazana, Montero, & Casmir, 2020).…”