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BINDURA UNIVERSITY OF SCIENCE EDUCATION

FACULTY OF SCIENCE EDUCATION

DEPARTMENT OF CURRICULUM STUDIES

CHALLENGES FACING THE IMPLEMENTATION OF THE NEW MATHEMATICS

CURRICULUM IN RURAL SECONDARY SCHOOLS: A CASE STUDY OF CLUSTER

‘H’ IN CHIVI NORTH, MASVINGO PROVINCE

BY

TONGOFA THOMAS (B1441651)

SUPERVISOR: MR B.C MUROPA

A PROJECT SUBMITTED TO THE DEPARTMENT OF MATHEMATICS AND

PHYSICS EDUCATION, FACULTY OF SCIENCE EDUCATION, BINDURA

UNIVERSITY OF SCIENCE EDUCATION, BINDURA, ZIMBABWE, IN

FULFILLMENT OF THE REQUIREMENTS OF THE HONOURS BACHELOR OF

SCIENCE EDUCATION DEGREE

2018

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APPROVAL FORM

The undersigned certify that they read and recommend to the Bindura University of Science

Education for acceptance of a dissertation entitled: CHALLENGES FACING THE

IMPLEMENTATION OF THE NEW MATHEMATICS CURRICULUM IN RURAL

SECONDARY SCHOOLS: A CASE STUDY OF CLUSTER ‘H’ IN CHIVI NORTH,

MASVINGO PROVINCE.

To be completed by student

I certify that this dissertation meets the preparation guidelines as presented in the faculty guideline

and instructions of dissertations.

………………………………… ………/………../………….

Signature of student Date

To be completed by the supervisor

This dissertation is suitable for submission to the faculty of science. This dissertation should be

checked for conformity with the faculty guidelines.

………………………………… ………/………../………….

Signature of Supervisor Date

To be completed by the Chairperson of the department

I certify, to the best of my knowledge, that the required procedures have been followed and the

preparation criteria have been met on this dissertation.

………………………………… ………../…………/…………

Signature of chairperson Date

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RELEASE FORM

Name of student TONGOFA THOMAS

Registration number B1441651

Dissertation title Challenges facing the implementation of the New

Mathematics Curriculum in rural secondary schools: a

case study of cluster ‘H’ in Chivi North, Masvingo

Province

Degree title Honours Bachelor of Science Education Degree

Year the degree granted 2017

Permission is hereby granted to Bindura University of Science Education library to produce copies

of this dissertation and to lend or to sell such copies for private, scholarly or scientific research

purpose only. The author does not reserve right of publication the dissertation. Neither the

dissertation nor any extensive extracts from it be printed or otherwise reproduced without the

owner’s written authority.

Signed………………………………………………………..

Date…………………………………………………………..

Permanent address : Chidyamakono Primary School

P.O Box 195

Zvishavane

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DEDICATION

I dedicate this piece of work to my wife Gertrude who gave me moral support during the period

of writing. She also supported me financially. My children also rendered me support morally and

socially.

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ACKNOWLEDGEMENT

I would like to thank my supervisor Mr B. C. Muropa, and the department of Mathematics for

unwavering support. He was guiding me day and night. I would like to pay tribute to my lovely

wife, my friends and Almighty God .I also want to thank my Headmaster for the support he

rendered.

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ABSTRACT

The focus of this study was to find out the challenges facing the implementation of the new

mathematics curriculum in secondary schools in Chivi. The researcher employed the descriptive

survey design. He targeted teachers and learners of schools in cluster H in Chivi North. A sample

of 15 teachers and 40 learners were selected through random sampling. For interviews four

teachers, one from each school were selected using random sampling. Interviews and

questionnaires were used to collect data. The collected data was tabulated and analyzed following

the research questions. Analysis was done in relation to findings, research questions and related

literature. The study established that the new mathematics curriculum implementation is facing

challenges which include teacher pupil ratio, use of ICT in mathematics, shortage of suitable

mathematics resources and change of assessment type. The study highly recommends that the

government should lower the teacher –pupil ratio and give schools grants for purchasing

computers.

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TABLE OF CONTENTS

APPROVAL FORM ........................................................................................................................ i

RELEASE FORM .......................................................................................................................... iii

DEDICATION ............................................................................................................................... iv

ACKNOWLEDGEMENT .............................................................................................................. v

ABSTRACT ................................................................................................................................... vi

TABLE OF CONTENTS .............................................................................................................. vii

LIST OF TABLES .......................................................................................................................... x

LIST OF APPENDICES ................................................................................................................ xi

CHAPTER I .................................................................................................................................... 1

INTRODUCTION .......................................................................................................................... 1

1.0 Introduction ........................................................................................................................... 1

1.1 Background to the study ........................................................................................................ 1

1.2 Statement of the Problem ...................................................................................................... 2

1.3 Objectives .............................................................................................................................. 2

1.4 Research Questions ............................................................................................................... 2

1.5 Significance of Study. ........................................................................................................... 2

1.6 Limitations of the Study ........................................................................................................ 3

1.7 Delimitations ......................................................................................................................... 3

1.8 Assumptions .......................................................................................................................... 3

1.9 Definition of Key Terms ....................................................................................................... 3

1.10 Summary ............................................................................................................................. 4

CHAPTER II ................................................................................................................................... 5

