Learners' perceptions of mathematics and their academic performance in secondary schools: a case study of Iganga district in Uganda

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.