Examining Reasons For Poor Performance of Grade 7 Learners in Mathematics

EXAMINING REASONS FOR POOR PERFORMANCE
OF GRADE 7 LEARNERS IN MATHEMATICS
A CASE STUDY CONDUCTED AT MAKALANI PRIMARY SCHOOL IN

OMULUNGA CIRCUIT, OTJOZONDJUPA REGION
A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE HONOUR DEGREE OF
EDUCATION (UPPER PRIMARY)
OF
THE UNIVERSITY OF NAMIBIA
By: Sem S Iiyagaya [201101104]
TABLE OF CONTENTS
Examining reasons for poor performance of Grade 7 learners in Mathematics at Makalani P. S
Page 1
Table of contents……………………………………………………………………………2 - 4
Declaration…………………………………………………………………….…………………5
Acknowledgements………………………………………………………………….…….……. 6
Abstract……………………………………………………………………………..…………….7
CHAPTER 1………………………………………………………………………….….…..….8
1.1 Introduction and background information........................................................................8
1.1 Aims and significant of the study…………………………………….……………………. 9
1.2 Justification of the study ……………………………………………………………………9
1.3 Basic assumptions and empirical findings…………………………...…………………….10
1.4 Research questions…………………………………………………..…………….………10
1.5 Definition of terms…………………………………………………….…………………..10

CHAPTER 2……………………………………………………………….…………………11
Literature review…………………………………………………..…………………….……11
2.1 Introduction……………………………………………………….………………………11
2.2 Current problems in Mathematics performance…………………….…………………12
2.3 Teachers’ opportunities for professional development………………………….…………13
2.4 Understanding curriculum content…………………………………………..……………..13
2.5 Learner’s perceptions towards mathematics……………………………………….………13
CHAPTER 3……………………………………………………………………….…….……14
Research design………………………………………………………………….….………..14
Population and sampling procedures …………………………………...……………………14

Page 2
3.1 Introduction…………………………………………………………...……….…..……….14
3.1 Selection of the school………………………………………………..….…….……………14
3.2 Targeted population……………………………………………………..……………...……15
3.3 Data collection and administration……………………………………...………….….….16
3.3.1 Data analysis……………………………………………………………..….………..……16
3.3.2 Ethical considerations…………………………………………………...….………...……16
CHAPTER 4……………………………………………………………….……..……..………17
Presentation of the research finding……………………………………….…..……….…….17
4.1 Introduction………………………………………………………..………….…………….17
4.2 The perception view and importance of mathematics……………...……….……………17
4.2.1 Learners’ perception about Mathematics…………………..………………. ….……….…17
4.2.2 Importance of mathematics………………………………………….…..…….……...……18
4.2.3 Learners’ choices to do Mathematics....................................................................... ...........19
4.2.4 Comparison between Grade 6 and 7 works..................................................................…...19
4.2.4 Learners views on the teachers ways of teaching mathematics…………………...………19
4.2.6 Learners’ assistance from home in learning Mathematics……………………….…..……20
4.2.7 The coverage of the teaching topics…………………………………………….…………20
4.3 Teachers’ response on mathematics curriculum and teaching………………….………20
4.3.1 Introduction……………………………………………………………………………….20
4.3.2 Teachers views on why learners perform poorly in mathematics………….…………… 20
Page 3
4.3.3 Parental involvement in children’s education…………………………….…..…..………21
4.3.4 Learners’ ability to achieve competencies in the syllabus………………………….…..…21
4.3.5 Availability of teaching materials and equipment………………….……………….……22
4.3.6 Teachers views on the difficulties learners faced in learning Mathematics……..….……22
4.3.7 Teachers views on the difficult topics to teach in Mathematics………………………….22
CHAPTER 5………………………………………………………………………….……….23
Conclusion and recommendation……………………………………………………..…….23
5.1 Introduction………………………………………………………………………….…….23
5.2 Discussion of the findings………………………………………………………….………23
5.3 Reasons for poor performance………………………………………………………………24
5.4 Recommendation…………………………………………………..………………………. 25
5.5 Summary and concluding remarks…………………………………….…………………26
References………………………………………………………………………….………….. 27
Appendix (I): Teachers interviews………………………………………………………………29
Appendix (II): Learners interviews……………………………………………..………………30
Appendix (III): observational technique……………………………………..…………………31
DECLARATION
Page 4
I hereby declare that this is the product of my own research efforts, undertaken under the
supervision of Ms. V. M. Lushetile and has not been presented elsewhere for the award of the
honors degree. All sources have been acknowledged.
Student signature_______________________________ Date_________________________
Sem S. Iiyagaya
ACKNOWLEDGEMENTS
Page 5
I would like to acknowledge the following people who assisted me in the completion and
submission of this research project: Ms. V. M. Lushetile, Ms. M. N. Nambinga and Grade 7
teachers and learners at Makalani Primary School.
ABSTRACT
Page 6
This study sets out to describe and explain how teachers and learners at Makalani Primary
School helped to identify reasons that contribute to learners’ poor performance in Grade 7
Mathematics. Providing reflective accounts from their experience and presenting illustrative
examples from their classrooms, the study provides a broad picture of the context in which
learners learn Mathematics. The study recognizes the reasons that constrain learners from
excelling in the subject. It recognizes the influences, the teacher’s actions and pedagogical
moves and decisions exert on learners’ in-depth learning of Mathematics concepts and Skills.
Implication of the results of the study underscores the need for synergy of the teachers in
creating and promoting a conducive environment to learners in learning Mathematics.
Key terms: Poor Performance, misconception and competencies
CHAPTER 1
Page 7
1.1 INTRODUCTION AND BACKGROUND TO THE PROBLEM
Many learners in government schools in Namibia especially at Makalani Primary School perform
poorly in Mathematics. The reasons for such poor performances are many and wide ranging.
Four of the numerous broad reasons appear to be outstanding. First some learners seem to be
negatively influenced by the stereotype beliefs held by many people that Mathematics is a
difficult subject (Heward, 1996). Second, for a number of learners their problems appear to stem
from unsatisfactory teaching and the resultant lack of experience of success (Mundia, 1998).
Third, there are also learners who unfortunately may have a genuine specific learning disability
in Mathematics (Thornton et al., 1983). Fourth, poor performance in Mathematics might also be
attributed to inadequate funding of education which results in fewer teaching/ learning resources
and low quality of education (Kelly, 1991).
According to NIED report (2009:1) the low performances of learners in Mathematics is due to
the challenges that the teachers and learners face in teaching and learning Mathematics. The
Ministry of Education exaggerate this situation for not providing enough support to teachers, or
providing enabling condition for improving Mathematics teaching and learners performance
(MoE- NIED, 2006). Despite acknowledging the quintessence of the subject and the government
determination to improve the performance in the subject as well as investment aimed at boosting
the development of the subject the low performance in Mathematics as this study intended to
find out is apparent (Voigts, 2007).
According to Amirali & Halai (2010), a wide range of factors are responsible for learner’s poor
performance in Mathematics. Notably, the factors such as teacher poor subject knowledge,
teacher lacking in pedagogical competence and teacher and learner perceptions about
Mathematics hinder learners from developing Mathematical understanding. It is sensible to
accept the fact that learners require a high level of cognition to understand the concepts and skills
required to solve Mathematics problems. These challenges, in addition to general misconceptions
towards Mathematics make it difficult for some learners to excel in Mathematics (Mukuwa,
2004)
1.2 Aims and significant of the study