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LITERATURE REVIEW ............................................................................................................... 5

2.0 Introduction ........................................................................................................................... 5

2.1 The concept curriculum ......................................................................................................... 5

2.2 Curriculum implementation .................................................................................................. 5

2.3 Changes as a Challenge for Curriculum implementation...................................................... 6

2.4 Use of ICT as a Challenge in new Mathematics Curriculum Implementation ..................... 6

2.5 Time Allocation and Teacher-pupil Ratio as Challenges facing implementation ................ 7

2.6 Lack of Suitable Mathematics Textbooks and Materials as a Challenge .............................. 8

2.7 Teachers and Students’ Views and Attitudes as a Challenge................................................ 8

2.8 Assessment Type as a Challenge .......................................................................................... 8

2.9 Summary ............................................................................................................................... 9

CHAPTER III ................................................................................................................................. 9

RESEARCH METHODOLOGY.................................................................................................. 10

3.0 Introduction ......................................................................................................................... 10

3.1 Research design ................................................................................................................... 10

3.1.1 Case Study. ................................................................................................................... 10

3.1.2 Qualitative Research Approach .................................................................................... 10

3.2 Target Population ................................................................................................................ 11

3.3 Sample and Sampling Procedures ....................................................................................... 11

3.4 Data Collection Tools.......................................................................................................... 11

3.4.1 Questionnaire ................................................................................................................ 11

3.4.2 Advantages of Questionnaires ...................................................................................... 11

3.5 Interview Guide ................................................................................................................... 12

3.5.1 Advantages of Interviews ............................................................................................. 12

3.6 Data collection procedures. ................................................................................................. 12

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3.7 Data Analysis Procedure ..................................................................................................... 12

3.8 Ethical Considerations......................................................................................................... 13

3.9 Summary ............................................................................................................................. 13

CHAPTER IV ............................................................................................................................... 14

DATA PRESENTATION, DISCUSSION AND ANALYSIS ..................................................... 14

4.1 Introduction ......................................................................................................................... 14

4.2 Responses by teachers ......................................................................................................... 14

4.3 Responses by pupils ............................................................................................................ 16

4.4 Interview Responses by Teachers ....................................................................................... 17

4.5 Discussion and findings ...................................................................................................... 19

4.6 Summary ............................................................................................................................. 19

CHAPTER V ................................................................................................................................ 21

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS................................................. 21

5.1 Introduction ......................................................................................................................... 21

5.2 Summary ............................................................................................................................. 21

5.3 Conclusions ......................................................................................................................... 21

5.4 Recommendations ............................................................................................................... 22

REFRERENCES ........................................................................................................................... 23

APPENDICES .............................................................................................................................. 26

Appendix 1: Questionnaire for mathematics teachers.............................................................. 26

Appendix 2: Questionnaire for students .................................................................................... 28

Appendix 3: An interview guide for teachers ........................................................................... 30

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LIST OF TABLES

Table 1: Analysis of responses by teachers N= 15 ............................................................ 14

Table 2: Analysis response by pupils N=40 ...................................................................... 16

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LIST OF APPENDICES

Appendix 1: Questionnaire for Mathematics Teachers…………………………………………24

Appendix 2: Questionnaire for Students…………………………………………………………26

Appendix 3: An Interview Guide for Teachers…………………………………………………..28

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CHAPTER I

INTRODUCTION

1.0 Introduction

The study is going to look into the challenges facing the implementation of the new mathematics

curriculum in rural secondary schools. Chapter 1 consists of background to the study, statement of

the problem, objectives, Significance of the study, limitations, Delimitation, Assumptions and

lastly Definition of key terms.

1.1 Background to the study

Zimbabwe after watching its economy collapsing and its education system rendered to nothing due

to factors beyond its control decided to revamp its curriculum .The curriculum change did not

spare the mathematics curriculum. Mathematics is the backbone of most professional courses such

as engineering, accounting, medicine just to mention a few. The government of Zimbabwe decided

to review the curriculum. This new curriculum would play an important role in bringing about the

country‘s socio-economic transformation and development.

During the process of reviewing the curriculum there were challenges. Some teachers and

members of the community were supporting the new curriculum, and others were against the idea.

The curriculum was reviewed and is now being implemented but not without resistance from other

teachers. The Minster of education Mr Dokora, (2017) said, those who do not want to implement

the new curriculum should “shape up or ship out”. The curriculum was changed to suit the ever

changing world requirements. The curriculum also requires learners to use ICT tools in

mathematics. Technology development in the world has led to the curriculum change.

Assumption in Mathematical Syllabus form 1 to 4 (2015-2022) are that learners has the ability to

use ICT tools. Pupils in rural schools and us their teachers have problems in using ICT tools. Most

rural schools have no electricity hence cannot use ICT tools. The type of assessment to be used

was also changed

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Curriculum implementation is a crucial process that requires coordinated efforts from the school

administration, the mathematics teachers, the learners and other stakeholders who may be involved

in supporting the process. Cheplogoi (2014) says that effective curricular implementation is a

product of providing adequate teaching and learning materials, for example in mathematics.

