A survey on the teaching of mathematics in Khorixas and Windhoek education regions in Namibia

Abstract

Abstract provided by author:

This study was carried out in order to explore those factors that appear to influence the effective teaching and learning of mathematics in Namibian Secondary Schools and their impact on learners' performance on the JSC examinations in grade 10 and matriculation in grade 12. The identified factors included teachers' teaching experience and qualifications

In relation to the above, four research questions were formulated as follows: What factors are perceived by teachers as influencing the teaching and learning of mathematics in Namibia? The other three related questions are: 2. What topics in Secondary School mathematics do teachers in Namibia perceive as difficult? 3. Are the difficulties encountered in the teaching or learning of mathematics related to teachers', sex, qualification, experience, subject specialisation, attitudes, incentives, instructional practices, or availability of instructional materials? 4. What is the relationship between school location and the availability of "core" facilities (stationery, textbooks, mathematical sets, classrooms and learners' writing desks in schools) ? Relevant hypotheses to these questions were posed for testing

The population was made up of all secondary schools and all mathematics teachers of grade 8 to 12 in the Khorixas and Windhoek education regions. The sample was made up of 30 Secondary Schools. Seventy-five (75) mathematics teachers from 28 schools responded to the questionnaire (see table 1). Data collected have been analysed using simple percentages, t-test, chi-square (X2) and Pearson product-moment correlation coefficient. The research undertaken has confirmed that 12 topics were considered as difficult by the respondents with topics 21 (solution of equations and inequalities) and 22 (linear programming) being perceived as the most difficult by 38 (50. 7 percent) and 42 (56 percent) of the teachers, respectively. Similarly, 16 topics (see topics with one asterisk) were considered as easy with topics 1 (identification of whole numbers), 2 (number system), and 3 (place value) being perceived as the easiest by 56 (74. 7 percent), 46 (61. 3 percent) and 47 (62. 7 percent) of the respondents, respectively. Furthermore, this study has shown that the teaching experience of the teachers seems to be responsible for teachers' perceiving certain school mathematics topics as difficult. This is supported by the calculated chi-square (x2) value of 5. 24 being greater than the 3. 81 value obtained from the table at the 0. 05 level of significance for one degree of freedom. Similarly, teachers' sex does not affect significantly teachers' perceived difficulties in selected teaching topics in the secondary school mathematics syllabus. This is supported by the calculated chi-square (x2) value of 0. 388 being less than the 3. 81 value obtained from the table at 0. 05 level of significance for one than the mean scores (x) for JSC and IGCSE learners in the non-mathematics specialist teachers' classes (see tables 14-17). The results appear to show that learners taught by mathematics specialist teachers performed better than learners being taught by non- mathematics specialist teachers. These results render support to Manson's (1971) views that the more qualified the teachers, the better the better the students' performance

The results in table 18 further showed that classrooms, mathematics textbooks for teachers, exercise books, overhead projectors, copying paper, scientific calculators for teachers'use and (teachers' guide in mathematics) are considered as adequately supplied to schools. The extent of agreement for each statement are 69 (92 percent), 54 (72 percent), 56 (74. 7 percent), 51 (68 percent), 40 (53. 3 percent), 40 (53. 5 percent), 42 (56 percent) and 39 (53 percent) of the respondents, respectively

Furthermore, results in table 20 showed that teachers make most frequent use of learner- centered related teaching approaches, i. e. discovery, problem-solving, inductive and scientific. However, the most frequently used method of teaching by mathematics teachers is problem-solving. This was indicated by 64 (85. 3 percent) of the respondents while the Jeast used method is the scientific method, which was indicated by only 7 (9. 3 percent) of the teachers and ranked 8th

The study further revealed that teachers favour and encourage the use of improvisation of teaching materials from the environment in the teaching of mathematics to enhance learning. This was indicated by 66 (88 percent) of the teachers. Similarly, the finding in this study seems to suggest that teachers make use of learner-centered approach in teaching mathematics in their classrooms. This was indicated by 63 (84 percent) of the respondents

On the importance of teaching incentives, the results seem to suggest that more adequate teaching materials, more advisory services from subject specialists, teachers' guide in mathematics, more attractive classrooms/buildings and higher salary were considered as essential incentives in the teaching and learning of mathematics in Namibian schools. The extent of agreement for each statement are 27 (36 percent)), 27 (36 percent), 29 (38. 7 percent), 21 (28 percent)), and 27 (36 percent) of the respondents, respectively. Indeed, the findings of this study appear to support the provision of appropriate incentives to mathematics teachers, especially a higher salary, teaching materials, and so forth, to ensure they do a good job and stay in the teaching profession

Results in table 6 showed that the factors with the greatest influence on effective teaching and learning of mathematics in Namibia were: 1. The difficulties experienced in teaching using the leamer-centered method, 2. The wide range of abilities among learners, 3. The learners' inability to express themselves fluently in English, and 4. Learners' reluctance to do their homework

The extent of influence for each statement are 26 (34. 6 percent), 27 (36 percent), 31 (41. 3 percent), and 30 (40 percent) of the respondents, respectively. However it appears as if the teachers' lack of adequate subject knowledge and feeling of insecurity when teaching in English have no influence on teaching mathematics. These factors were indicated by 69 (92 percent), and 60 (80 percent) of the respondents, respectively

The results further showed that adequate teaching and learning facilities were more likely to be found in urban schools that in rural areas. This is supported by chi-square (x2) values found for the relationship between school location and availability of classrooms, scientific calculators and mathematics textbooks (see tables 23a, b, c). This disparity in favour of urban schools may contribute to the difference in performance evidenced in mathematics between urban and rural learners. (See JSC and IGCSE mathematics results -1996 and 1997 in appendices 1-4.)

Finally, the findings of this study will serve as a useful starting point for other researchers towards the ongoing improvement of mathematics education in Namibia