Page 8
This study aimed at finding out reasons for learner’s low performance in Grade 7 Mathematics.
The study was undertaken to seek and create a context for discussion and reflect on issues and
opportunity that will improve learners’ performance in Grade 7 Mathematics. The findings of
this case study will hopefully contribute towards the improvement of Grade 7 learners in
performing Mathematics. It is also hoped that the study will alert other educational stakeholders
to enforce and mobilize parental involvement in the education of their children.
1.3 Limitation of the study
A potential limitation of the research is that the outcomes of the research cannot be generalized
because of the small size of the sample and the limited length of the examining. Participants may
also have felt inhibited to tell the entire truth.
1.4 Statement of the problem
At Makalani Primary School many learners were performing poorly in Mathematics. As a result
there was an outcry among teachers and parents about the performance of learners in the subject.
The low performance of learners in the subject also raised a strong sense of concern both at
school and in the community. The study therefore decided to carry out a research to find out the
reasons for learners low performance in Mathematics. This study focused on the reasons for low
performances of Grade 7 learners in Mathematics.
1.5 Justification of the study
A number of studies and reports cite low performance and possible reasons for poor
performances in Mathematics (NIED, 2004 & SACMEQ, 2004).
Reasons for poor Mathematics performance as confirmed by these studies and reports are:
teachers’ competencies in mastering the curriculum content, availability of teaching materials
and motivation to learn.
1.6 Basic assumptions and empirical findings
Page 9
This study is prompted by the following assumption and empirical findings:
a) Learners experience difficulties in learning Mathematics concept and skills (Shiel & Kelly,
1999).
b) Learners who have negative misconception towards mathematics tend to perform poorly in
Mathematics (Shiel & Kelly, 1999).
c) Teachers teaching Mathematics are not equipped with adequate subject content knowledge
(MASTEP, 2002)
1.7 Research questions
The following questions guided data collection in the study:
a) What is the perception of Grade 7 learners at Makalani Primary School towards Mathematics?
b) Do Grade 7 learners at Makalani Primary School experience problems in learning

Mathematics concept and skills?
c) Do Grade 7 teachers have sufficient teaching materials and media to affect Mathematics
teaching?
d) What are the teacher’s views on why learners perform poorly in Mathematics?
1.8 Definition of terms
In-depth learning - A perception how learners make sense of mathematics, the strategies they
apply to solve problems, the conceptual representation they create, the argument they make and
the conceptual understanding they demonstrate (Jenkins 2010).
Performance - The accomplishment of a given task measured against preset known standards of
accuracy, completeness, cost, and speed.
Conceptual difficulties - Not easily or readily done that requiring much work, skill, or planning
to be performed successfully.
CHAPTER 2
Page 10
LITERATURE REVIEW
INTRODUCTION
Relevant applicable literature was reviewed to know about the existing state of the knowledge on
the topic, find theoretical grounding for the study, and to inform the methodological
considerations.
A number of studies with national, provincial and district coverage in Namibia have been
undertaken to assess learners ’ level of achievement in core curriculum subjects including
Mathematics. These studies attribute a wide range of factors to the low level of learners’
achievement in Mathematics. However, teachers’ academic and pedagogical competence in and
their attitude towards the subject has been also described as a common denominator in
facilitating or hinder learners’ in depth learning in Mathematics.
SACMEQ (2004), ranked Namibia below other southern and eastern African countries in terms
of Grade 6 teachers and learners competencies in Mathematics. The report further showed that,
Namibia learners scored the least in Mathematics compare to other southern and eastern African
countries. These findings call for concerted effort in addressing the challenges facing
Mathematics teaching and learning.
2.2 Current problems in Mathematics performance
There are currently few studies reports and document in Namibia that cite current problems in
Mathematics performance. The upper primary Mathematics facilitators training workshop
(NIED, 2006) listed twenty four factors attributing to low performance in Mathematics of which
the following are important to mention:
1. Lack of teachers subject knowledge

2. Learners inability to read, understand and interpret the mathematics concepts
3. Lack of parental involvement in education
4. Poor background foundation or knowledge on Mathematics among learners
Page 11
Shiel and Kelly (1999) in the study carried in Britain, highlights reason for poor Mathematics
performance from the principal’s point of views:
1. Lack of learning support.