1.2 Statement of the Problem

Curriculum is the key factor to successful education of any country. The recent change of

curriculum in Zimbabwe has prompted the researcher to look into the challenges facing the

implementation of the new mathematics curriculum in cluster H secondary schools

(Chidyamakono high, Mudadisi high, Muzondo high and Zororai high) in Chivi district in

Masvingo.

1.3 Objectives

To identify the challenges facing the implementation of the new mathematics curriculum

To list challenges facing the implementation

To analyze the challenges facing the implementation of the new mathematics curriculum

To explore the challenges facing the implementation of the new mathematics curriculum

To examine the challenges facing the implementation of mathematics curriculum

1.4 Research Questions

1. What are the challenges facing he implementation of new mathematics curriculum

2. How do these challenges affect the smooth implementation of the new mathematics curriculum?

3 .Which challenges affect the implementation of the new mathematics curriculum most.

1.5 Significance of Study.

The research findings might be useful in the proper implementation of the new curriculum. The

suggested solution of the challenge might help in smooth implementation of the new curriculum.

The findings might help both the implementer and the designers in future. The research findings

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may go a long way in addressing the problems faced by educators and learners in implementing

the curriculum.

1.6 Limitations of the Study

The main challenge to this study was time. The researcher faced problems of conducting this

research due to limited time since there were many activities .The researcher has to sometimes

carryout the research during spare time .Due to financial constraints the researcher used

questionnaires and interviews although there are other data collecting instruments.

1.7 Delimitations

The study was conducted in cluster H secondary schools, Chivi District in Masvingo Province,

therefore the results cannot hold nationally. There are twenty mathematics teachers in cluster H

secondary schools. There are four secondary schools. There is a long distance from one school to

another. The research was carried out using mathematics teachers and students from the four

schools hence the area used was small to use the results nationally.

1.8 Assumptions

Assumptions were that teachers were competent and the learners were ready for the curriculum.

The school head was cooperative and supply the teachers with required resources for example in

mathematics for curriculum implementation.

1.9 Definition of Key Terms

A curriculum is just a frame work or guideline which guides on how to do something. Goodson

(1994) describes curriculum as a,” multifaceted concept, constructed, negotiated and renegotiated

at a variety of levels and in a variety areas” (p. iii).

Implementation refers to putting something into practice. It is a process of putting a decision into

execution.

Curriculum Implementation is putting the curriculum into effect. Thus it is how the outline or

designed course of study is translated into syllabuses and lesson plans.

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Challenges Are problems which can be encountered during the process of new mathematics

curriculum implementation

New Mathematics Curriculum refers to a mathematics guide with subject content, learning aims

and outcomes which keep pace with the challenges in the society and skills needed in the modern

world.

Rural Secondary school refers to the schools located in rural areas.

1.10 Summary

The chapter focused on the background of study, statement of the problem, objectives, research

questions, significance of study, limitations, delimitations and definition of terms in depth.

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CHAPTER II

LITERATURE REVIEW

2.0 Introduction

This chapter presents a review of literature. The main objective of the literature review is on the

extraction of knowledge that is learnt from what other authors have already published on the

challenges facing the implementation of the new mathematical curriculum in rural secondary

schools.

2.1 The concept curriculum

Stenhouse (1975) define curriculum as an attempt to communicate the essential principles and

features of an educational proposal in such a form that it is open to critical scrutiny and capable of

effective translation into practice. There are a number of features of this practice. Urebvu (1985)

also posit that curriculum is what is laid down as the syllabus or that which is to be learnt by

students. It is the officially selected body of knowledge which government, through the Ministry

of Education or anybody offering education, wants students to learn. Gatawa (1990 ) also define

a curriculum as the totality of the experiences of children for which schools are responsible .

2.2 Curriculum implementation

Curriculum implementation entails putting into practice the officially prescribed courses of study,

syllabuses and subjects. The process involves helping the learner acquire knowledge or experience.

It is important to note that curriculum implementation cannot take place without the learner.

The learner is therefore the central figure in the curriculum implementation process.

Implementation takes place as the learner acquires the planned or intended experiences,

knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function

effectively in a society (University of Zimbabwe, (1995 )

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2.3 Changes as a Challenge for Curriculum implementation

Change is a phenomenon that affects all aspects of a person’s life and brings about alterations in

both personal and employment spheres. According to Bertels (2003) change can be described as a

process of analyzing the past to elicit present actions required for the future desired state. The form

of change is to introduce innovation that produces something better, hence the implementation of

new curriculum.

Graetz et al (2006) identify the change process as including the following, unlearning, which

involves establishing a felt need for change and managing resistance changing, which requires

establishing new learned and instinctive ways of thinking and behaving, relearning, which entails

a process of reinforcing, evaluating and modifying desired ideas and behavior. Bertels (2003)

argue that the process of organisational change is as follows; unfreezing (recognizing the need for

change), changing (attempting to create a new state of affairs) and freezing (incorporating the

changes, creating and maintaining a new organisational system). Most people resist change

because it is threatening and unfavorable. Therefore there is need for information dissemination.

The dissemination of information is understood as a process of informing teachers, schools and

society in general about the new or revised curriculum ideas, documents or materials, so that they

understand and accept innovation (McBeath, 1997). Dokora (2017) cited in the Sunday mail said

that those who do not want to implement the curriculum should “shape up or shape out”.

