causes of failure in mathematics at secondary level (shahida andaleeb).doc

CAUSES OF FAILURE IN MATHEMATICS AT SECONDARY LEVEL

SAIRA NOUREEN

Roll No. 5038M.Ed

INSTITUTE OF EDUCATION AND RESEARCH UNIVERSITY OF PESHAWAR

Session: 2011

CAUSES OF FAILURE IN MATHEMATICS AT SECONDARY LEVEL

SAIRA NOUREEN

Roll No. 5038M.Ed

Submitted to the’ institute of education and research’ University of Peshawar in partial fulfillment of the requirements for the award of the

degree of ‘Master in education

INSTITUTE OF EDUCATION AND RESEARCH UNIVERSALITY OF PESHAWAR

Session: 2011

APPROVAL SHEET

Certified that the contents and form of thesis entitled “Causes of Failure in

Mathematics at Secondary Level” submitted by Saira Noreen have been found

satisfactory for the requirement of the degree.

Internal Examiner: _____________________________

(Madam Uzma Dayyan)

External Examiner: _____________________________

Director: ___________________________Institute of Education & Research

University of Peshawar

Date: 23/07/2011

iii

DEDICATION

I earnestly dedicate this irksome task of mine to

My loving Baba Jan

‘ HAJI KHALIPHA SHAFI ULLAH QURASHI NAQSHEBNDI’Whose prayers are the assets of my life

and these prayers served as a guideline

and prop during every difficult moment

of my life and made me what I am today

iv

ACKNOWLEDGEMENTS

All praise to be Allah, the most gracious, compassionate and ever merciful,

who gave me the power to do, the sight to observe and mind to think, judge

and analyze.

I am thankful to Prof. Dr. Arbab Khan Afridi Director Institute of Education

and Research, University of Peshawar, who has provided all the facilities to

me during the research work.

My great thanks goes to my supervisor Madam Uzma Dayyan Institute of

Education and Research, University of Peshawar, for her valuable guidance

and constant support throughout this research work.

I am indebted to extend my heartiest thanks to my loving parents whose

encouragement made me complete this task.

I am also wishing to record my deep sense of thankfulness to the Principals

and Headmasters of various schools at Peshawar District who have been very

much co-operative and helpful for completing the assigned duty.

I would feel injustice not to pay gratitude to Mr. Mir Ahmad Shah (My School

Principal) who helped me in collection of my relevant data.

SAIRA NOUREEN

v

TABLE OF CONTENTSACKNOWLEDGEMENTS V

TABLE OF CONTENTS VI

LIST OF TABLES & GRAPHS VIII

ABSTRACT IX

CHAPTER-I 1

INTRODUCTION 1

1.1 STATEMENT OF THE PROBLEM 2

1.2 IMPORTANCE OF MATHEMATICS 2

1.3 OBJECTIVES OF THE STUDY 2

1.4 SIGNIFICANCE OF THE STUDY 3

1.5 METHODS AND PROCEDURE 3

1.6 SAMPLES 3

1.7 TOOLS 4

1.8 DELIMITATION 4

CHAPTER-II 5

REVIEW OF RELATED LITERATURE 5

2.1 CLASS SIZE 5

2.2 GENDER 5

2.3 SPM MATHEMATICS AND SPM ADDITIONAL MATHEMATICS GRADES6

2.4 STRATEGIES TAKEN FOR STUDENTS’ IMPROVEMENT IN MATHEMATICS

LEARNING 7

CHAPTER-III 8

METHOD AND PROCEDURE 8

3.1 NATURE OF THE PROBLEM 8

3.2 DESIGNING OF THE QUESTIONNNRE 8

3.3 CONTENT OF THE QUESTIONNAIRE 8

3.4 DESTRIBUTION OF THE QUESTIONNAIRES 9

vi

3.5 SAMPLE 9

3.6 ADMINISTRATION OF THE QUESTIONNAIRES 10

3.7 ORGANISATION OF THE DATA FOR THE PURPOSE OF ANALYSIS

10

CHAPTER-IV 11

ANALYSIS AND INTERPRETATION OF DATA 11

CHAPTER-V 49

FINDINGS, CONCLUSIONS & RECOMMENDATIONS 49

5.1 FINDINGS 49

5.2 CONCLUSION 51

5.3 RECOMMENDATIONS 52

BIBLIOGRAPHY 54

APPENDIX-A 55

Appendix-B 56

vii

LIST OF TABLES & GRAPHS

Table-1: Likeness of Mathematics. 11

Table-2: Students like Mathematics Teacher 12

Table-3: An Interesting Subject 13

Table-4: Explanation of Examples Before Starting Exercise 14

Table 5: Perception of Math. 15

Table-6: Teacher Speak Softly with the Students 16

Table-7: Solution of the Examples by the Teacher 17

Table-8: Teachers Involve the Students in Exercise 18

Table-9: Math Key Book 19

Table-10: Students solve questions without any help. 20

Table-11: Math Home Work 21

Table-12: Teachers Pay Individual Attention to the Students when

they needed 22

Table-13: Checking of Copies 23

Table-14: Friends help you in Solving the Question 24

Table-15: Teachers Take Test 25

Table-16: Student Satisfaction from the Math Teacher 26

Table-17: Length of Course 27

Table-18: Teacher Complete Entire Course Before Exam 28

Table-19: Teacher Takes Mathematics Period Regularly 29

viii

ABSTRACT

Math is an old and compulsory subject which is taught in different

schools with different methodologies.

The study was conducted to explore “The failure perception of

Students and teachers in Mathematics at the secondary school level in

district Peshawar”.