2. Principals’ teachers’ dissatisfaction within the career training of teachers in Mathematics.
3. Perceived shortage of instructional resources for teaching mathematics.
Interesting findings from Shiel and Kelly (1999) study are that learners performed well on areas
that deal with numbers than on areas that deal with measurements, shapes and space. The
findings of such study shed light on the performance of learners in various area of mathematics
and further propose to the curriculum developers, teacher trainers and policy makers on how to
improve Mathematics teaching in order to affect the leaners performance in the subject.
These facts create an opportunity for conceptualizing the actual situation in the Namibian context
by looking at the following critical factors.
2.3 Teachers’ opportunities for professional development
A number of institutions offer professional development opportunities to teachers. These are the
Institution for Open Learning (IOL) and University of Namibia (UNAM). How many teachers
utilize these possibilities? And how many specialized in Mathematics teaching? In fact the extant
and possibly the accessibility developments are not well known. One of the factors that affect the
accessibility of these institutions is costs involved and availability of bursary and grants
(Voigots, 2003)
The need for uplifting teacher’s competencies in teaching was raised in the SACMEQ report
(1998:3) stating that teachers training level are exceptionally low in many schools. The uplifting
of teachers qualification continues to be a major objective to ensure the positive growth and
attainment of high education standard, thus raising the quality of education system (SACMEQ,
2004)
Page 12
2.4 Availability of teaching materials and resources
The government is the provider of teaching resources. Bearing in mind the number of schools
and learners in Namibia and the financial constraints at hand, it is logical to state that not all
needs are met. The shortage of teaching materials is more in subject such as Mathematics that
require the use of good equipment. Many schools are crying foul of shortage of teaching
materials (Clegg, 2007). It makes sense to conclude that the availability of teaching resources has
an impact on Mathematics performance.
2.5 Understanding curriculum content
According to NIED report (2009:1), curriculum is dynamic and it changes with time. Any
changes in the curriculum imply changes in subject policy directive, teacher training, teaching
approaches, assessment teaching materials and research.
In regard of this the curriculum developers adapt changes in the curriculum and advice
institutions responsible for professional development to design training programs responsive to
the new changes and reflect on the teaching and learning of the new competencies.
Teachers receive the training in content areas and how to impart the required competencies to
learners. Learners become the recipients of the curriculum reforms and thus improve
performance in the subject. The report further states that not much is known in Namibian context
on curriculum dynamism.
2.6 Learner’s perceptions towards mathematics
MASTEP (2002) states that learner’s perception towards learning Mathematics is influenced by
many factors. Studies on Mathematics performance show among many other factors that low
performance influenced misconception of the subject as difficult, designed for certain group of
people based on gender or intelligence because of the line of professions it leads into home
background, undesirable teaching approaches and availability of teaching materials and child
centered problems.
Page 13
CHAPTER 3
RESEARCH DESIGN
POPULATION AND SAMPLING PROCEDURES
INTRODUCTION
A qualitative study was conducted at Makalani Primary School in Grootfontein town. The study
was done with the purpose of examining the reasons for learners’ low achievement in Grade 7
Mathematics. Apart from that the study evaluated the Mathematics syllabus implementation in
Grade 7. The study was conducted at Makalani Primary School and only Grade 7 learners and
teachers were included.
3.2 The selection of the school
As mentioned before, the Makalani study targeted learners who were in Grade 7 in 2014. The
school was therefore selected to examine the reasons for learners’ low performances in
Mathematics which results in an outcry among teachers and parents about the performance of
learners in the subject.
3.3 Targeted population (sample)
Learners
Learners in grade 7 were included in the study. A systematic random sampling method was used
to select five learners in each grade (7A-B) to participate in the study. First the class lists were
collected. Learners were chosen from the class lists using random numbering tables. This implies
that the expected total sample of learners in all classes was twenty (N=20). However due to some
selected learners being absent on the day of testing, only 13 learners were included in the study.
Teachers
The sample of teachers teaching Upper Primary Mathematics was selected at the school. The
researcher drew all Mathematics teachers teaching Mathematics in Grade 7. The Sample for
Page 14
Mathematics teachers was three teachers (N=3). Due to one of the teachers not being there on the
day of testing; only two teachers were finally included in the study.
3.3 Data collection and administration
Data source
To generate data in the study, a qualitative case study method was employed, which used in-
depth interviews, classroom observations, and document analysis, as tools for data collection.
Interviews
Individual interviews were used as an instrument for data collection. The researcher conducted
different interviews with individuals. This means that he used both structured and unstructured
interviews. The interview with teachers was open ended and unstructured interview in order to
explore information from them. The interview with learners was a structured interview allowing
for some structured questions, while remaining flexible enough to gain insight into interviewees
understanding and thoughts. In interview the researcher was interested in the reasons for
learners’ low performance in Mathematics. This was why open ended questions were asked.
This instrument aimed at exploring learners’ and teachers perceptions towards Mathematics. The
researchers understood that the perception of Mathematics differs among learners. The
instrument captured qualitative information about the learners’ attitudes towards Mathematics as
well as the type of difficulties they were experiencing in learning Mathematics concepts and
skills.
Observation
To collect data through observation method, the researcher used one of the observation
techniques, which is participative observation. The researcher used this method to gather data by
observing and noting what was happening. The researcher observed how leaners were
participating, how teachers were giving content and tasks to their leaners, teachers to learners’
ratio and classroom environment to mention but few. A rating scale was the instrument that the
Page 15
researcher used as it was quite appropriate and effective. First-hand information is obtained from
situation and things are seen the way they are in reality (Oyedele 2003, p.150).
3.4 Documentary study
The researcher asked the School Principal to provide him with the documents where learners’
results for August examination were recorded. The researcher also looked at the challenges’ that
teachers and learners were facing during teaching and learning process. The researcher studied
the document thoroughly.
3.5 Data analysis
The data was first synthesized since learners were asked the same questions across the phase.
The data derived from the synthesis analysis was later content analyzed in order to categorize the
information derived from learner’s interview guide. The aim of content analysis was to
categorize the information into themes. Direct quotes from group interview with learners
regarding their feelings towards Mathematics and teachers’ views on the learners’ performance
in Mathematics were presented in order to complement the results.
3.6 Ethical considerations
Written permission to conduct the study was obtained from the University of Namibia, Faculty
of Education. The respondents were informed from the start of the study that their participation
was voluntary and they could withdraw from the study at any given point without penalty. No
