Areaya Solomon (PhD)Bayissa Daba2018-07-122023-11-042018-07-122023-11-042000-03http://etd.aau.edu.et/handle/123456789/8309The 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.enFactors Influencing the Implementationof MathematicsThesis