|dc.identifier.citation||Kasalwe, Kalimu(2012) Learners' perceptions of mathematics and their academic performance in secondary schools: a case study of Iganga district in Uganda||en_US
|dc.description.abstract||The study examined the innocence of Learners· Perception of Mathematics on the in academic
performance in Iganga district.
Objectives were: to identify factors which determine Learners· Perception of Mathematics in
secondary Schools to establish how Learners· Perception of Mathematics influence their
academic performance, and to suggest was in which Learners· Perception towards
mathematics can be changed to enhance their academic performance. The stud) i significant
to: District Administrator . Head teachers. teachers. learners and educational research.
District Education Officer, Head teachers (48). Mathematics teachers ( 120) and pupils of
senior four and six (2570). defined the study population. Sampling was determined using
Korejce and Morghan ( 1970) guide. Fort) out of 48 secondary schools were considered during
the study. The overall sample for teachers. Head teachers. and pupils was 463 (Page 18).
Stratified and simple random sampling techniques were used in the study. The research was
both qualitative (interview guides) and quantitative (Questionnaires and focus discussion
guides). The researcher used a field study design and a case study. This field study design
helped the student get into direct contact with respondents at different schools to fetch
reposes While as a case study. it saved time and resources compared if it would be carried
out in Uganda as a whole.
Determinants of Learners· Perception of Mathematics were teacher-related. parent-related.
students-related. and head-teacher related. Ways in which Learners· Perception of
Mathematics influenced their academic performance included: students· hatred of
Mathematics teachers: frustrations in examination rooms: and absenteeism due to negative
Perceptions towards Mathematics.
ways through which Learners· Perception towards Mathematics can be changed to improve
on their performance entailed roles of parents. teachers. head teachers pupils and district
administrators to overcome factors which change learners· perceptions towards Mathematics.
In conclusion. factors which determined Learners· Perception of Mathematics varied among
teachers, students, school administrators. district administrators and parents. All stakeholders
should provide essential scholastic materials improve teaching methods: equip schools with
teaching and learning materials.||en_US
|dc.publisher||Kyambogo University[unpublished work]||en_US
|dc.title||Learners' perceptions of mathematics and their academic performance in secondary schools: a case study of Iganga district in Uganda||en_US