names were used in any transcriptions in order to protect privacy and identity.
Page 16
CHAPTER 4
PRESENTATION OF THE RESEARCH FINDING
INTRODUCTION
In this chapter, the results of the data obtained during the study are presented. The data are
organized into themes and discussed according to the main research questions. The researcher
mainly reports on the reasons for Grade 7 learners’ poor performance in Mathematics.
Analysis of the data collected through in-depth interviews of teachers and learners, observation
of routine lessons, particularly the anecdotal evidences and critical incidences recorded during
classroom observations shed light on the reasons for learners’ low performances in mathematics.
Triangulation of data from three different sources leads to formulation of the following key
finding which answers the four main questions posed in the study.
4.2 THE PERCEPTION VIEW AND IMPORTANCE OF MATHEMATICS
4.2.1 Learners’ perception about Mathematics
According to the interviews outcomes with teachers and learners, learners had different views,
perception and opinions pertaining Mathematics. The responses ranged from those finding
Mathematics easy, difficult and those who were not sure.
“I find mathematics easy sometimes but most of the time it’s difficult because some time a
teacher may explain well other times not” (A grade 7 learner)
From learners responses it was clearly apparent that learners encountered difficulties in learning
Mathematics. Even though there were indications of liking the subject, the general impression as
observed was that Mathematics was not liked and learners did not enjoy the subject. Learners
had negative perception on Mathematics as a subject. Supporting this fact was a clear testimony
from learners bearing negative perception on the subject.
“I hate mathematics because it is too difficult” (A grade 7 learner)
Page 17
According to the teachers Mathematics had not been a popular subject among learners. Learners
were compelled to take the subject because it was compulsory. More interesting fact according to
the teachers was the fact that some learners feel the subject is for learners who were gifted
otherwise learners who had no option were forced to take it.
“There are some learners who feel the subject should be optional, a choice to choose it” (A
Grade 7 Mathematics teacher)
It was clear through the teachers’ responses that the likes and dislikes of mathematics among
learners were not innate. They develop with time when learners exposed to circumstances within
the learning environment that triggered the liking and disliking of the subject.
4.2.2 Importance of mathematics
Few learners conceived Mathematics as important subject in life when associating it with
banking. The minority perceived banking as a good career and Mathematics can help them
achieving that aspiration. These insights were strongly expressed:
“Mathematics will help you to work in the bank and you also need it if you want to start your
own business” (A grade 7 learner)
Parents support adds value to the school effort. I was logical to conclude that parents who
interact effectively with teachers at school on assisting the children carry over this practice at
home. Learners coming from such home discusses with their parents about the choice of subjects
and career prospect. Otherwise learners who come from families with low education level could
not see any importance facts in the subject.
Apart from specific areas of difficulties learners faced in learning mathematics, the problem in
reading and understanding the questions seemed to be prominent.
“I always face difficult to read and understand mathematics instruction” (A grade 7 learner)
Teachers lack of clarity on what they teach and applications when solving Mathematics problems
hindered the learning process.
Page 18
“Sometime teachers don’t introduce and write the topics on the chalkboard which makes works
difficult for us” (A grade 7 learner)
Through learners’ responses it was understandable that some teachers did not adhere to the
principals of teaching. According to the learners responses the most difficult topics were:
Geometry, common fraction and whole numbers.
4.2.3 Learners choices to do Mathematics
Learners varied a lot in responding to whether they would choose Mathematics among other
subjects. The majority of them indicated that they would not opt for Mathematics.
“I don’t like Mathematics and I will not choose it” (A grade 7 learner)
4.2.4 Comparison between Grade 6 and 7 works
Learners were asked to state if there were any differences between Grade 6 and 7 works. Huge
differences were noted.
“It is difficult in Grade 7. In Grade 6 teachers give simple questions but in grade 7 they give us
tough questions” (A grade 7 learner)
Through learners responses it was clearly that Mathematics tasks differ from one grade to
another. This clearly indicated that most of the learners found Mathematics tasks more complex
in Grade 7.
4.2.5 Learners views on the teachers ways of teaching mathematics
The majority of learners were not pleased by the way teachers taught them. This was obvious;
especially when they shouted at them used bad language and hit them. These statements were
obvious.
‘Teachers don’t treat us well, they don’t respect us because they beat, shout and humiliate us”
(A grade 7 learner)
Page 19
Teachers’ skills and ability to teach was also raised by the learners. Learners emphasized that
they would like to be taught correctly. The majority of the learners also wanted more attention to
be given to their needs.
“I would like him to explain correctly from one step to another so that we understand. Teachers
should also give us the attention we deserve (A grade 7 learner)”
Through learners’ interview, learners indicated that teachers do not teach and treat them well
enough for them to understand Mathematics.
4.2.6 Learners’ assistance from home in learning Mathematics
Few learners indicated that they receive assistance from their parents and siblings and other
relatives at home. The majority who comes from families with low education background
received no assistance.
4.2.7 The coverage of the teaching topics
It is common practice within the teaching profession that teachers finish a topic fully before
proceeding to another one. This was not the case in all Grade 7 classrooms. These differences
vary in learners responses:
‘No because if there are learners who cannot understand, the teacher cannot proceed with the
next topic since they want everyone to understand” (A grade 7 learner)
4.3.1 TEACHERS RESPONSE ON MATHEMATICS CURRICULUM AND TEACHING
INTRODUCTION
This section presents teachers’ responses on the following areas: approach in teaching
Mathematics, availability of equipment in Mathematics, parental involvement in children
education, challenges facing Mathematics teachers and competencies that learners faced
difficulties in learning.
4.3.3 Teachers views on why learners perform poorly in mathematics
Page 20
The majority of teachers attributed learners’ difficulties in learning mathematics as due to a
poorly laid foundation in lower primary phase. These views were emphasized by the teachers:
“Most of the learners in grade 7 cannot handle big numbers when asked to add or subtract
number like 17947- 32769” (A Grade 7 mathematics teacher)
Grade 7 Teachers stated that mathematics in Grade 3 and 4 is exceptionally very low. Learners
deals with too small numbers thus causing too much confusion in higher grades.
“The Mathematics syllabus for grade 3 and 4 need to be changed for the system to complement
one another” (A Grade 7 Mathematics teacher)
4.3.4 Parental involvement in children’s education
According to the teachers, lack of parental involvement in their children education is one of the
biggest contributions to the learners’ lower achievement in Mathematic. Very few parents helped
their children’s with school work activities. This statement was obvious:
“The main reasons why learners are performing poor like this is lack of interest of parents in
their children’s works” (A Grade 7 Mathematics teacher).
The lack of education hampered the parents’ involvement in their children education. Children
coming from such families lacked support and assistance.
“Some parents are not so educated to understand the value of education” (A Grade 7
Mathematics teacher)
Teachers viewed parent’s position in education of learners as important. By participating actively