2.4 Use of ICT as a Challenge in new Mathematics Curriculum Implementation

The school ICT infrastructure, professional activities and organizational features with secondary

schools, are major obstacles to integration of ICT (Simpson, Payne and Condie (2005). Most

schools in Africa do not have the means to purchase expensive computers and hardware, and

provide training for their staff. In most countries of sub Saharan Africa, inadequacy of technology

infrastructure such as lack of hardware and software and internet, limit schools access to ICT and

also pose as a barrier to its integration with the mathematics curriculum in schools (Manda, 2006,

Janczwiski 1992)

Minishi-Majanja (2007) identifies financial sustainability as one of the major constraints for ICT

use in schools. Access to ICT in schools is commonly associated with having computer labs which

are often single rooms with between 1 to 20 networked computers. (Farrel, 2007). Jensen, (2005)

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cited electricity, transport networks and import duty as some of the factors affecting ICT

integration in mathematics. Minish and Majanja, (2007) further pointed out that technical faults

and network transfigurations problems also hinders ICT related knowledge of teachers as one of

the main impediments to realization of their ICT related goals (Belgrum, 2002), therefore hinders

the smooth implementation of the new mathematics curriculum.

Heid et al (2003) summarizes a number of factors that hinders teacher adoption and

implementation of technology in mathematics teachings for example “previous experience using

technology, time, opportunities to learn, professional development, access to technology,

availability of classroom teaching materials, support from colleagues and school administration,

and assessment requirements and technical support. Lack of affordability of the technology

typically used for mathematics equally has implications (Pierce and Ball, 2009), since the

perceived advantages of this technology for supporting students learning and examination use may

not be equally available for all students.

2.5 Time Allocation and Teacher-pupil Ratio as Challenges facing implementation

Internal problems, for example lack of confidence and external problems such as heavy teaching

load and lack of technological support that reduce or block the integration of ICT in mathematical

teaching (Tanakachane, 2005)

Marshall, Elyort and Mitchel (2003) reported that staff continues to identify lack of time as barrier.

This was also supported by marshall (2002).Takavafira (2017) cited in the sunday mail www

.sundagmail.com .zw also argues that the new subjects bloated the timetables and pilled pressure

on teachers.

Alderman Arazem and Paterno (2001) pointed out that higher student teacher ratio had consistent

negative effect on student achievement. Levacic (2005) found that reduction in student-teacher

ratio had statistically significant positive effect on mathematical achievement.

Hanushek (1999) noted that smaller class size for example low pupil-teacher ratio had strong

positive effect in secondary schools.

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2.6 Lack of Suitable Mathematics Textbooks and Materials as a Challenge

Textbooks and materials may influence teachers’ beliefs about mathematics (Colopy, 2003) or

knowledge of the subject (Van, zoet and bohl, 2002) and these may affect their interpretation of

the written curriculum. It is therefore important to align teaching materials with the curriculum.

2.7 Teachers and Students’ Views and Attitudes as a Challenge

In a study conducted in Portugal Gumaraes (1988) points out that teachers tended to regard

mathematics just as a school discipline and did not show a significant enthusiasm for it. Popkewitz

(2001) further stressed the influence of the teachers’ social view of the children who come to

school and their views of child development. Kozma et al (2004) says that teachers enthusiastically

engage in collaborative projects and constructive pedagogy but school administrative offer very

little structured support to effectively implement the curriculum.

Research in mathematics highlighted that attitudes play a crucial role in teaching the subject (Zano

and Martino, 2007). Studies suggest that particularly in mathematics self-efficiency is clear

predictors of students’ academic performance (Mousoulides and Philippou, 2005). Resistance to

change and negative attitudes towards mathematics are also significant (Bingimlas, 2009)

Attitudes of learners indicate a gross lack of independent learning skills and reluctance to take

responsibility for their own learning. Jisc (2004) says the most significant barrier is linked to staff

attitude. Teachers, their commitment and attitudes, competences, and interaction patterns

make up another crucial group of factors for implementation. Both individual and collegial

aspects are important. Teachers are a constant factor in the education system and thus have

a key role for classroom innovation Havelock, (1970). If they are not motivated to engage

with an innovation, then nothing will happen. Thus the implementation will be hindered.

2.8 Assessment Type as a Challenge

Assessment is a prominent component of the teaching and learning process Mclinnis and Devlin

(2002). Changing assessment systems and testing can be powerful tool when implementing

education reforms Black (2001). The different components of an education system must be

coherent if they are to work together effectively. This coherence applies to the use of summative

and formative assessment. Thus assessment type is very important.

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2.9 Summary

The chapter focused attention on literature which point to some of the problems facing the

implementation of the new mathematics curriculum in secondary schools. Consulted authors agree

on a number of problems facing the implementation of the new mathematics curriculum which

ranges from lack of ICT tools, infrastructure, assessment, shortage of suitable new mathematics

textbooks, attitudes of teachers and learners. The next chapter is going to look at the research

methodology.

CHAPTER III

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RESEARCH METHODOLOGY

3.0 Introduction

This chapter looks at the research methodology. It is going to outline the research design,

population, sample and sampling procedures, data collection tools validity, reliability of

instrument, research instruments and data analysis procedures.

3.1 Research design

McMillan and Schumacher (1993) define a research design as a plan for selecting subjects,

research sites and data collection procedures to answer the research question. A design therefore

refers to the procedures for conducting an investigation of specified study .In this research, the

researcher mostly used qualitative research paradigm.