The population of the study was all the private secondary schools in

district Peshawar. 28 students and 15 teachers were selected as sample

for the study for it total numbers of secondary school were eleven.

The results show that 71% students like Mathematics, 92% students

like Mathematics teacher 75% students take interest in Mathematics,

100% TEACHERS were permanent, 100% students were satisfied

from their teachers, while 80% teachers take tests in Mathematics

subject.

ix

CHAPTER-I

INTRODUCTION

Mathematics is recognized as a gateway to future professions in variety of

fields. Every area of Mathematics has its own unique applications to different career

options. In the university level, most programs of study require Mathematics, as the

ability to master mathematical skills is an important indicator of potential for

students’ success in all levels of academics endeavors. Thus, it would be wise for

students to enter university with a good background in Mathematics. Experience had

shown that students who came to university with a poor grade in Mathematics had a

difficult time progressing in the disciplines they had chosen to major in. International

research studies had reported some underachievement in Mathematics (Blankley,

1994; Nongxa, 1996, Gerardi, 1990).

In UiTM Sarawak, there have been some concerns raised by Heads of

Programs over the influence of the Mathematics courses passing rate on the full-time

diploma students’ academic performance. According to the Academic Affairs

Division (HEA) of UiTM Sarawak, during the 57th Staff Academic Meeting,

Mathematics courses were the courses that had been identified as the ‘high-failure

rate’ courses besides Law and Economic courses. According to Professor Dr Zainab

Abu Bakar, the Dean of Faculty of Information Technology and Quantitative Sciences

(FTMSK), during the Faculty meeting on 2 July 2008, five Mathematics courses

namely MAT126, MAT133, MAT183, MAT149 and MAT199 had been identified as

‘high-failure rate’ courses. As considered by the top management of UiTM, ‘high-

failure rate’ course is a course with the passing percentage of less than 70%.

Inspired by the need to improve students’ performance in the Mathematics

courses, this research was embarked to identify the ‘high-failure rate’ Mathematics

courses offered to full-time diploma students in UiTM Sarawak and to investigate the

relevant factors that contribute to the ‘high-failure rate’. Suggestions from lecturers

were also determined in order to improve students’ performance in ‘high-failure rate’

Mathematics courses.

1

It is hope that the findings obtained from this research could give valuable inputs

to the faculty and also the administrators of UiTM, especially in the Sarawak campus

to set clear goals and devise new strategies to tackle these problems inherent in any

‘high-failure rate’ courses with a view to improve the students’ CGPA.

1.1 STATEMENT OF THE PROBLEM

A study of the causes of failure in mathematics at secondary level.

1.2 IMPORTANCE OF MATHEMATICS

Mathematics is used throughout the world as an essential tool in many fields,

including natural science, engineering, medicine, and the social sciences. Applied

mathematics, the branch of mathematics concerned with application of mathematical

knowledge to other fields, inspires and makes use of new mathematical discoveries

and sometimes leads to the development of entirely new mathematical disciplines,

such as statistics and game theory. Mathematicians also engage in pure mathematics,

or mathematics for its own sake, without having any application in mind, although

practical applications for what began as pure mathematics are often discovered.

1.3 OBJECTIVES OF THE STUDY

The following work the objective of the study:

1. To asses the achievements of the students in the subject of mathematics.

2. To investigate the students interest, their problems (domestic psychological)

which lower their interest in the study of mathematics.

3. To investigate teachers problems causing of failure of the students in the

subject of mathematics.

4. To evaluate the text book.

5. To take he students opinion how to make it interesting.

As said earlier, that the importance of the subject of mathematics is an

understood fact. So the objective of the study is to make investigation and find out the

causes as shyness the students are failing in this subject.

2

http://en.wikipedia.org/wiki/Pure_mathematics

http://en.wikipedia.org/wiki/Game_theory

http://en.wikipedia.org/wiki/Statistics

http://en.wikipedia.org/wiki/Applied_mathematics

http://en.wikipedia.org/wiki/Applied_mathematics

http://en.wikipedia.org/wiki/Social_sciences

http://en.wikipedia.org/wiki/Medicine

http://en.wikipedia.org/wiki/Engineering

http://en.wikipedia.org/wiki/Natural_science

Whether the students after coming to secondary stage are lacking interest or

the teaching techniques and methodologies are ineffective. The researcher is

investigating the reasons and factors which are brining about the failure and to give

suggestion for improving.

1.4 SIGNIFICANCE OF THE STUDY

1. The teacher will know abut their effective method of teaching

2. The students will take interest in subject of mathematics.

3. This research will give the benefit to the teacher to improve their teaching

create friendly environment.

4. The study will help other researcher to seek to help fro this research work for

further research making improvement in the area of subject of Mathematics.

5. The topic wasn’t touches by any researcher.

6. A lot of work can be done on this topic further.

7. It is the area of my interest.

8. It will improve the standard of education by providing information to the

curriculum planners.

1.5 METHODS AND PROCEDURE

The study is descriptive in nature the questionnaire was distributed by the

researcher herself to collect accurate data, that can be calculated and each question

was designed in tabular form and also for clear understanding each table was

represented graphically.

The present achievement of private schools at high level at District Peshawar

were studied in this study. The data was tabulated in the form of table and graphs.

Important points were incorporated in the chapter of related literature.

1.6 SAMPLES

The researchers were selected five schools at secondary level for students and

for teachers ten private schools at secondary level in District Peshawar for the study.

3

Al- Syed model school, Khyber Children academy, Oxford public school, As bar

school and college, Peshawar Learning School, Unique children academy, Al-falah

public school, Iqra children’s academy, Sir-Syed model school, Superior model

school.

1.7 TOOLS

A questionnaire was conducted for this study.

