CAUSES OF FAILURE IN MATHEMATICS AT

SECONDARY LEVEL

SAIRA NOUREEN
Roll No. 5038
M.Ed

INSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF PESHAWAR
Session: 2011

CAUSES OF FAILURE IN MATHEMATICS AT

SECONDARY LEVEL

SAIRA NOUREEN
Roll No. 5038
M.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

ii

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

TABLE OF CONTENTS
ACKNOWLEDGEMENTS

TABLE OF CONTENTS

VI

LIST OF TABLES & GRAPHS

VIII

ABSTRACT

IX

CHAPTER-I

INTRODUCTION

1.1

STATEMENT OF THE PROBLEM

1.2

IMPORTANCE OF MATHEMATICS

1.3

OBJECTIVES OF THE STUDY

1.4

SIGNIFICANCE OF THE STUDY

1.5

METHODS AND PROCEDURE

1.6

SAMPLES

1.7

TOOLS

1.8

DELIMITATION

CHAPTER-II

REVIEW OF RELATED LITERATURE

2.1

CLASS SIZE

2.2

GENDER

2.3

SPM MATHEMATICS AND SPM ADDITIONAL MATHEMATICS GRADES 6

2.4

STRATEGIES TAKEN FOR STUDENTS IMPROVEMENT IN MATHEMATICS

LEARNING

CHAPTER-III

METHOD AND PROCEDURE

3.1

NATURE OF THE PROBLEM

3.2

DESIGNING

3.3

CONTENT OF THE QUESTIONNAIRE

3.4

DESTRIBUTION OF THE QUESTIONNAIRES

OF THE QUESTIONNNRE

vi

3.5

SAMPLE

3.6

ADMINISTRATION OF THE QUESTIONNAIRES

3.7

ORGANISATION OF THE DATA FOR THE PURPOSE OF ANALYSIS

10
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:

21

Math Home Work

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 highfailure 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.

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.

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 wasnt 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 childrens 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.

CHAPTER-II
REVIEW OF RELATED LITERATURE
This 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 Tennessees StudentTeacher 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

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
MATHEMATICS GRADES

AND

SPM

ADDITIONAL

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

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.

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.

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.

As bar school and college.

Peshawar Learning School.

Unique children academy.

Al-falah public school.

Iqra childrens 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 protgs 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
No. of Students
%Age

Students like
mathematics
20
71

Students dislike
mathematics
08
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 dont like mathematics therefore they face a lot of problems to handle
mathematics. Teachers cant 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
No. of Students
%Age

Like Teachers
26
92

Dislike Teachers
02
08

Figure-2

Discussion
The table No. 2 and Figure No. 2 shows that in 92% students like their
mathematics teacher and 8% students dont 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
No. of Students
%Age

Interesting Subject
21
75

Not Interesting Subject

07
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 cant get success so the same case is here that 25% students
werent 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 # 28

Teacher explain the

math examples

No. of Students
%Age

23
82%

Teacher doesnt
explain math
examples
05
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 didnt do this method though which students cant
learn mathematics as a easy subject.

14

Table 5:

Perception of math.

No of the respondents = 28
Easy subjects

No of the students
9

% age
32%

Difficult subject
Learn quickly
No opinion / View

4
4
4

15%
15%
15%

Cant understood
Interesting subject
Boring subject
Teacher dislike
Need hard work
Figure-5

2
2
1
1

7%
7%
3%
3%
3%

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 cant 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.
Table-6:

Teacher Speak Softly with the Students

No. of respondents # 28
No. of Students
%Age

Teacher speak softly

Teacher doesnt speak

18
64

softly
10
36

15

Figure-6

Discussion
This table shows that 64% teachers speak softly with students while 36%
teachers dont 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
No. of Students
%Age

Teacher solve the

Teacher dont solve

examples
16
57%

12
36%

Figure-7

Discussion
In this table 57% teachers solve the examples while remaining 36% teachers
dont 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
No. of Students
%Age

Teachers involve
21
75

Teachers dont involve

07
25

Figure-8

Discussion
75%teacher involves the students when he/she solve the exercise while
remaining 25% teacher doesnt involve the students.
Innovation of students is most important of learning because without involving
no one cant learn.

18

Table-9:

Mathematics Key Book

No. of respondents # 28
No. of Students
%Age

Students use key

Students dont use

book
11
39%

17
61%

Figure-9

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

Table-10:

Students solve questions without any help.

No. of respondents # 28

Without help

With help
19

No. of Students
%Age

19
68%

09
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 cant solve.

20

Table-11:

Mathematics Home Work

No. of respondents # 28

Teacher give home

Teachers dont give

work
23
82%

home work
05
18%

No. of Students
%Age
Figure-11

Discussion
82% teachers gives the mathematics home work to the students while little
amount of 18% teacher dont 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
No. of Students
%Age

Teachers pay
22
78

Teachers dont pay

06
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
No. of Students
%Age

Teachers checked the

Teachers dont checked

copies
23
82%

the copies
05
18%

Figure-13

Discussion
82% teachers checked their students mathematics copies properly while less
rate of 18% teachers dont 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
No. of Students
%Age

Friends help
20
71

Friends dont help

08
29

Figure-14

Discussion
The above table shows that 71% friends help their friends while the rest of the
29% friends dont wants to help their friends.