they would help teachers to attain teaching and learning objectives and improve the pass rate in
Grade 7 Mathematics and the whole school at large.
4.3.5 Learners’ ability to achieve competencies in the syllabus
The majority of the teachers maintained that not all learners can achieve all the basic
competencies set in the syllabus because:
Page 21
“Learners come in mixed abilities, as there are slow and fast learners. The slow learners could
have problem achieving all competencies in the syllabus” (A Grade 7 Mathematics teacher)
There were of coarse fast learners who achieved all competencies within a specific time but
because of the slow learners, teachers always slowed the pace to include everyone.
4.3.6 Availability of teaching materials and equipment
Mathematics equipment and materials enhances teaching. Teachers faced problems in

demonstrating lessons that require the use of specific equipment and materials. During
observation the researcher clearly observed that the teaching materials such as textbooks, rulers
and pencils were inadequate. The lack of textbooks caused difficulties to learners especially
when they were given class activities and homework. One teacher reiterated this sentiment:
“It is really a problem for learners to share the textbooks especially if you give them
homework’s. Sometime they don’t do their homework’s due to the shortages of textbooks” (A
Grade 7 Mathematics teacher)
4.3.7 The teachers views on the difficulties learners faced in learning Mathematics
According to the teachers the problems learners faced were: problem solving, geometry,
common and decimal fractions.
“In some serious cases a grade 7 learner still cannot add or subtract reasonable well, and they
confuse the “+” or “x” operating signs. To them 7x6=13 and not 42” (A Grade 7 Mathematics
teacher)
4.3.8 The teachers views on the difficult topics to teach in Grade 7 Mathematics syllabus
Teachers maintained that fractions, word problems and percentages were some of the difficult
topics to teach. Teachers maintained that they spend more time drilling on these topics.
“Decimal fractions and long division are some of the difficult topics to teach, one spend a lot of
time repeating teaching but in the end some learners fail to understand well” (A Grade 7
Mathematics teach
Page 22
CHAPTER 5
CONCLUSION AND RECOMMENDATION
INTRODUCTION
This section presents the discussion of the findings, recommendations and reasons for poor
performance of Grade 7 learners in Mathematics. In discussion the researcher reflect on the
outcome of the findings through the observation and interviews that he conducted with teachers
and learners.
5.1 Discussion of the findings
Learning is a process. Though the learning process might be the same, the ability to understand
what was taught might not be necessarily the same. Learners differ on their ability to learn
different concept and skills as well on the ability to transform what they have learned into
knowledge.
From learners and teachers interviews we could glean that learners had difficulties in certain
competencies. This was alarming because there were indications of too many topics being
experienced as difficulties in Grade 7 Mathematics syllabus. Topics such as geometry, problem
solving’s and many more others was indicated as difficult. Even though there were indications of
liking the subject, the general impression as observed was that Mathematics was not liked and
learners did not enjoy the subject.
Teachers on the other hand found some topics in the syllabus difficult to teach. According to the
teachers’ views, not all learners know the importance of Mathematics or why they should study
the do well in mathematics. This was evident through learners’ responses. Only few learners
regarded Mathematics as an important subject. Few parents discuss with their children about their
future career and the subject choices.
Learners found Mathematics tasks different and more complex in Grade 7 compare to Grade 6
works. It was found that teachers do not have skills and appropriate attitude to teach Mathematics.
Through learners’ responses, learners carry the opinion that teachers do not teach Mathematics
Page 23
well enough for them to understand. Teachers’ attitude towards teaching mathematics negatively
impact learners to excel in Mathematics. The majority of learners were not pleased by the way
teachers taught them. This was obvious; especially when they shouted at them used bad language
and hit them. Obvious learners developed fear and negatives attitudes towards the teachers and
the subject. This feeling interfered learners performances on the subject.
Teachers’ attitude towards teaching Mathematics negatively impact on learners choices of the
subject. It was found out that some teachers don’t teach all topics in the syllabus but include them
in the examination. Teachers conceived that Mathematics foundation at lower primary was not
laid properly and this affect the performance of Grade 7 learners in Mathematics.
It was evident that the Ministry of Education was not providing enough support to teachers, or
providing enabling condition for improving Mathematics teaching and learners performance.
Through teachers’ responses, learners demonstrated limited ability in achieving all competencies
in the syllabus. The classes were comprised of fast and slow learners. This gives indication that
not all learners have the ability to achieve all competencies in the syllabus. The competencies set
in Grade 7 Mathematics syllabus are very difficult for learners to understand and learn at this
phase. The study noted that there was a lack of parental involvement in children’s education. The
case study clearly found out that low level of education among parents hampered their
involvement in children education.
5.2 Reasons for poor performance of grade 7 learners in Mathematics
It was found that the poor performance was caused by:
1. Difficult topics and competencies.