1.8 DELIMITATION

As due to shortage and lack of time and facilities required for the inquiry of

investigation. The investigator has delimited her study to 5 schools for students and

13 schools for teachers, schools located at District Peshawar.

The study is confined to “secondary (9th and 10th) boys as well to the teachers

who are teaching mathematics to 9th and 10th classes”.

4

CHAPTER-II

REVIEW OF RELATED LITERATUREThis section reviewed on some pertinent factors that influenced Mathematics

achievement, and some strategies implemented by experienced and excellent

Mathematics educators to improve Mathematics education.

2.1 CLASS SIZE

Class size had been under research since the 1920s (Biddle & Berliner, 2002).

The findings obtained from a large-scale study in Indiana in 1984 indicated that

Mathematics achievement gained in class sizes of no more than 18 as compared to

average class sizes of 23.8 (Gilman, Swan & Stone, 1988). The Tennessee’s Student-

Teacher Achievement Ratio Project which was conducted in 1985 found that the

average effect of small classes was positively significant in Mathematics at each grade

level (Finn & Achilles, 1990). By then, class size reductions had been implemented

extensively in California, Netherlands, New Zealand, China and Taiwan (Blatchford,

Bassett, Catchpole, Edmonds, Goldstein, Martin & Moriaty, 2003).

Some politicians and policy makers were in the view that class size did not

matter, but it was believed that they were fearful of the cost implications. Eric Forth,

the Minister of State for Education did not believe that there was any proven

connection between class size and quality of education (Blatchford, 2003). Findings

from several studies conducted by Hanushek (1999) suggested that students

performed better in big classes. Hanushek had also argued against class size

reduction, favoring cost effectiveness on teacher training (Rivkin, Hanushek & Kain,

2000).

2.2 GENDER

Gender equity and differences in Mathematics performance had been widely

studied and documented (Manger & Gjestad, 1997; Forgasz & Leder, 1999; Kaiser,

2003; Wedege, 2007). Dossey, Mullis, Lindquist and Chambers (1988) indicated that

male students performed better in geometry and measurement, while numbers and

operations were better performed by female students. According to Li (2004), female

5

students in grade seven tended to perceive geometry as tougher than male students.

Casey, Nuttall and Pezaris (2001) suggested that it could be due to the fact that male

students had better spatial- mechanical skills.

According to report from College Board (2006), the ratio of boy to girl,

scoring between 750-800 points was 2.6:1 for the Scholastic Aptitude Test

Examination in 2006. Parsons, Jacquelynn, Kaczala, Caroline and Meece (1982)

reported that the lower Mathematics performance for females was due to differences

in expectations for boys and girls, both from the parents and teachers. Traditionally,

girls perceived Mathematics as a discipline dominated by boys (Paulsen, Karen &

Johnson, 1983). However, Tsui (2007) reported on no gender differences in the

overall Mathematics achievement in the 2002 College Entrance Examination in

China. In Malaysia, the statistics obtained from the Malaysian Examination Syndicate

for the year 2000 – 2004 showed that female students had outperformed their

counterpart peers. This might carry an explanation to an underlying trend of gender

differences in Mathematics achievement among UiTM Sarawak diploma students.

2.3 SPM MATHEMATICS AND SPM ADDITIONAL MATHEMATICS GRADES

Many researchers acknowledged the importance of basic Mathematics

knowledge in learning and understanding of new Mathematics knowledge (Yudariah

& Roselainy, 1997; Gynnild, Tyssedal & Lorentzen, 2005; Hailikari, Nevgi &

Lindblom, 2007). Gynnild, et al. (2005) reported that lacked of basic skills and

knowledge in Mathematics was one of the three major reasons for engineering

students in Norwegian University of Science and Technology to fail their Calculus

course. Concisely, most high achievers in secondary Mathematics education did well

in Calculus. A series of studies by Saudah Hanafi (1996) and Yudariah and Roselainy

(1997) on University of Technology Malaysia (UTM) students indicated that those

who performed poorly in the first year Basic Mathematics and Basic Calculus

examinations usually belong to the group that scored poorly in SPM Additional

Mathematics or did not take the subject at all. Researchers from UTM implied that

students having learned only SPM

6

Mathematics would not have sufficient mathematical background for learning

advanced Mathematics at university level (Yudariah & Roselainy, 1997).

2.4 STRATEGIES TAKEN FOR STUDENTS’ IMPROVEMENT IN MATHEMATICS LEARNING

Researchers and academicians everywhere around the world are implementing

various strategies to address students’ poor performance in Mathematics. In

Singapore, a group of researcher from Nanyang Technological University (Ahuja,

Lim-Teo, Suat & Lee, 1998) had suggested improvements on curriculum and teaching

strategies, use of technology, infusing thinking and creativity, and provision of

training as solutions to improve Calculus and Mathematics education. Ponte (2007)

reported of students’ development in Mathematical understanding through

investigation and exploration tasks in the classroom by using a specific teaching unit

which he had constructed.

7

CHAPTER-III

METHOD AND PROCEDURE

3.1 NATURE OF THE PROBLEM

It is causes a descriptive type of research which is dealing with problems of

failure in subject of mathematics at secondary (ix + x) classes. The investigator has

adopted survey method for the research.

It is involving collecting of data and interpreting the data collected with regard

to teaching practices in one school for students and eleven schools for teachers of the

schools in Peshawar district.

3.2 DESIGNING OF THE QUESTIONNNRE

The investigation has designed two questionnaires, one for teachers who are

teaching mathematics to the boys at secondary schools, and the other for the students

of 9th and 10th classes.

The questionnaires were designed in which two point scale used yes and no

option.