24

Table-15:

Teachers Take Test

No. of respondents # 28
No. of Students
%Age

Teachers takes
28
100

Teachers dont take

00
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
No. of Students
%Age

Students satisfy
20
71

Students dont satisfy

08
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
No. of Students
%Age

Course lengthy
24
86%

Course doesnt lengthy

04
14%

Figure-17

Discussion
86% students have a view that the mathematics course is too lengthy while
14% students think that it isnt 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

Teacher doesnt

course
26
92

complete.
02
08

No. of Students
%Age
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
No. of Students
%Age

regularly
24
86%

Not regularly
04
14%

Figure-19

Discussion
This shows that 86% teachers take the mathematics period regularly while
remaining 14% teachers arent 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

No. of Teachers
%Age

Teachers likes to

Teachers doest to teach

teach the

like mathematics

mathematics
14
94

01
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 dont like to teach the
mathematics subject.

30

Table-2:

Permanent the Mathematics Teacher.

No. of respondents # 15
No. of Students
%Age

permanent
15
100

Not permanent
00
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
No. of Students
%Age

regularly
15
100

Not regularly
00
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
No. of Students
%Age

Students satisfied
15
100

Students not satisfied

00
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

No. of Teachers
%Age

Concepts clear
15
100

Concepts not clear

00
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
No. of Teachers
%Age

Course lengthy
15
100

Course not lengthy

00
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
No. of Students
%Age

Students take interest Students

12
80

not

take

interest
03
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

No. of Teachers

06

09

%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

No. of Teachers
%Age

concepts easily
08
54

the Students

not

gets

concept
07
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 9 th 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
No. of Teachers
%Age

Mathematics boring
03
20

Mathematics not boring

12
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 isnt boring for them.

39

Table-11:

Use of Mathematics Key Book by the Math Teachers

No. of respondents # 15
No. of Teachers
%Age

Use the key book

09
60

Not use the key book

06
40

Figure-11

Discussion
This table shows that 60% teachers used the key book when the solve the
mathematics questions while 40% teachers dont 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 cant face any problems. They dont use the mathematics key book.

40

Table-12:

Teachers Help Students in Solving the Whole Exercise

No. of respondents # 15
No. of Teachers
%Age

Teachers helps
11
74

Teachers not helps

04
26

Figure-12

Discussion
Above table shows that 74% teachers help the students in solving the whole
exercise while the remaining 26% teachers dont 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 students personality.

41

Table-13:

Students Solve the Questions with out any Help

No. of respondents # 15
No. of teachers
%Age

Students solve with

Students not solve with

helps
06
40

help
09
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 cant solve the question with help.

42

Table-14:

Students like Mathematics Teacher

No. of respondents # 15
No. of Students
%Age

Like Teachers
06
40

Dislike Teachers
09
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
No. of Teachers
%Age

Students done
09
60

Students not done

06
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
No. of Teachers
%Age

Teachers takes test

12
80

Teachers not take test

03
20

Figure-16

Discussion
80% teachers take test from the students and 20% teachers dont 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 dont want to take the test from the students.

45

Table-17:

Answer of the Students in test Properly

No. of respondents # 15
No. of Teachers
%Age

Test properly
09
60

Test not properly

06
40

Figure-17

Discussion
60% teacher views that the students test properly while 40% teachers views
that their students test ist 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
No. of Teachers
%Age

Students help
12
80

Students not help

03
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
No. of Teachers
%Age

Mathematics difficult

Mathematics not

07
46

difficult
08
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 cant 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
a2 (b-c)

b2 (c a)

(a+b)(a+c)

. +

(b+c)(b+c)

c2 (a b)
(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:
a2 (b-c)
(a+b)(a+c)

b2 (c-a)

c2 (a b)

(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 3 2 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 .
So the book Jacks such as 3 of example.
Similarly Question No. 8 of Exercise No. 4.11 of Chapter N.4 is (x 2 + x)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.

51

All the permanent mathematics teachers concepts are cleared.

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 (9 th + 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

52

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

the purpose of modification and revision.

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).

Government of Pakistan, Ministry of Education, Islamabad Education Policy

(1978).

Government of Pakistan, Ministry of Education, Islamabad Education Policy

(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..Schools name..
QUESTIONER FOR STUDENTS
S#

Questions

Do you like Mathematics?

Do you like Math teacher?

Is Math an interesting subject?

Do the teacher explain the examples of exercise before

starting the new exercise?

How do you perceive Math?

Yes

No

Ans
6

Do your teacher speak softly with students?

Do your teacher solve all the examples on board?

Do your teacher involve you in exercise?

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
NameSchool....
QUESTIONER FOR TEACHERS
S#

Questions

Do you like teaching Mathematics?

Are you permanent Math teacher?

Do you take Math period regularly?

Are your students satisfied with your teaching methodology?

Are your concepts about Mathematics clear?

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

Do the students take interest in your Math class?

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

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?

Yes No

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 childrens academy.

Sir-Syed model school.

Superior model school.

57