A critical analysis of students' phobia for mathematics in 'O' level day secondary schools in Sengerema district Mwanza Tanzania
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Date
2009-04
Authors
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Publisher
Kampala International University, College of Education, Open and Distance Learning
Abstract
The study was meant to analyze why students have a phobia/fear for Mathematics in "O" Level secondary schools in Sengerema District Mwanza Tanzania. A survey research design was adopted and a self-administered questionnaire was used to collect data from 320 respondents. The study made five important revelations: First, Mathematical language and symbols greatly confuse and affect their performance in the subject.
Second, majority of the students lack social and moral support from their relatives which negatively affect performance in Mathematics. Third, students study in unconducive learning environment. Fourth, the student’s teacher ratio is very high (207: 1). Fifth, long distance traveled/trekked by students to and from school affects their (students') performance in Mathematics. In order to overcome the foregoing anomalies and reduce students' phobia/fear the researcher recommended the followings: the need for teachers to train their students in the use of mathematical language and symbols by models using class card boards; creating a conducive learning environment that will enhance a desire for achieving better performance in mathematics; preparations of children for mathematics from childhood; provision of affordable means of transport to arid from school and or building hostels nearby schools; and training and recruiting more teachers to narrow the students teacher ratio.
Description
A Thesis Submitted To The School Of Postgraduate Studies In Partial Fulfillment of The Requirements For The Award Of A Master's Degree In Educational Management And Administration Of Kampala International University
Keywords
Students' phobia, Mathematics, 'O' level day secondary schools, Sengerema district Mwanza, Tanzania