Exploring the Roots of Poor Mathematics Performance: A Stakeholder Perspective in Adamawa State, Nigeria

Abstract

In numerous countries worldwide, poor performance in mathematics remains a critical concern, and Adamawa State in Nigeria is no exception. This study investigates the perspectives of key stakeholders, including students, teachers, and headmasters, regarding the roots of poor mathematics performance within Shangui and Hong Government Senior Secondary Schools, Adamawa State. Through quantitative and qualitative approaches, data were collected from 151 senior secondary school participants, including 121 students, 11 mathematics teachers, 10 heads of departments, and 9 head teachers from randomly selected secondary schools in the Hong Local Government Area of Adamawa State. The findings revealed a prevalent negative attitude among students towards mathematics. Moreover, the study has identified a significant factor contributing to poor performance, which was the secondary schools' ineffective mathematics curriculum. In addition, many elementary school teachers lacked the aptitude and skills necessary to teach mathematics, which significantly impacted pupils' disinterest and resulted in low achievement in secondary education. The study recommends crucial interventions, including the revision of the final year mathematics curriculum, the incorporation of technology in mathematics education, enhancement of the quality of secondary mathematics teachers, a reduction in the emphasis on examinations, and the integration of internal assessments, projects, and fieldwork into the mathematics curriculum. This comprehensive stakeholder inquiry sheds light on the multifaceted challenges faced by the educational system in addressing and improving mathematics performance in Adamawa State.