Formal discussions in connection with questionnaire were frequently made

with honorable supervisor madam Uzma Dayyan for making the questionnaires more

and more objective. After designing the questionnaires, Some extra copies were also

got Photostatted for the purpose of try out.

3.3 CONTENT OF THE QUESTIONNAIRE

The investigation has included the items in the questionnaire in close form

type as they are easy to fill in. The items take little time and keep the respondents on

the subject relatively objective and fairly easy to analyze.

The questionnaires were constructed to collect factual information about the

extent and nature of the existing conditions of failure in the subject of mathematics.

8

AREAS CONTAINED IN THE INSTRUMENT

The instrument questionnaires contain questions regarding the following areas/

divisions.

Personal data of Mathematics Teacher

Various methods of teaching mathematics.

Mathematics teaching techniques.

Teaching facilities.

Syllabus and text books.

Mathematics teachers problem

Evaluation

Causes of failure of students in the subject of mathematics.

Suggestions by teachers for the improvement of mathematics teaching.

3.4 DESTRIBUTION OF THE QUESTIONNAIRES

The questionnaires were distribute five school of PCS, Al-Syed Model School,

University Model School, Azbar Model School, Al-Falah Public School for students

and ten different schools for teacher for collecting data at Peshawar district. No

ambiguity was pointed out by the teachers and students during try out.

3.5 SAMPLE

The sample consists 43 respondents which are 28 students and 15 teachers.

The private school from where the students as well as teachers were randomly

selected to fill the questionnaires included.

Al- Syed model school.

Khyber Children academy

Oxford public school.

9

As bar school and college.

Peshawar Learning School.

Unique children academy.

Al-falah public school.

Iqra children’s academy.

Sir-Syed model school.

Superior model school.

As the researcher was very short of time, it's why the sample was chosen

rather smaller.

3.6 ADMINISTRATION OF THE QUESTIONNAIRES

The investigator, herself administered the questionnaires for Teachers and

students (9th + 10th).

3.7 ORGANISATION OF THE DATA FOR THE PURPOSE OF ANALYSIS

After the questionnaires were administered to the students as well as to the

teachers the data was arranged in the form of' Table. The protégés were calculated.

The organized and analyzed data was interpreted accordingly.

On the basis of the conclusion drawn from the data analyzed, some measures

were suggested to improve the present practice of teaching of mathematics in

secondary level.

10

CHAPTER-4

ANALYSIS AND INTERPRETATION OF DATA

“TABULATION FOR STUDENTS QUESTIONAIR”

Table-1: Likeness of Mathematics.

No. of respondents # 28 Students like mathematics

Students dislike mathematics

No. of Students 20 08

%Age 71 29

Figure-1

Discussion

The table No.1 and Figure No. 1 shows us the percentage f result that 71%

Students like mathematics therefore they can easily understand mathematics while

29% students don’t like mathematics therefore they face a lot of problems to handle

mathematics. Teachers can’t help them to solve mathematics questions individually.

This is causing as factor to the failure in the-subject of mathematics.

11

Table-2: Students like Mathematics Teacher

No. of respondents # 28 Like Teachers Dislike Teachers


%Age 92 08

Figure-2

Discussion

The table No. 2 and Figure No. 2 shows that in 92% students like their

mathematics teacher and 8% students don’t like mathematics subject as well as

mathematics teacher which is bringing about bad performance and failure in the

subject mathematics.

12

Table-3: An Interesting Subject

No. of respondents # 28 Interesting Subject Not Interesting Subject


%Age 75 25

Figure-3

Discussion

The learning is based upon interest of mind that if you are interesting in

something then u can learnt easily otherwise if u are not interesting to get information

or knowledge then u can’t get success so the same case is here that 25% students

weren’t interesting in mathematics so due to this cause they failed in mathematics

subject.

13

Table-4: Explanation of Examples Before Starting Exercise

No. of respondents # 28Teacher explain the

math examples

Teacher doesn’t

explain math

examples


%Age 82% 18%

Figure-4

Discussion

82% students selected that the mathematics teacher explain the mathematics

example while remaining 18% students select their response in negative answer.

It is hereby included in the light of the above discussion that 82% students

says that their mathematics teacher solve the mathematics examples before starting

new exercise which gives the effective result on students learning while remaining

student indicate that their teacher didn’t do this method though which students can’t

learn mathematics as a easy subject.

14

Table 5: Perception of math.

No of the respondents = 28 No of the students % age

Easy subjects 9 32%

Difficult subject 4 15%

Learn quickly 4 15%

No opinion / View 4 15%

Can’t understood 2 7%

Interesting subject 2 7%

Boring subject 1 3%

Teacher dislike 1 3 %

Need hard work 1 3%

Figure-5

Discussion

It is clearly indicate from the above tabulation hat the different students have

different ideas about mathematics subject like mathematics easy for 32%students,

difficult for 15%students, mathematics an interesting for 7%students, 15%students

learnt the mathematics subject quickly, same 15% students have no view or opinion

about mathematics, 7%students can’t understand mathematics easily,3% students

considered that the mathematics is so boring subject for them, same 3%students

dislike their mathematics teacher therefore they failed in mathematics and the last

remaining 3% students need more hard work for learning mathematics subject.

15

Table-6: Teacher Speak Softly with the Students

No. of respondents # 28 Teacher speak softly Teacher doesn’t

speak softly


%Age 64 36

Figure-6

Discussion

This table shows that 64% teachers speak softly with students while 36%

teachers don’t do this.

The above discussion indicates that soft speaking effect on others. Like if the

teachers speak softly while solving the mathematics questions through this the

students learn more and more. But if his/her(teacher) attitude will be harsh then the

students will also dislike the teacher as well as the mathematics subject so therefore

the teacher should be adopt soft speaking.

