Research proposal writer

CAUSES OF POOR PERFORMANCE IN MATHEMATICS IN PRIMARY SCHOOLS IN BUSANA SUB COUNTY

CHAPTER ONE

INTRODUCTION

1.0 Background of the study

Formal education was introduced to Africa and uganda by Christians Missionaries in the 19th Century. Their main aim was to spread Christianity and in the process offered some fluency in reading and arithmetic (Sifuna, 1980). The quality of missionary education offered to the Africans during the colonial times in Uganda was low. However, since the attainment of independence in 1962, the Government of Uganda  has committed it-self to improving the standards of education at all levels. This commitment arises out of several reasons. Among them is the need to provide education for all as a fundamental human right, as a tool in the fight against poverty, as a vehicle of achieving national goals of development, integration and peace as well as personal development, However Long before the coming of Arabs and Europeans to Africa, the African people had developed their own systems of education; although the systems varied from one community to the other, their goals were often strikingly similar (Sifuna & Otiende, 1980).

Mathematics is seen by society as the foundation of scientific and technological knowledge that is vital in social- economic development of the nation. Because of this Mathematics is a compulsory subject at both primary and primary levels in Uganda . Mathematics is also used as a basic entry requirement into any of the prestigious courses such as medicine, architecture and engineering among other degree programmes. Despite the important role that Mathematics plays in society, there has always been poor performance in the subject at national examinations (Aduda, 2003), Early achievement in mathematics is essential to provide pupils with a platform to make good progress with further studies in a range of subjects. Pupils who do not make progress in mathematics at primary school are less likely to progress subsequently, and there are implications for the nation’s economy because they are more likely to be disadvantaged in the labour market. The strong link between achieving a good level of performance in mathematics by the end of primary school and continuing success through primary school is measurable.

Education is the key to success,” was the song in almost every school assembly pupils attended in primary school. Nowadays the populace hardly hears such choruses sung by school children. In fact, not many public primary schools participate in common competitions in folk dances such as was the case in the 70’s and 80’s where the spirit of competition was created and it was largely felt in the academics (Kathuri,1986).

Mathematics is the cornerstone of development of any contemporary society, hence the concern for continued poor performance by students and increasing research to identify possible factors contributing to the nose diving in students’ performance (Mallum and Haggai 2004).

Development of problem-solving strategies which mathematics teachers could use in teaching had long been initiated by mathematicians (Ojaleye 2000).

Factors affecting learning of mathematics have been identified to include reading skills, intellectual abilities such as “verbal, numerical, memory and computation abilities” (Ojaleye 2000:95), motivation and goal setting (BabatunWaji 2007). Studies in different parts of the world and in Nigeria in particular, have also come up with other various and diverse factors responsible for the poor performance of students in mathematics. These include shortage of qualified and dedicated teachers, level of students’ preparedness to learn, inadequate teaching facilities, societal values, examination malpractice, gender differentials in performance in mathematics and lack of motivation of students by teachers (Bessong and Obo 2005).

1.2 Statement of the problem

The performance depends with every step in the learning process. If the teachers are not competent enough they will not be able to implement the syllabi therefore the content taught will not be what is expected and the methodology will not be appropriate hence the poor performance (Tilya, 2003)..

Mathematics subjects in primary schools in Uganda are compulsory. Declining achievement in the subjects has elicited great concern among science educators within Uganda and across its borders. Innumerable efforts in trying to improve the performance of science subjects and mathematics in particular have been witnessed since independence, however majority of pupils continues to fail this subject, this study therefore intends to investigate into causes of poor performance in mathematics in primary schools in Busana Sub County.

1.3 General objectives of the study

The study intends to investigate into the Causes of poor performance in mathematics in primary schools in busana Sub County.

1.4 Specific objectives of the study

1. To examine whether the teaching and learning environment is conducive for effective teaching and learning to take place.

1. To identity the difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

• To examine the influence of school management in performance of pupils in mathematics

1.5 Research questions

1. Is the teaching and learning environment conducive for effective teaching and learning to take place?

1. What are the difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools?

• What is the Influence of school management in performance of pupils in mathematics.

1.6       Significance of the Study

1. The research will be help the school administrators with information on the causes of poor performance.
2. The study will also enable the government make informed decisions and policies regarding on the different ways of improving the performance of pupils in mathematics.

• The study will also enable the future scholars and researchers to be able to make further research on the topic.