3.1.1 Case Study.

Neumann (2000) defines a case study as a study which one study a few people or cases in great

detail. The method allowed the researcher to gather intensive data about the challenges facing the

implementation of new mathematics curriculum. The case study method allows a deep

understanding of the subject understudy and helped the researcher to deep understanding of the

subject under study and helped the researcher to understand human behavior and experiences in

their natural setting (McMillan and Schmacher1993) The researcher got an understanding of the

challenges facing the implementation of the new mathematics curriculum.

3.1.2 Qualitative Research Approach

Best and Kahn (1993) asserts that a qualitative research paradigm allows the researcher to study

the problem in its natural setting. In the same vein, Frankel and Wallen (1996) posit that qualitative

research is concerned with the process as well as the product and that the natural setting in

qualitative research is the direct source of data .Frankel and Wallen (1996) assert that the

researcher is the key instrument in qualitative research limited to particular questions or it can re-

directed or re-guided by researchers in real time. The direction and framework of the research can

be revised quickly as soon as fresh information and findings emerged. Data gathered on qualitative

research depends on human experience and this is more powerful and compelling than data

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gathered through quantitative research, with this type of research the researcher has clear vision

on what to expect.

3.2 Target Population

According to Tuckman (1978) research population means the group of people from which a sample

is chosen. The target population of the study is cluster H secondary schools. The population

includes both Mathematics teachers and learners. There are four secondary schools.

3.3 Sample and Sampling Procedures

Forty students and fifteen teachers were used in the research. Four secondary schools from Chivi

district were selected conveniently using distance and availability of transport. Mathematics

teachers from these selected schools and a student from each form were randomly chosen as

participants of the study using simple random sampling method. In this method each participant

has an equal chance of being chosen, thus the sample would be a fair representation of the total

population since bias has been adequately curbed.

3.4 Data Collection Tools

3.4.1 Questionnaire

According to Tuckman (1978) questionnaire is a set of questions used to solicit information. Best

and Khan (1993) indicated that if properly constructed and administered, questionnaires serve as

the best useful data gathering device in survey research. In this research the closed structured

questionnaire is going to be used to collect data. The respondent is going to choose the most

appropriate answer according to his or her view from the list of answers given.

3.4.2 Advantages of Questionnaires

The researcher observed that the use of questionnaire provided privacy of the respondent because

the respondent remained anonymous. Tuckman (1978) is of the opinion that respondents freely

give their responses when they are alone. Questionnaires provide privacy where sensitive issues

are being asked from respondents. There is more likely to be high objectivity since no names are

written on the questionnaires which might lead to the identification of respondents, so

questionnaires are ideal for situations where respondents want to be anonymous. Tuckman (1978)

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stated that questionnaires are used by researchers to convert information into enumerative data.

Figures that are produced can be checked by other researchers and the reliability is high. The

researchers also observe that questionnaires are easy to analyse and this enable the researcher to

get the picture of what is on the ground.

3.5 Interview Guide

Cohen and Manion (1994) defined a research interview as information transfer or a two person

conversation initiated by the interviewer for the specific purposes of obtaining research relevant

information. The researcher used interviews schedules to obtain information directly from the

interviewees. In-depths interviews promote room for flexibility in probing for more information.

It also gives room for clarification of interview questions by the researcher and responses from

interviewee.

3.5.1 Advantages of Interviews

Information can be gathered there and there. There is no problem of interpretation since the

interviewer will be in a position to clarify some of the questions if needed, which will assist him

or her to collect accurate data. Interview permits probing for more information and interviewee is

given time to explain his or her point of view or clarify his or her points and do away with

ambiguity.

3.6 Data collection procedures.

In this study, researcher used the questionnaire to collect data from teachers and students about the

challenges facing the implementation of the new mathematics curriculum. Teachers were also

interviewed using interview guides.

3.7 Data Analysis Procedure

After completion and collecting of questionnaire the researcher analysed the responses based on

the research questions. Research questions helped to analyse the data. Data collected was analysed

in the same order which research questions were answered. Positive and negative responses were

grouped in different groups. The statistics obtained from the responses was presented in tables.

The tables indicated the responses to the given questionnaire. The frequencies of the responses

were presented in percentage. The question with the highest percentage shows that it is a major

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challenge facing the implementation of the new mathematics curriculum. To find the general

feeling by the respondents the researcher analysed the percentages and thereby make conclusion

on the findings from the research study.

3.8 Ethical Considerations

Berg (1995) states that ethical considerations such as informed consent confidentiality and privacy,

anonymity and voluntary participation should be upheld by the researcher in order to get true,

undistorted and unbiased information from respondents. Thus the researcher informed each

participant that these issues will be highly considered during the interviews and no names or

information will be disclosed to anyone.

3.9 Summary

This chapter looked at research methodology. The qualitative research design method was found

to be the best method of collecting data for a large population. Case study was employed in the

qualitative research method .The chapter also looked in the research design, target population,

sample and sampling procedures, research instruments and their advantages, data collection

procedures and data analysis procedure.