2. Lack of teachers’ subject knowledge.
3. The link between Lower and Upper Primary curriculum.
4. Lack of parental involvement in and support.
5. Poor Mathematics Foundation laid At Lower Primary.
6. Lack of Mathematics equipment and teaching materials.
7. Learners inability to read, understand and interpret Mathematics concepts.
8. Poor background foundation or knowledge on Mathematics among learners.
Page 24
9. Learners negative attitude towards Mathematics.
10. Lack of learning support at home.
11. Teachers’ dissatisfaction within the career training of teachers in Mathematics.
12. Learners’ difficulties in transferring knowledge.
5.3 Recommendation
It is worth recommending that teachers training institutions of education should have in-depth
subject content knowledge teaching in pre- and in-service training programs to enable teachers to
teach higher level competencies with understanding. School management should impose
effective teaching by monitoring and evaluating teaching and learning process in the school.
Mathematics education officers at NIED should see to it that the Mathematics teachers receive
proper training in teaching Grade 7 Mathematics. Teachers should improve the teaching of the
topics and competencies that learners experience difficulties, assess reasons for difficulties and
improve the assessment mode.
Advisory teachers should play a role in advising teachers on subject related matters and visit
schools frequently to share their expertise. NIED curriculum division should ensure that there is
smooth link and transition between the lower and upper primary Mathematics syllabuses. The
School should implement compensatory teaching policy to help learners to excel in the subject.
NIED should train teachers on compensatory teaching to enable all teachers to help learners with
learning difficulties to excel well in the subject. The school management should strengthen the
link between the school and home where learners reside. NIED should provide training as part of
Continuous Professional Development on dialectical relationship between the school and the
home. The ministry of education should build more schools and classrooms; avail all needed
equipment and materials.
Teachers should come together and share some information and approaches about topics that
both teachers and learners find difficulties achieving. The Ministry should provide teaching
and learning materials including textbooks to enable a favorable teaching and learning
environment. Experts from other stakeholders, e.g., UNAM, should visit the school to render
Page 25
help or give a talk to motivate teachers and learners to study and explain to them the importance
of mathematics in life.
5.4 Summary and concluding remarks
The purpose of this study was to find out reasons for the poor performance of Grade 7 learners in
Mathematics at Makalani Primary School. The study was conducted in Grade 7. The findings of
the study demonstrated clearly that there were poor performances in Grade 7 Mathematics and
reasons leading to poor performances. Difficult themes and topics were identified by the teachers
and the learners. Bearing the number of topics and competencies identified as difficult, it would
have been sensible to conclude that Grade 7 learners would perform poorly in the final
Examination.
The teaching of Mathematics was not desirable as some teachers showed little interest on the
wellbeing of the learners. This situation impaired learning and promoted negative attitude
towards the subject. The shortage of textbooks and Mathematical equipment’s made it difficult
for the learners to do their homework’s and revisions. This situation imposed frustration to
learners and teachers and had a direct impact on their performance. The study found out that
there was lack of support to teachers in subject content and pedagogic approaches. Through this
study, it was obvious that teachers needed support for them to be conversant with the content
they were teaching.
Teachers conceived that parents were not involved in education of their children perhaps due to
low level of education among many. It was palpable that teachers blamed the ministry for not
enough support to teachers to enable them to teach Mathematics well. It was apparent according
to teachers’ views that learners performed poorly because there was no proper foundation laid at
lower primary phase. Therefore the poor performance of Grade 7 learners in Mathematics was
not eccentric.
Page 26
REFERENCES
1. NIED (2009), Performance of Learners in Mathematics at Upper Primary Phase in Okahanja