16

Table-7: Solution of the Examples by the Teacher

No. of respondents # 28 Teacher solve the

examples

Teacher don’t solve


%Age 57% 36%

Figure-7

Discussion

In this table 57% teachers solve the examples while remaining 36% teachers

don’t solve the examples.

In the light of above data discussion the investigation is concluding that the

solution of the example by the teacher is most important because it is the sample that

how to solve the exercise questions.

17

Table-8: Teachers Involve the Students in Exercise

No. of respondents # 28 Teachers involve Teachers don’t involveNo. of Students 21 07%Age 75 25

Figure-8

Discussion

75%teacher involves the students when he/she solve the exercise while

remaining 25% teacher doesn’t involve the students.

Innovation of students is most important of learning because without involving

no one can’t learn.

18

Table-9: Mathematics Key Book

No. of respondents # 28 Students use key

book

Students don’t use


%Age 39% 61%

Figure-9

Discussion

This table shows that 39% students use the key book while remaining 61%

students don’t use the math key book.

It is correct that the key books in the subject of mathematics are available.

Most of the illustrative examples are clear but do not suffice the entire needs which

arise in way of clarification. The investigation personal opinion is that some necessary

questions have been left so the present mathematics book is lacking in this regard.

19

Table-10: Students solve questions without any help.

No. of respondents # 28 Without help With help


%Age 68% 32%

Figure-10

Discussion

68% students can solve the mathematics question without any help while 32%

students solve the mathematics question with help.

If the students are interesting in mathematics subject then they (students) solve

the mathematics question without any help otherwise if some one help them to

solution of the mathematics question then they can’t solve.

20

Table-11: Mathematics Home Work

No. of respondents # 28 Teacher give home

work

Teachers don’t give

home work


%Age 82% 18%

Figure-11

Discussion

82% teachers gives the mathematics home work to the students while little

amount of 18% teacher don’t gives the home work.

The investigators has formed his opinion in the light of the above data

discussion that 82% teacher gives the mathematics home work which is very

necessary for their mathematics practices.

So the practices make the man perfect is here show the best situation.

21

Table-12: Teachers Pay Individual Attention to the Students when they needed

No. of respondents # 28 Teachers pay Teachers don’t pay


%Age 78 22

Figure-12

Discussion

In this table show that the 78% teachers pay the individual attention to their

students while 22% teachers have opposite respons.

Teachers act the positively when the individual students need the teacher help.

Its effects the personality of the students when they need their teacher helps but he/she

rejects the student request.

So in this type of cause the teachers should be very carefully.

22

Table-13: Checking of Copies

No. of respondents # 28 Teachers checked the

copies

Teachers don’t checked

the copies


%Age 82% 18%

Figure-13

Discussion

82% teachers checked their students mathematics copies properly while less

rate of 18% teachers don’t checked the mathematics copies properly.

Teacher should be very carefully when she/he checked the students copies.

23

Table-14: Friends help you in Solving the Question

No. of respondents # 28 Friends help Friends don’t help


%Age 71 29

Figure-14

Discussion

The above table shows that 71% friends help their friends while the rest of the

29% friends don’t wants to help their friends.

24

Table-15: Teachers Take Test

No. of respondents # 28 Teachers takes Teachers don’t take


%Age 100 00

Figure-15

Discussion

This data give 100% response in positively. The students in majority have the

capacity to give the mathematics test. Test is an instrument to checking the mental

abilities of the individually and its gives the positive as well as negative result.

25

Table-16: Student Satisfaction from the Mathematics Teacher

No. of respondents # 28 Students satisfy Students don’t satisfy


%Age 71 29

Figure-16

Discussion

This table shows that the 71% students satisfy from their mathematics teacher

and 29% students unsatisfied from their mathematics teacher. Satisfaction is very

important for built the good and nice personality because if you will be satisfied from

some think then you will be gets more and more advantage from it.

26

Table-17: Length of Course

No. of respondents # 28 Course lengthy Course doesn’t lengthy


%Age 86% 14%

Figure-17

Discussion

86% students have a view that the mathematics course is too lengthy while

14% students think that it isn’t lengthy.

It is here by seen in light of the above discussion that 86% views of the

students have positive response about the length of the mathematics course and it is

the cause that the majority of the students failed in mathematics.

27

Table-18: Teacher Complete Entire Course Before Exam

No. of respondents # 28 Teacher complete the

course

Teacher doesn’t

complete.


%Age 92 08

Figure-18

Discussion

This table shows that 92% teacher complete or finished the course before the

exam while a very low rate of 08% teacher failed to complete the mathematics course.

Completion of the course before the exam is most important factor. So all the

teachers must to try complete the entire course before exam otherwise the teacher as

well as the students face the problems.

28

Table-19: Teacher Takes Mathematics Period Regularly

No. of respondents # 28 regularly Not regularly


%Age 86% 14%

Figure-19

Discussion

This shows that 86% teachers take the mathematics period regularly while

remaining 14% teachers aren’t sincere to takes the mathematics period.

The regularity in the personality gives more effective impression.

29

TABULATION FOR TEACHER QUESTIONNAIRE

Table-1: Likeness of Mathematics.

No. of respondents # 15 Teachers likes to

teach the

mathematics

Teachers does’t to teach

like mathematics

No. of Teachers 14 01

%Age 94 06

Figure-1

Discussion

This tabulation shows the teachers views that 94% teachers like to teach

mathematics subject while the less rate of 06% teachers don’t like to teach the

mathematics subject.

30

Table-2: Permanent the Mathematics Teacher.