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CHAPTER IV

DATA PRESENTATION, DISCUSSION AND ANALYSIS

4.1 Introduction

The chapter shall focus on the presentation, discussion and analysis of data that was collected. The

data is based on the challenges facing the implementation of the new mathematics curriculum in

rural secondary schools in Chivi South. The data was collected using questionnaires and

interviews. The data shall be presented in the form of tables. The data shall be presented and

analysed following research questions.

4.2 Responses by teachers

Table 1: Analysis of responses by teachers N= 15

Item

SA

A

SD

D

F % F % F % F %

a)Integrating ICT with mathematics 8 53.3 6 40 0 0 1 6.7

b) Shortage of suitable mathematics

textbooks

7 46.7 5 43.3 2 13.3 1 6.7

c) Teacher pupil ratio 11 73.3 1 6.7 1 6.7 2 13.3

d) Use of local language in teaching

mathematics

5 33.3 5 33.3 3 20 2 6.7

e) Coursework as a way of assessment 6 40 6 40 2 13.3 1 6.7

f) Pupils not paying school fees in time 5 43.3 7 46.7 3 20 0 0

g) Lack of computers in schools 7 46.7 5 33.3 2 13.3 1 6.7

h) Attitude of children towards mathematics 9 60 5 33.3 0 0 1 6.7

i)School administration not cooperating 3 20 4 26.7 4 26.7 4 26.7

j) Lack of time due to Two sports calendars

running concurrently

6 40 2 13.3 4 26.7 3 20

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Key

SA- Strongly Agree

A Agree

SD- Strongly Disagree

D- Disagree

F- Frequency

The table above shows that there are challenges facing the implementation of the new mathematics

curriculum. About 73,3% of the teachers agreed that high teacher-pupil ratio hinders the smooth

implementation of the new mathematics curriculum. During the research process 60% of the

respondents agreed that the negative attitude of learners towards mathematics also contribute to

the challenges hindering the smooth implementation of the new mathematics curriculum followed

by 53.3% of the teachers who agreed that integrating ICT with mathematics is also one of the

major challenges affecting the smooth implementation of the new mathematics curriculum. 46.7%

of the teachers agreed that shortage of suitable mathematics textbooks for the new curriculum is a

challenge affecting the smooth implementation of the new mathematics curriculum. During the

research 40.7% of the teachers agreed that lack of computers in schools contribute to the

challenges. Lack of time due to two sports calendars running concurrently was supported by 40 %

of the teachers as an obstacle to the smooth implementation of the new mathematics curriculum.

The teachers cited the use of coursework as an obstacle to success implementation. The teachers

were arguing that schools had no computers to store the marks .Coursework as a way of assessment

received 40% of the teachers. Pupils not paying school fees were supported by 43.7% of the

teachers. The learners are always sent home to collect fees hence that hinders the implementation.

About 33.3% of the teachers agreed that use of local language in teaching mathematics is a problem

affecting smooth implementation of the new mathematics curriculum. There are not readily

available text in local language .Least of challenges is administration not cooperative with 20% of

the teachers Administrators are not supporting by sourcing the required resources. Thus teachers

agreed that implementation of the new mathematics curriculum faces challenges.

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4.3 Responses by pupils

Table 2: Analysis response by pupils N=40

Item

SA

A

SD

D

F % F % F % F %

a)Lack of access to ICT 37 92.5 2 5 0 0 1 2.5

b) Lack of ICT tools 33 82.5 5 12.5 1 2.5 1 2.5

c) Sporting activities 10 25 9 22.5 9 22.5 12 30

d) Shortage of suitable mathematics

textbooks

30 75 4 10 1 2.5 5 12.5

e) Attitude of teachers 2 5 6 15 18 45 14 35

f) Distance from school 23 57.5 7 17.5 2 5 8 20

g)Parents’ attitude 6 15 9 22.5 15 18 10 25

h)Shortage of computers 28 70 5 12.5 3 7.5 4 10

i)Schools not electrified 15 37.5 9 22.5 8 20 8 20

Key

SA Strongly Agree

A Agree

SD Strongly disagree

D Disagree

F Frequency

17

The table above shows that lack of access to the internet is above the list of challenges with 92%

of the learners agreeing that it is a challenge facing the implementation of the new curriculum.

About 82.5% of the learners agreed that lack of ICT tools is a challenge affecting the smooth

implementation of the new mathematics curriculum. The learners do not have knowledge on ICT.

Third on the list of challenges according to the learners was shortage of suitable mathematics

textbooks with 75% support of the learners. The schools do not have computers to integrate with

mathematics hence 70% of the learners agreed that shortage of computers contribute to obstacles

of the smooth implementation of the new mathematics curriculum. About 57.5% of the students

agreed that distance from school is a major challenge facing the implementation of the new

mathematics curriculum Most learners travel long distances to get to school hence they are always

tired to concentrate in school work .About 37.5% of the learners agreed that lack of power for the

computers is also an obstacle facing the smooth implementation of the new mathematics

curriculum the learners agreed on parents’ attitude towards mathematics also pose as a challenge.

The least according to the learners was teachers’ attitude towards mathematics with 5% support.

