Investigating factors contributing to poor mathematics performance of Grade 7 students in the Berea District of Lesotho

Abstract

The aim of this study was to identify factors that negatively influence students’ performance in Grade 7 mathematics in the district of Berea of Lesotho. A Bronfenbrenner’s model of child development and the constructivist theory were used to frame the study. The sample was drawn from the population of 98 primary schools in the Berea district of Lesotho. Of the 98 primary schools in the Berea district 15 were purposively sampled for participation in the study. This sample represented more than 10% of the study population. Participating schools were selected on the criterion that they persistently registered poor performance in Grade 7 mathematics. The poor performance of n=15 schools was determined through an evaluation of their performance trends. For instance, the n=15 schools had registered an average pass in Grade 7 mathematics that ranged from 17.0% to 39.4% in the year that preceded the study, which was considered to be less than the national benchmark of at least 50% and above (see, Table 1.2). Participants consisted of n=15 primary school principals, n=15 deputy principals and n=30 Grade 7 teachers for mathematics. An explanatory mixed-methods design was employed in which both quantitative and qualitative methods were used to collect data. Five point Likert scale questionnaires and semi-structured interviews were used to collect data. The descriptive statistics and thematic content analysis were used to analyse data. On the whole, the study found that the teaching methods, overcrowded classes, teaching observations, teachers’ workshop attendance, students’ progress monitoring, teaching resources, collaboration between Grade 7 mathematics teachers, support given to Grade 7 mathematics teachers, teachers’ attendance at school, syllabus completion, mathematics assessment policy, students’ socioeconomic background, teachers individual meetings, students’ prior knowledge, remedial classes, teachers’ files and lesson plans and students’ negative attitude, all contributed to the factors that promoted students’ poor performance in mathematics in Grade 7. In addition, the study established that Grade 7 mathematics instruction in participating schools did not subscribe to constructivist approach. The study recommends that teacher development programmes should be strengthened in the Berea district to enhance pedagogy and students’ mathematical performance at primary level.