Factors Influencing Students’ Performance in Mathematics in National Centralized Examinations in Secondary Schools in Banadir Region, Somalia

Abstract

The purpose of the study was to investigate factors influencing students’ performance in mathematics in national centralized examination in secondary schools in Banadir region, Somalia. Four research objectives were developed namely: to establish the influence of teaching and learning facilities on students’ performance in mathematics, to examine the influence of students’ attitude towards mathematics on their performance in national centralized examinations, to establish the extent to which teaching methods influence students’ performance in mathematics in national centralized examinations and to determine the influence of teacher training on students’ performance in mathematics in secondary schools in Banadir region, Somalia from which four research questions were conveyed to guide the research. Related literature to factors influencing students’ performance in mathematics was reviewed. Two factor theory guided the study and conceptual framework was provided. The study utilized descriptive survey design. A sample size of 41 principals, that’s (one from each school), 41 Form four mathematics teachers, (one from each school) and 82 form four students totaling to 164 respondents. The study chose 41 out of 410 schools. Purposive sampling was used to select school principals. Stratified random sampling was used in selection of form four mathematics teachers and form four students. Form four mathematics teachers and form four students were picked randomly from every stratum up to a desirable sample size and then pooled together to form a study sample size of 41 and 82 respectively. Questionnaires and interview guide were both used to gather data were validated and tested were administered and received back. Qualitative data was analyzed thematically based on study objectives. The first objective which sought to establish the influence of teaching and learning facilities on students’ performance in mathematics found that teaching and learning facilities in most schools were not adequate enough leading to poor performance in mathematics in national centralized examinations. The second objective sought to examine the influence of students’ attitude towards mathematics. Findings showed that students’ attitude towards mathematics affected their performance to a very large extent. The third objective that aimed at establishing the extent to which teaching methods influence students’ performance in mathematics showed that majority of respondents believed that the ability of appropriately using different teaching methods in teaching improves students’ academic performance. The fourth objective sought to determine the influence of teacher training on students’ performance in mathematic. The findings showed that most respondents agreed that trained teachers were able to produce good results. The study concluded that most schools in the region lacked adequate teaching and learning facilities that led to poor performance. Negative attitude of students towards mathematics made most of them to perform poorly in that subject. Use of good teaching methods and encouraging student participation improved their performance and finally, trained teachers positively enhanced good performance by producing high mean scores in national centralized examinations. The recommendations made were; that the Ministry of Education should equip all schools with enough teaching and learning facilities to enhance good performance. Principals should encourage and motivate students to improve their performance in mathematics. Ministry of education should advise principals and mathematics teachers to adopt favourable teaching methods that will improve performance. Finally, that revision of teacher education curriculum should be done to make it more relevant and updated.