4.4 Interview Responses by Teachers

Respondent A pointed out that there are many challenges facing the implementation of the new

mathematics curriculum in rural secondary schools. He said that the attitude of the learners at their

school affect the smooth implementation of the new mathematics curriculum. The respondent said

that their school is facing challenges in integrating mathematics and ICT. He pointed on issues

such as shortage of computers at their school. The respondent suggested that the school should buy

more computers to cater for the integration. Respondent A also talked about the two sports

calendars which ran concurrently this year as a major obstacle to the smooth implementation of

the new mathematics curriculum. The respondent also pointed on the parents who fail to pay school

fees as contributors to the challenges facing the implementation of the new mathematics

curriculum. The respondent said that the use of coursework as a final way of assessment is a

challenge facing the implementation of the new mathematics curriculum. Storage of coursework

marks is a challenge. The marks are stored in files but schools do not have good storage facilities.

Respondent B alluded to a number of challenges to the implementation of the new mathematics

curriculum. He pointed out that the teacher-pupil ratio is an obstacle especially in trying to

integrate mathematics with ICT. The school does not have computers. The respondent also stated

18

that their school does not have enough textbooks to cater for the learners. The respondent also

pointed sporting activities as challenges which hinder the smooth implementation of the new

mathematics curriculum. The teacher also said that the 40 minutes allocated to mathematics on the

timetable is not enough for practical. The respondent talked about pupils who come to school

below age .He said that such pupils are not ready to learn.

Respondent C gave many challenges that affect the smooth implementation of the new

mathematics curriculum. She pointed out that lack of computers as a major challenge facing the

implementation of the new curriculum. Schools do not have enough computers. The teacher-pupil

ratio also contributed to the obstacle facing the implementation. The respondent cited lack of

suitable mathematics textbooks as a challenge. According to her their school has only one teacher’s

copy. The issue of coursework as a way of assessment is a challenge since schools do not have

computers. These were respondents’ sentiments on the issue of course work marks. According to

the respondent the school has only ten old computers. The respondent also talked about the distance

from learners’ home as a challenge.

Respondent D also pointed on a number of challenges facing the implementation of the new

curriculum. She said some of the learners are not prepared to learn since they are not co-operative.

The respondent said that their schools are not electrified hence they cannot use computers. The

respondent also pointed on the sports calendar as a challenge since they are running concurrently

affecting some of the lessons. She also identified teacher-pupil ratio as a challenge affecting the

smooth implementation of the curriculum. She further went on to say the assessment tool adopted

was also a challenge since it is difficult to store marks in files for many years. The respondent

pointed out that some parents as hindrances since they have negative attitude towards teachers and

education. She also pointed to the present situation where uneducated people are getting more

money than educated people.

All the four respondents agreed that implementation of the new mathematics curriculum is facing

challenges. They agreed on some of the challenges such as lack of computers in schools, shortage

of suitable textbooks for mathematics, use of coursework as a way of final assessment and the two

sports calendars running concurrently. Thus there are forces affecting the implementation of the

new mathematics curriculum

19

4.5 Discussion and findings

An overwhelming majority of teachers who participated in this research study agreed that high

teacher pupil ratio is a challenge facing the new mathematics curriculum implementation.

Alderman et al,(2001) supported this when he said that high student-teacher ratio had consistent

negative effects on student achievement. Levacic (2005) in his research found that reduction in

student-teacher ratio had statistically significant positive effect on mathematical achievement.

The findings showed that integrating ICT with mathematics is one of the major challenges.

Literature also supported this when Manda (2006) and Janczwski (1992) pointed out that in most

countries of Sub-Saharan Africa, inadequate technology infrastructure such as lack of hardware

and software and internet limit schools access to ICT and also pose as barriers to its integration

with mathematics curriculum in schools.

The respondents also identified the attitude of learners towards mathematics as a challenge.

Research in mathematics highlighted that attitude play a crucial role in learning the subject (Zano

and Martino,2007).Thus this point was supported by other researchers.

On the other hand pupils stated some major obstacles in the implementation of the new curriculum.

The majority of the students agreed that lack of access to internet in schools and lack of ICT tools

are the major challenges. The learners also agreed that shortage of computers and distance from

school also hinder the smooth implementation of the curriculum. The information from this

questionnaire shows that the new mathematics curriculum is facing challenges.

Those who were interviewed also agreed that the implementation of the new curriculum is facing

challenges. They also echoed the same sentiments shown in the teacher questionnaire and students’

questionnaire. The respondents identified many challenges.

4.6 Summary

Chapter four focused on the presentation, discussion and analysis of data that was collected by the

researcher. The data was presented in the form of tables. The presentation of the data followed the

research questions. Findings on the challenges facing the implementation of the new mathematics

curriculum in rural secondary schools were compiled and analysed. Information collected from

20

teachers through interviews was summarised. The majority of the respondents agreed on most of

the challenges.

21

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter focuses on the major findings on the challenges facing the implementation of the new

mathematics curriculum in rural secondary schools in cluster H in Chivi North. The chapter also

draws conclusions from findings and makes appropriate recommendations.

5.2 Summary

Chapter one of this research study focused on the background of the study, statement of the

problem, objectives, research questions, significance of the study, assumptions, limitations,

delimitations and definition of key terms. Chapter two is focused on literature from other authors

about the problems facing the implementation of the new mathematics curriculum in rural

secondary schools. Consulted authors agreed on a number of problems facing the implementation

of new mathematics curriculum which include lack of ICT tools, integrating ICT with

mathematics, type of assessment, shortage of mathematics resources, and attitudes of teachers and

learners towards mathematics. Chapter three looked at methodology. The chapter looked at

research design, target population, sample and sampling procedures, research instruments, and

their advantages, data collection procedures and data analysis procedures. Chapter four looked on

the presentation, discussion and analysis of data that was collected by the researcher. The research

findings revealed that the implementation of the new mathematics curriculum is facing challenges.