No. of respondents # 15 permanent Not permanent


%Age 100 0

Figure-2

Discussion

This tabulation also shows that the 100% teachers are permanent the

mathematics teacher.

Through above discussion the investigator reach on this result that 100%

teacher are selected for their proper and correct subject. Due to this reason all these

teachers are permanent in their subject.

31

Table-3: Teachers take the Mathematics Period Regularly

No. of respondents # 15 regularly Not regularly


%Age 100 0

Figure-3

Discussion

This shows that 100% teachers take the mathematics period regularly.

It is concluded that the regularity in the personality gives more effective

impression.

32

Table-4: Students satisfied from teacher methodology.

No. of respondents # 15 Students satisfied Students not satisfied


%Age 100 0

Figure-4

Discussion

In this tabulation the 100% students are satisfied from their teacher

methodology.

It is hereby included in the light of the above discussion that 100 percent of

the teachers have selected that method of teaching mathematics which is acceptable

by all students.

33

Table-5: Mathematics Concepts Cleared

No. of respondents #15 Concepts clear Concepts not clear


%Age 100 0

Figure-5

Discussion

This table shows that 100% teachers concepts are cleared in mathematics

subject.

This discussion indicates that clearness of the concepts is most important

factor to deliver the information to the others peoples. So here this data also shows the

100% positive result.

34

Table-6: Teachers think that mathematics course is too lengthy.

No. of respondents # 15 Course lengthy Course not lengthy


%Age 100 00

Figure-6

Discussion

This tabulation also shows that 100% teachers think that the mathematics

course is too lengthy. This cause to failure in mathematics.

The above discussion indicates that too much length is most problematic for

the students. Here its also shows that the 100% teachers thinks that the mathematics

course should be evaluate by the board of education and it should be minimized as

possible.

35

Table-7: Student takes Interest in Teacher Mathematics Class

No. of respondents # 15 Students take interest Students not take

interest


%Age 80 20

Figure-7

Discussion

80% student takes interest in their mathematics subject class while remaining

20% students not takes interest in the mathematics class.

In the light of above data discussion the investigation is concluding that

interesting in any think give the best result of the learning. If there is no interest in any

think then there will be no success.

36

Table-8: Explanation of the Examples on Board

No. of respondents # 15 Teachers explain Teachers not explain


%Age 40 60

Figure-8

Discussion

40% teachers selected that explain the mathematics example on board while

remaining 60% teachers select their response in negative answer.

It is hereby included in the light of the above discussion that 40% teachers

says that the mathematics examples before starting new exercise most important

factor which gives the effective result on students learning while remaining teachers

indicate that there is no need to explain the examples on board its only waste the time.

37

Table-9: Students gets the Mathematics Concepts Easily

No. of respondents # 15 Students gets the

concepts easily

Students not gets

concept


%Age 54 46

Figure-9

Discussion

54% teachers think that the students can easily clear their mathematics

concepts while the remaining 46% teachers have opposite response.

The student's weakness in the subject of mathematics in the previous class is

causing their failure in understanding fully the subject of mathematics in the 9th and

10th classes.

Their absenteeism is further greater problem which the teachers do not

overcome. It is in turn brings about their partial disinterested in the subject.

The is clarified in the table made above that their lack of interest in the very

subject may be due to their domestic work load as they are helping their parents.

The above indication is clearing the complain made by teachers that their

tenure is not secure and untimely transfers unrest them mentally and its why they do

not perform satisfactorily.

38

Table-10: Mathematics is Boring Subject for Teachers

No. of respondents # 15 Mathematics boring Mathematics not boring


%Age 20 80

Figure-10

Discussion

Mathematics is boring subject for the 20% teachers while remaining high rate

of 80% teachers thinks that mathematics is an interesting subject for them.

The researcher is of the opinions that only less rate of the teachers have

positive response about the bornes of the mathematics subject but the high rate of the

teachers thinks that mathematics isn’t boring for them.

39

Table-11: Use of Mathematics Key Book by the Math Teachers

No. of respondents # 15 Use the key book Not use the key book


%Age 60 40

Figure-11

Discussion

This table shows that 60% teachers used the key book when the solve the

mathematics questions while 40% teachers don’t use the key book of the mathematics

subject.

The investigators has formed his opinion in the light of the above data

Discussion that 60% teachers takes help from the key book when he/she solve the

mathematics questions because it is easy way to take the mathematics period without

any problems. But some teachers take interest in mathematics subject so therefore

they can’t face any problems. They don’t use the mathematics key book.

40

Table-12: Teachers Help Students in Solving the Whole Exercise

No. of respondents # 15 Teachers helps Teachers not helps


%Age 74 26

Figure-12

Discussion

Above table shows that 74% teachers help the students in solving the whole

exercise while the remaining 26% teachers don’t help their student.

It has to be seen that teachers should helps their students in solving all exercise

because its create interest among the students. If the teachers avoid them when they

need then this attitude destroyed the student’s personality.

41

Table-13: Students Solve the Questions with out any Help

No. of respondents # 15 Students solve with

helps

Students not solve with

help

No. of teachers 06 09

%Age 40 60

Figure-13

Discussion

40% teachers say that their students solve the questions with help while 60%

teachers have negative response in this case.

Concluded that not only the solution of the mathematics question by the

students and also concluded the rate of students can’t solve the question with help.

42

Table-14: Students like Mathematics Teacher

No. of respondents # 15 Like Teachers Dislike Teachers


%Age 40 60

Figure-14

Discussion

92% students like mathematics while 8% students dislike mathematics. The

student study mathematics in total dis-regard of its professional value. The are taking

interest as in their opinion it is food of mind and the industriousness taken in the

activity sharpens the mind.