Distric: Examining reasons for low performance in mathematics. Report No 1
2. Heward, E. L. (1996). Exceptional Children: An Introduction to Special Education.
Englewood Cliffs: Merrill
3. GRN (1999) Presidential Commission on Education, Culture and Training: Meeting the
Challenges of change. Gamsberg Macmillan.
4. Shiel G & Kelly D. (1991). The National Assessment of Mathematics Achievement: A study
carried out by the Educational Research Center in Cooperation and Science. Education
research center, Dublin.
5. Voigts F. (2003). The Quality of Education: Some Policy Suggestions based on a survey of
schools. Keneth N. Ross editor. SACMEQ Policy Research: Report No 2
6. SACMEQ (2004). SACMEQ II Project: A study of the Conditions of Schooling and Quality
of Primary Education in Namibia.
7. MoE- NIED (2006). Upper Primary Mathematics Facilitators Training Workshop. OTRC 04-
06 & NIED 25-27 July 2006.
8. MASTEP (2002). Improving Mathematics in Namibia: Report on the National Consultative
Process with Recommendation. Human Resource Development Program.
9. Clegg A (2007). Some reflection on the 2007 Mathematics results.
10. Henning, E., Van Renburg, W., & Smit, B. (2004). Finding your Way in Qualitative
Research. Pretoria: Van Schaick Publisher.
11. Oyedele, V. (2003). Study Guide: Educational Research & Statistical Methods. Windhoek:
Centre for External Studies.
12. Amirali, M & Halai, A. (2010). Teachers’ knowledge about the nature of mathematics: A
Survey of primary school teachers in Karachi, Pakistan. Bulletin of Education and Research,
32 (2), 45-61.
13. Mohammad, R.F. (2002). From theory to practice: An understanding of the implementation
of in-service mathematics teachers’ learning from university into the classroom in Pakistan:
University of Oxford, UK.
Page 27
Appendix I
EXAMINING REASONS FOR POOR PERFORMANCE OF LEARNERS IN GRADE 7

MATHEMATICS
My name is Sem Iiyagaya (student Number 201101104). Currently I am a fourth year student
teacher at the University of Namibia studying Bachelor of Education in Upper Primary. I am
carrying out my research project on the topic stated above. I am hereby humbly asking for your
time to honestly and truthfully answer the following questions that I prepared to aid in answering
to my research questions. Your participation in this study will be highly appreciated.
INTERVIEW FOR THE TEACHERS
1. What is your view on why Grade 7 learners are performing poorly in mathematics?
2. In your own view, what do you think is the main cause of Grade 7 learners’ failures in
Mathematics?
3. Do you experience any difficulties in teaching Mathematics concept and skills to the learners? (If
you do which themes/ topics do you think is difficult to teach)
4. Do you think grade 7 learners at Makalani Primary School experience any problems in learning
Mathematics concepts and skills? If yes explain.
5. In your own view, do you think learners know the importance of Mathematics or why they
should study the do well in Mathematics? Explain.
6. What do you think about the perception of Grade 7 learners towards mathematics?
7. Is your school having enough equipment and teaching materials to affect the teaching of
Mathematics? If not, explain how this effect on teaching and learners performance.
8. In your own view, do you think parents show any kind of support in helping their children to
perform well in Mathematics? If they do how, if they don’t why?
9. Which area do you think learners experience difficulties in learning Mathematics? (topics in the
syllabus)
Page 28
Appendix II

MATHEMATICS
My name is Sem Iiyagaya (student Number 201101104). I am a fourth year student teacher at the
University of Namibia studying Bachelor of Education in Upper Primary. I am carrying out my
research project on the topic stated above. I am hereby humbly asking for your time to honestly
and truthfully answer the following questions that I prepared to aid in answering to my research
questions. Your participation in this study will be highly appreciated.
INTERVIEW FOR THE LEARNERS
1. What do you think about Mathematics in general?

2. Do you experience any difficulties in learning Mathematics? If yes, explain the types of
difficulties you experience including topics.
3. In your own view, do you think Mathematics is an important subject? Give a reason for a
YES or NO answer.
4. What is the comparison between Grade 6 work and 7 works in Mathematics?
5. What do you think about the teacher’s ways of teaching Mathematics?
6. Do you receive any kind of assistance in learning Mathematics at home?
7. Do the teachers cover up all the topics before the tests or examinations?
8. Do you have enough Mathematics equipment e.g. textbooks and measuring instruments? If
not what are the effects?
9. How often do you turn up for mathematics lessons?
10. How often do teachers turn up for mathematics lessons?
11. Which gender do you think should do mathematics? Males or females? give a precisely
reason for your answer?
Page 29
Appendix III

MATHEMATICS
OBSERVATION TECHNIQUE
Instructions: please tick in the appropriate box
1. Teacher subject content knowledge [good] [average] [poor]