The challenges include lack of computers in schools, shortage of suitable textbooks for

mathematics, use of coursework as a way of final assessment and the two sports calendars running

concurrently. The interviewed respondents also highlighted the same challenges.

5.3 Conclusions

From the researcher’s findings, one can conclude that there are many challenges facing

implementation of the new mathematics curriculum in rural secondary schools. The findings show

that there are many challenges facing the implementation of the curriculum. The challenges are

22

derailing the implementation. On the part of teachers the conclusions are that teachers are working

under different challenges in trying to implement the new mathematics curriculum. The challenges

are affecting the smooth implementation of the new mathematics curriculum. One can conclude

that high teacher pupil ratio, shortage of suitable mathematics textbooks, lack of computers , lack

of access to internet, use of coursework, attitude of teachers and learners, lack of time due to two

spots calendars running concurrently and integrating ICT with mathematics are challenges facing

the implementation of the new mathematics curriculum.

5.4 Recommendations

Basing on the findings of this research the following recommendations are suggested:

The teacher pupil ratio should be reduced to allow smooth implementation of the new

mathematics curriculum.

The government should make sure that all rural schools have access to ICT and are

electrified.

Schools should be given grants to purchase computers and for building computer

laboratories.

Learners and teachers should be motivated to improve their attitude towards teaching and

learning of mathematics.

The government should make sure that all schools have adequate books for the new

mathematics curriculum.

There should be one sports calendar if the new mathematics curriculum is to be effective.

23

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26

APPENDICES

Appendix 1: Questionnaire for mathematics teachers

My name is Tongofa Thomas. I am a student at Bindura University of Science Education. I am

currently pursuing a Bachelor of Science Education Honours Degree in Mathematics. In fulfilling

the requirements of the degree, I would like to carry out my research on the topic: Challenges

facing the implementation of the new Mathematics curriculum in rural secondary schools – A case

study at Chidyamakono High School, Chivi District, Masvingo province.

You are therefore being kindly requested to give a hand in the research through truthfully

completing the questionnaire below. Your assistance will be greatly appreciated. The information

given by the respondents is confidential and will be used for purposes of this research only.

Instructions

1. Answer all questions truthfully and honestly.

2. Choose your answer by ticking in the box.

3. Do not inscribe any of your personal data in this questionnaire.

Thank you.

SECTION A: DEMOGRAPHICS

1. a) Sex Male Female

b) Age 20 – 25 26 – 30

31 – 39 40 + years

SECTION B: QUESTIONS

27

1. Which of the following are challenges facing the implementation of new mathematics

curriculum in rural secondary schools. Indicate by ticking in the box.

SA A SD D

a) Integrating ICT with mathematics

b) Shortage of suitable mathematics textbooks

c) Teachers pupil ratio

d) Using local language in teaching mathematics

e) Coursework as a way of assessment

f) Pupils not paying schools fees in time

g) Lack of computers in schools

h) Attitude of children towards mathematics

i) School administrators not co-operative

j) Lack of time due to two sports calendars running concurrently

KEY

SA = Strongly Agree A = Agree

SD = Strongly Disagree D = Disagree

28

Appendix 2: Questionnaire for students

INSTRUCTIONS

1. Answer all questions truthfully and honestly.

2. Choose your answers by ticking in the box.

3. Do not inscribe any of your personal data, this questionnaire.

SECTION A: DEMOGRAPHICS

1 a) Sex Male Female

b) Class Form 1 Form 2

Form 3 Form 4 Form 5 – 6

SECTION B: QUESTIONS

There are many challenges facing the implementation of the new mathematics curriculum. Indicate

the challenges by ticking in the box.

SA A SD D

a) Lack of access to internet

b) Lack of ICT tools

c) Sporting activities

d) Shortage of suitable new mathematics curriculum textbooks

e) Attitude of teachers towards the subject

f) Distance from school

g) Parents’ attitudes

h) Schools not electrified

i) Shortage of computers

29

KEY

SA = Strongly Agree A = Agree

SD = Strongly Disagree D = Disagree

30

Appendix 3: An interview guide for teachers

1. What are the main challenges facing the implementation of the new Mathematics

curriculum at your school?

2. How cooperative are the students, the administration and other members of staff in the

implementation of the new Mathematics curriculum?

3. What can you say about the integration of mathematics and ICT?

4. Do you have enough Mathematics textbooks for new mathematics curriculum?

5. What are your suggestions on the ways of improving the smooth implementation of the

new mathematics curriculum?

6. What are your opinions about the sports calendar concerning the implementation of the

new mathematics curriculum?

7. What can you say about the teacher /pupil ratio?

8. Do you have access to computers?

9. Do parents contribute in the challenges faced in implementing the new mathematics

curriculum?

10. Are your learners ready to learn?

11. Do you have enough time to implement the new mathematics curriculum?

12. What can you say about the use of course work as a way of final assessment?