High Failure Rate in Mathematics Examinations in Rural Senior Secondary Schools in Mthatha District, Eastern Cape: Learners’ Attributions

Tachie, Simon Adjei; Chireshe, Regis

doi:10.1080/0972639x.2013.11886667

Cited by 20 publications

(14 citation statements)

References 4 publications

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“…In the literature, a number of researchers (Tachie and Chireshe, 2013) noticed that having a solid background in mathematics is crucial since it serves as a gateway to future professions in a variety of fields (Tella, 2008). Also, it is believed that mathematics is very important in our daily lives because it deals with real life situation that are directly related to our daily activities (Ojose, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

The Determinants of Mathematics and Statistics Achievement in Higher Education

Khedhiri¹

2016

MAS

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This study uses a standard education production function in order to relate student grades in mathematics and statistics to three factors. The first factor includes teaching practice measures and classroom learning environment. The second factor comprises teacher characteristics and class size. The third factor represents student control variables. The statistical analysis which is based on mixed effect modeling of student marks in mathematics and statistics courses shows that incoming skills, classroom learning environment, support to the students and students attitude toward mathematics and statistics are the most significant predictors of achievement in mathematics. However, teaching practices were not found to be crucial for improving mathematics grades.

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Section: Literature Reviewmentioning

confidence: 99%

The Determinants of Mathematics and Statistics Achievement in Higher Education

Khedhiri¹

2016

MAS

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“…So, the respondents were familiar with the syllabus content and also the students' skills in this course. [9,15], they also found that the difficulty, dislike, lack of confidence, bore and lack of relevance has reduced the participation of Mathematics in UK. In addition, lecturers also find that time constraint is one of the difficulties that they need to deal with.…”

Section: Lecturers' Insights On the Teaching And Learning Of Pre-calcmentioning

confidence: 96%

Teaching and learning of pre-calculus: an insights of educators

Nasir

Omar

Sarudin

et al. 2018

J. Fundam and Appl Sci.

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The high-failure of Calculus courses has bring dilemma to the educators worldwide. This study has focus on teaching and learning of Pre level Calculus courses. A well-d find the difficulties faced by both lecturers and students from the insights of the educators. From the survey, we find that lecturers confronted difficulties in teaching Pre by the lack of basic and visualization skills among students. They performance are moderate since they tend to memorize, instead of understand the concept. Indeed, most of them agree that the major problem of students is the poor foundation Calculus. Therefore, they have suggested three ideas which are changes of mindset among students, consult lecturers whenever students have problems and remedial class for the weak students.

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“…Researchers have variously carried out studies on attributions and its relationship to Mathematics performance of students (Gonzálvez et al 2018;Banerjee 2016;Tachie and Chireshe 2013). The study of Gonzálvez et al (2018) investigated the academic self-attribution and school refusal.…”

Section: Attribution Style and Mathematics Performancementioning

confidence: 99%

“…Other attributions include negative attitudes toward school and learning and less supportive schools and teachers. Similarly, Tachie and Chireshe (2013) reveal the attributions for students' failure in Mathematics majorly to external factors like lack of material and human resources; incompetent Mathematics teachers and teaching method; and bad behaviors of teachers. The study also reveals that some students based their attributions of failure to internal factors such as lack of interest, laziness, and absenteeism.…”

Section: Attribution Style and Mathematics Performancementioning

confidence: 99%

Some Psychological Constructs and Mathematics Performance in Nigerian Secondary Schools

Lapite¹

2020

The Education Systems of Africa

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Mathematics performance of secondary school students has been a topical issue in research by Mathematics teachers, social and educational psychologists, educationists, and other stakeholders in mathematics education. The importance of this subject to students' advancement to their future endeavors necessitated the issues discussed in this chapter. Consequently, four psychological constructs are discussed in relation to Mathematics performance of students in Nigeria. They are academic motivation, Mathematics anxiety, Mathematics attitude, and attributional style of students to Mathematics performance. It is important that Mathematics teachers notice these constructs in their students so that their Mathematics reasoning skills, problem-solving, and interactions in the class will be enhanced and solidified. More so, realizing the significance of these psychological constructs will increase the students understanding, arouse their interest and boost their skills in Mathematics.

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High Failure Rate in Mathematics Examinations in Rural Senior Secondary Schools in Mthatha District, Eastern Cape: Learners’ Attributions

Cited by 20 publications

References 4 publications

The Determinants of Mathematics and Statistics Achievement in Higher Education

The Determinants of Mathematics and Statistics Achievement in Higher Education

Teaching and learning of pre-calculus: an insights of educators

Some Psychological Constructs and Mathematics Performance in Nigerian Secondary Schools

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