Factors Influencing the Implementation of Mathematics Curriculum in General Secondary Schools in East Showa Zone of Oromia Region
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Date
2000-03
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Addis Ababa University
Abstract
The purpose of this study was to investigate the major factors that influence the implementation
of mathematics curriculum in general secondary schools. Attempts have been made to examine: -
the attitude of mathematics teachers and students’ perceptions towards the current mathematics
curriculum, the achievement of objectives for grade 9 and 10 mathematics syllabi and their
successful implementation, and factors influencing the implementation of grade 9 and 10
mathematics curriculum. To this end, a descriptive survey approach was used as a method of this
study. The data was collected from 450 sample students, 30 mathematics teachers, 5 principals’
schools, and 5 mathematics department heads selected through simple random sampling
techniques. In-depth interview with principals, observation, questionnaires, and documentaries
were employed to collect data for this study. The data obtained were analyzed using both
quantitative and qualitative analysis methods. Accordingly, the result of the study indicated that
the majority of mathematics teachers did use continuous assessment techniques to evaluate their
students’ performance. Significant proportion of mathematics teachers (16.7) had negative
attitudes towards the implementation of the syllabus. Furthermore, the majority of the students’
perceptions towards the implementation of the syllabus were found to be very low. There was
scarcity of curricula and instructional materials and shortage of time to implement the
mathematics syllabus. Lack of technical and materials supports, lack of communication and low
attention on the part of principals, mathematics department heads and administration were
observed to be the major factors influencing the implementation of mathematics curriculum.
Consequently, there is a significance difference in mathematics achievement between five
government GSS students in favor of Mojo and Wonji schools students. Hence, to alleviate the
problems encountered in the implementation of the syllabus, continuous teacher professional
development, adequate provision of curricula and instructional materials for mathematics
teachers, department heads and principals and modifying or revising or changing the
mathematics syllabus according to the needs of the students and the objectives of the GSS
programs after conducting on extensive national study are suggested.
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Keywords
Factors Influencing the Implementation, of Mathematics