43

Table-15: Mathematics Done by Students

No. of respondents # 15 Students done Students not done


%Age 60 40

Figure-15

Discussion

60% teachers say that the students do mathematics while 40% teachers have

negative responses. The students in majority can have the capacity to make use of

mathematics in practically. Only remembrance is in there mind, is a cause of interest

44

Table-16: Teachers Take Test from the Students

No. of respondents # 15 Teachers takes test Teachers not take test


%Age 80 20

Figure-16

Discussion

80% teachers take test from the students and 20% teachers don’t take test from

the students. Its also seem here that most of the teachers want to know their

mathematics subject result that how many students give the good result through test.

Test is an instrument to check the result.

But some teachers don’t want to take the test from the students.

45

Table-17: Answer of the Students in test Properly

No. of respondents # 15 Test properly Test not properly


%Age 60 40

Figure-17

Discussion

60% teacher views that the students test properly while 40% teachers views

that their students test is’t properly.

It is here by showed in light of the above discussion that 60% of the teachers

are found in the habit of students their mathematics periods. This their irregularity is

causing in completion of the course which in turn is becoming cause of the failure in

the subject of mathematics as well as the mathematics test.

46

Table-18: Students help with each Another in the Class

No. of respondents # 15 Students help Students not help


%Age 80 20

Figure-18

Discussion

In this 80% teachers views that their students help with each an others while

the remaining 20% teachers have opposite views.

It has to be seen that the students should help with each an others because with

out help no one can do any work and this habit will be create by the teachers in the

students.

47

Table-19: Teachers think that Mathematics is Difficult for the students

No. of respondents # 15 Mathematics difficult Mathematics not

difficult


%Age 46 54

Figure-19

Discussion

Less rate of the 46% teachers views that the mathematics is very difficult for

the students while the remaining rate of 54% teachers thinks that it is not difficult for

them .It is concluded that the difficult thing can’t be learn easily so there should be

some ways to make the difficult things in to easy way.

48

CHAPTER-V

FINDINGS, CONCLUSIONS & RECOMMENDATIONS

5.1 FINDINGS

The investigator after data interpretation and organizing has reached the

following findings:

It was observed that majority of the teachers do not employ methods according to

nature and demand of topic. Due attention needs to given to problem solving

method. It was found that 100% of the teachers are using deductive method in

teaching.

Majority of Mathematics teachers are observed complaining that the illustrative

examples are lacked in the book of Mathematics. Some of the chapters are (I,

II and 13th) 100% above the mental level of the average students. In some 86%

of them, it has been found that the course of Mathematics is lengthily and can

not be covered in prescribed period of time and further it is reported that it

lacks logical sequence.

It was observed that 80% of the teacher have reported that most of the student's

take an interest in mathematics in terms of Basic Skill is too much strong

because of the fact that 80% of the students are occupied with domestic

activities; they help their parents in the farming work or in running shapes. But

otherwise It is the root cause of their lack of interest and absenteeism from the

school which is consequently resulting failure.

It is concluded that 80% of teacher of Mathematics are taking tests; but their

testing activities are confined to monthly procedure & testing which is not

sufficient arrangement of the test considered as effective and productive.

It is here by found that 29% of the students express their strong dislike for

Mathematics that is becoming cause of weakness in Mathematics. But it all

due to their personal and psychological problems. But one thing that teachers

attitude is also accountable factor in this context.

49

Similarly due to health and weak memory problems plus apprehension of

examination are various psychological things which bring about their failure.

Concluded that some 29% of the Mathematics teachers teaching methods are not

liked by the subject (students). While 71% of the sample are of the report that

the same strength needs individual attention as in the class they are not in

position to be getting well as the others do. But it is a pity that most of the

teachers give no required individual attention and so the deficiency is not

made at all (This is of course a cause of failure).

It is concluded that most of the teachers (100% in number) are taking their

periods of Mathematics regularly and 0% of the teachers are in the habit of not

regularly taking periods regularly results in remaining most of the course

complete in time, it is considered as good and 100% result on the part of a

teacher concerned.

It is concluded that too much length is most problematic for the students. Here its

also shows that the 100% teachers thinks that the mathematics course should

be evaluate by the board of education and it should be minimized as possible.

It is concluding that teachers act the positively when the individual students need

the teacher help. Its effects the personality of the student when they need their

teacher helps but he/she rejects the student request.

It is hereby concluded that the book of Mathematics is lacking necessary

examples. E.G. In chapter No. 4 in exercise 4.13 an

a 2 (b-c) b 2 (c a) . + c 2 (a b)

(a+b)(a+c) (b+c)(b+c) (c+a)(c+b)

is such question which has not been exemplified. It is to note that the middle

portion of the question should like this:

a 2 (b-c) - b 2 (c-a) c 2 (a – b)

(a+b)(a+c) (b+c)(a+b) (c+a)(c+b)

50

Similarly in chapter 2 and in exercise take the example of question 3 on page

40.

That is = 3x3x5 = 3h5 = 3 S

But it should be clarified in an example that when we want to free 32 of √ we

divide the power '2' of the base '3' by index as meaning that the base '3' will

get out of the √ only when the 32 is multiplied by ½.

So the book Jacks such as 3 of example.

Similarly Question No. 8 of Exercise No. 4.11 of Chapter Nö.4 is (x2 + ½x)2 –4

(x-1/x)2 – 4 can not be solved by method of Factorization through it is

instructed in the book of Mathematics that the above question be solved

through factorization. It can be done through division method. So students are

get confused in such like situation.

5.2 CONCLUSION

Following conclusion emerged from the finding of this study:

This research concluded that majority of students like mathematic because

they like their mathematics teacher.