2. Classroom environment [excellent] [good] [better] [bad] [worse]
3. Number of learners in the class [below 20] [20-30] [30-40] [above 40]
4. Number of empty seat in the class [less than 5] [more than 5] [above 10]
5. Availability of teaching and learning materials [good] [average] [poor]
6. Teacher to learners ratio[good] [average] [ better]
7. Learners participative and engagement in lessons [good] [average] [poor]
8. Class activity and homework [ was given] [was not given]
9. Teaching aids [ relevant to the topic] [ not relevant to the topic] [no teaching aids]
10. Minutes of the lesson [40 min] [less than 35 min] [ less than 20 min] [other]
11. Mathematical information e.g. posters on the wall [good] [average] [poor]
12. Teacher voice was clearly audible to all the learners [good] [average] [poor]
13. Teacher did not have problems in managing the class [good] [average] [poor]
14. The sitting position of the learners was appropriate [good] [better] [bad] [worse]
15. Teacher coped well effectively with errors arose in the class [Yes] [No]
16. Teacher showed confidence in presenting the lesson [Yes] [No]
17. The teacher spoke at the right speed [excellent] [good] [better] [bad] [worse]
18. The teacher gave clear instructions and demonstration [good] [average] [poor]
19. Lesson basic competencies achieved [Yes] [No]
20. Teacher developed positive relationship with learners that results in learners feeling safe and
confident [excellent] [good] [bad] [worse]
21. Learners were given opportunity for genuine communication [Yes] [No]
Page 30

Examining Reasons For Poor Performance of Grade 7 Learners in Mathematics

Uploaded by

Copyright:

Available Formats

Examining Reasons For Poor Performance of Grade 7 Learners in Mathematics

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Examining Reasons For Poor Performance of Grade 7 Learners in Mathematics

Uploaded by

Copyright:

Available Formats

EXAMINING REASONS FOR POOR PERFORMANCE

OF GRADE 7 LEARNERS IN MATHEMATICS

A CASE STUDY CONDUCTED AT MAKALANI PRIMARY SCHOOL IN

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF

By: Sem S Iiyagaya [201101104]

1.1 Introduction and background information........................................................................8

1.1 Aims and significant of the study…………………………………….……………………. 9

1.2 Justification of the study ……………………………………………………………………9

1.3 Basic assumptions and empirical findings…………………………...…………………….10

1.4 Research questions…………………………………………………..…………….………10

1.5 Definition of terms…………………………………………………….…………………..10

2.2 Current problems in Mathematics performance…………………….…………………12

2.3 Teachers’ opportunities for professional development………………………….…………13

2.4 Understanding curriculum content…………………………………………..……………..13

2.5 Learner’s perceptions towards mathematics……………………………………….………13

Population and sampling procedures …………………………………...……………………14

3.1 Selection of the school………………………………………………..….…….……………14

3.2 Targeted population……………………………………………………..……………...……15

3.3 Data collection and administration……………………………………...………….….….16

3.3.1 Data analysis……………………………………………………………..….………..……16

3.3.2 Ethical considerations…………………………………………………...….………...……16

Presentation of the research finding……………………………………….…..……….…….17

4.2 The perception view and importance of mathematics……………...……….……………17

4.2.1 Learners’ perception about Mathematics…………………..………………. ….……….…17

4.2.2 Importance of mathematics………………………………………….…..…….……...……18

4.2.3 Learners’ choices to do Mathematics....................................................................... ...........19

4.2.4 Comparison between Grade 6 and 7 works..................................................................…...19

4.2.4 Learners views on the teachers ways of teaching mathematics…………………...………19

4.2.6 Learners’ assistance from home in learning Mathematics……………………….…..……20

4.2.7 The coverage of the teaching topics…………………………………………….…………20

4.3 Teachers’ response on mathematics curriculum and teaching………………….………20

4.3.2 Teachers views on why learners perform poorly in mathematics………….…………… 20

Examining reasons for poor performance of Grade 7 learners in Mathematics at Makalani P. S

4.3.4 Learners’ ability to achieve competencies in the syllabus………………………….…..…21

4.3.5 Availability of teaching materials and equipment………………….……………….……22

4.3.6 Teachers views on the difficulties learners faced in learning Mathematics……..….……22

4.3.7 Teachers views on the difficult topics to teach in Mathematics………………………….22

Conclusion and recommendation……………………………………………………..…….23

5.2 Discussion of the findings………………………………………………………….………23

5.3 Reasons for poor performance………………………………………………………………24

5.5 Summary and concluding remarks…………………………………….…………………26

Appendix (I): Teachers interviews………………………………………………………………29

Appendix (II): Learners interviews……………………………………………..………………30

Appendix (III): observational technique……………………………………..…………………31

Student signature_______________________________ Date_________________________

Examining reasons for poor performance of Grade 7 learners in Mathematics at Makalani P. S

Key terms: Poor Performance, misconception and competencies

1.2 Aims and significant of the study

1.3 Limitation of the study

1.4 Statement of the problem

1.5 Justification of the study

1.6 Basic assumptions and empirical findings

Examining reasons for poor performance of Grade 7 learners in Mathematics at Makalani P. S

1.7 Research questions

The following questions guided data collection in the study:

b) Do Grade 7 learners at Makalani Primary School experience problems in learning

Examining reasons for poor performance of Grade 7 learners in Mathematics at Makalani P. S

2.2 Current problems in Mathematics performance

1. Lack of teachers subject knowledge

Student signature_______ Date_