Students takes interest in mathematics.

Majority students views that mathematics is easy subject for them.

Teacher attitude is so good with their students they speak softly with studnets.

Teacher involved the students in mathematics class.

This research also concluded that students solve mathematics questions

without any help.

Teachers also pay individual attention to students.

This research also concluded that most of students are satisfied from their

mathematics teacher.

Mathematics course is so length at the secondary level.

All the permanent mathematics teachers concepts are cleared.

51

5.3 RECOMMENDATIONS

The researcher has got the insight from the foregoing field work and through

findings and conclusions from the data analysis, presents the following

'Recommendations' which if were taken into consideration the problem of failure will

perhaps be solved up to greater extent in the 9th – 10th classes.

Those of the trained teachers who have summa studied Mathematics in F.Sc, or

B.Sc. should be entrusted with duty of teaching Mathematics to high (9 th and

10th) classes.

Those of the teachers who are B.A. M.A. B.Ed, and have studied Mathematics

only in Matric, and have in interest in the subject, in case of need, should be

employed to teach Mathematics to 9th and 10th classes provided that:

There should be refresher training course arranged and the such teachers

(who are simple B.A. or M.A. B.Ed be provided with opportunity every 5

years to keep his knowledge renewed, refreshed and keep him self

acquainted with modern teaching techniques. So it to suggest that

Department of Education should take necessary steps in the context.

Guide-Books in the subject of Mathematics should be prepared in an

elaborate and exhaustive form; the difficult and complex questions be

solved there in to prove as clear proper guide line for the teachers of

Mathematics.

It is to know the concept of General Mathematics Elective Mathematics has out

dated since 1995 in Secondary (9th + 10th) classes. Now all the student are

doing the one Mathematics course. So keeping in view the individual

differences, a committee of the experts should be constituted to look into the

quality and contents of the course book subject to the condition that some

teachers who have got awareness of the topics which are beyond the intellect

al level of the average student, be given representation in the committee for

the purpose of modification and revision.

52

The teachers of Mathematics are required to keep in view the techniques of

chatting before starting their teaching. This will help them in understating the

psychological problems and inner complexities of the boys sitting before

them. It is suggested that the refresher courses for Mathematics should also

include some extra necessary topics of psychology. The Mathematics teacher

ought to invite the parent of the students to discuss their problems.

Teachers are any how human beings. Naturally, they need security of service and

life. It is a fact that in some areas of Peshawar teaching profession is very

stressful and risky. So their untimely and untenured transfers do not let them

perform their duty satisfactory. So this is to suggest that the unnecessary and

untimely transfers of the teachers should be stopped. There must be effective

transfer policy framed.

Testing and evaluating programmed need be chalked out; tests in Mathematics are

arranged monthly but need is felt that the records of the score are not

maintained and if so they are not properly and meaningfully used for

examination purposes. So it to suggest that the record of the students should

serve the purpose of true evaluation and the parents of the students need to be

got informed of their performance.

53

BIBLIOGRAPHY B.N. Chadha, (1961), The Teaching of Mathematics, Delhi.

Furhatullah Beg, (1962), Riazi and Trigonometry, Peshawar.

Government of Pakistan Ministry of Education, Peshawar, Islamabad, Report

of the Commission on National Education.

Government of Pakistan, Ministry of Education, Islamabad Education Policy

(1972-80).


(1978).


(1998-2000).

Result Gazette by the Board of Intermediate and Secondary Education,

Peshawar from (1996-99).

Tanvir Khalid, (1990), An Introduction to Educational Philosophy and

History.

54

APPENDIX-A

Name of student……………………..…School’s name………………………..

QUESTIONER FOR STUDENTS

S# Questions Yes No

1 Do you like Mathematics?

2 Do you like Math teacher?

3 Is Math an interesting subject?

4 Do the teacher explain the examples of exercise before starting the new exercise?

5 How do you perceive Math?

Ans

6 Do your teacher speak softly with students?

7 Do your teacher solve all the examples on board?

8 Do your teacher involve you in exercise?

9 Do you have a key book of Math?

10 Can you solve Math questions without any help?

11 Do teacher give you home work?

12 Do teacher pay individual attention to the students when they needed?

13 Do teacher check your copies properly?

14 Do your friends help you in solving questions?

15 Do teacher take Mathematics test?

16 Are you satisfied with the methodology of your Mathematics teacher?

17 Is your course lengthy?

18 Do the Teacher complete the entire course before exam?

19 Is your teacher takes Math period regularly?

55

APPENDIX-B

Name…………………………School……………………………..……..

QUESTIONER FOR TEACHERS

S# Questions Yes No

1 Do you like teaching Mathematics?

2 Are you permanent Math teacher?

3 Do you take Math period regularly?

4 Are your students satisfied with your teaching methodology?

5 Are your concepts about Mathematics clear?

6 Do you thank that the course of Math is too lengthy?

7 Do the students take interest in your Math class?

8 Do you solve all the examples on black/ white board?

9 Do the students get the concept easily?

10 Is the subject of Mathematics is boring for you?

11 Do you use key book of Mathematics?

12 Do you help students in solving whole exercise?

13 Do your students solve the questions without any help?

14 Do all the students do their home work?

15 Do the students Math?

16 Do you take tests from the students?

17 Do the answers of students in test properly?

18 Do the students help with each another in the class?

19 Do you think Math is difficult for them?

56

LIST OF SCHOOLS AT PESHAWAR

Al- Syed model school.

Khyber Children academy

Oxford public school.

As bar school and college.

Peshawar Learning School.

Unique children academy.

Al-falah public school.

Iqra children’s academy.

Sir-Syed model school.

Superior model school.

57

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