Mathematical achievement ability in public primary schools of Zimbabwe
DOI:
https://doi.org/10.56916/jesi.v3i1.1134Keywords:
Academic performance, Mathematics achievement, Primary education, Learning difficulties, Cognitive abilitiesAbstract
Mathematical achievement ability often reflects the capacity of learners to grasp and apply foundational mathematical concepts. Ability to achieve in mathematics was evaluated using Wide Range Achievement Test - Expanded Edition (WRAT-Expanded) psychometric test. This comprehensive version assesses academic skills such as reading, spelling and arithmetic across a broader range of abilities and age groups. A sample of Grade 6 learners (n= 66) who were enrolled into the Avondale primary school and (n= 4) teachers, who were directly responsible for teaching the selected learners, were assessed and interviewed respectively as part of the study. The mixed approach design was used in this study and participants were selected using convenience sampling. The study was structured based on the cognitive and social constructivism theories. Findings indicated that mathematical achievement ability is in the average range, with the girls showing higher mathematical cognitive abilities as compared to boys. It emerged that the mathematical achievement ability of learners aligns with comprehension and grasping of mathematical concepts, attitude towards mathematics, and learner`s progress in mathematics. The findings also showed that performance in mathematics can be affected by learners’ beliefs that it is a difficult subject, poor comprehension of mathematical terms, motivation of the teachers to teach mathematics, and lack of adequate resources to teach the subject. The study recommends teachers to be provided with in-service training programmes and refresher courses. These will equip them to respond to attitudes, and gender differences in mathematics, ensuring inclusive and equitable learning opportunities. Findings from this study, can help curriculum design and pedagogy to be learner-centered, addressing not only cognitive skills but also emotional and motivational aspects of learning mathematics.
References
Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54, 517–545.
Blume, F., Dresler, T., Gawrilow, C., Ehlis, A. C., Goellner, R., & Moeller, K. (2021). Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach. Acta Psychological, 215, 103289.
Chinamasa, E. (2008). The effects of using a standardized marking scheme in teaching mathematics. Zimbabwe Journal of Educational Research, 20(2), 199–227
Claesens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks: Sage.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Thousand Oaks, CA: Sage publications.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks: Sage
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks: Sage.
De Smedt, B., Noël, M. P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children’s mathematical skills? A review of evidence from brain and behavior. Trends Neurosci. Educ. 2(2), 48–55.
Elliott, S. N., Kratochwill, T. R., Littlefield Cook, J., & Travers, J. F. (2000). Educational psychology: Effective teaching, effective learning (2nd ed.). Boston, MA: McGraw-Hill.
Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J.-P., Séguin, J.R., Vitaro, F. and Tremblay, R.E. (2016), Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association. Child Dev, 87: 165-175.
Gasva, D., & Phiri, (2020). Interrogating the adoption of the updated primary school curriculum in Zimbabwe: Implications for staff development and quality education. International Journal of Education and Learning. 2. 86-95. 10.31763/ijele.v2i2.99.
Gibson, J. E. (2012). Interviews and focus groups with children: Methods that match children's developing competencies. Journal of Family Theory & Review, 4, 148–159.
Hall, R. F. (2013). Mixed methods: In search of a paradigm. In T. Le, & Q. Le (Eds.), Conducting research in a changing and challenging world (pp. 71-78). New York: Nova Science Publishers Inc.
Hart, S. A., Petrill, S. A., Thompson, L. A., & Plomin, R. (2009). The ABCs of math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability. J. Educ. Psychol., 101(2), 388.
Huijsmans, M. D. E., Kleemans, T., van der Ven, S. H. G., & Kroesbergen, E. H. (2020). The relevance of subtyping children with mathematical learning disabilities. Research in Developmental Disabilities, 104, Article 103704.
Huitt, W., & Hummel, J. (2003). Cognitive development and its implications for learning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/cogdev.html
Jackson, L. E., Lawton, L. J., & Griffith, C. A. (2014). Factors associated with non-visitation by area residents to Congaree National Park, South Carolina. Journal of Park & Recreation Administration, 32(1), 1–19
Jansen, B. R. J., Louwerse, J., Straatemeier, M., Van der Ven, S. H. G., Klinkenberg, S., & Van der Maas, H. L. J. (2013). The influence of experiencing success in math-on-math anxiety: Perceived math competence, and math performance. Learn. Individ. Differ., 24, 190–197.
Karthigeyan, K., & Nirmala, K. (2012). Academic achievement in mathematics: An analysis through gender lens. MIER Journal of Educational Studies, Trends & Practices, 2(2), 144-157.
Kelley, B., Hosp, J. L., & Howell, K. W. (2008). Curriculum-based evaluation and math: An overview. Assessment for Effective Intervention, 33(4), 250-256.
Kliziene, Irina & Emeljanovas, Arunas & Dubosas, Mindaugas. (2023). School Physical Education Program Impact on Psychological Well-Being and Cognitive Ability of Primary School Children. Physical Education Theory and Methodology. 23. 290-298. 10.17309/tmfv.2023.2.19.
Kovas, Y., Haworth, C., Dale, P.S., & Plomin R. (2007). The genetic and environmental origins of learning abilities and disabilities in the early school years. Monographs of the Society for Research in Child Development, 72(3), 1-160.
Kusure, L. M., & Basira, C. M. (2012). Teaching practice and pre-service mathematics teachers’ teaching knowledge in Zimbabwe: A mixed methods study. International Journal of Educational Research, 53, 1–12.
Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental Science, 17(5), 714-726.
Mabena, N., Mokgosi, P. N., & Ramapela, S. S. (2021). Factors contributing to poor learner performance in mathematics: A case of selected schools in Mpumalanga province, South Africa. Problems of Education in the 21st Century, 79(3), 451-466.
Makopa Z (2011). The provision of the basic classroom teaching and learning resources in Zimbabwe primary schools and their relationship with the grade 6 pupils‟ achievements in the SACMEQ III project. Memoir presented within the framework of the IIEP 2010/2011 Advanced Training Programme in Educational Planning and Management, UNESCO/IIEP
McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry (6th ed.). Boston, MA: Pearson Education.
Memisevic, H., & Biscevic, I. (2018). Exploring the link between inhibitory control and cognitive flexibility in preschool children. Cognition, Brain, Behavior, 22, 1-11.
Ministry of Primary and Secondary Education (Zimbabwe). (2018). National Mathematics Policy Framework 2019-2023. Harare: Ministry of Primary and Secondary Education.
Mukeredzi, T. (2013). Mathematics Anxiety and Achievement Among Primary School Pupils in Zimbabwe. International Journal of Educational Research & Review, 4(5), 1-7.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International results in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study Center.
Mupa, P. (2015). Foundations for success in the teaching of O-Level mathematics in rural day secondary schools in Masvingo district. Journal of Education and Practice, 6(19), 133–139
Namkung, J. M., Peng, P., and Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: a meta-analysis. Rev. Educ. Res., 89, 459–496.
Ndlovu, T. (2017). Mathematics Education in Zimbabwe: Challenges and Prospects. Journal of Education and Learning, 8(1), 35-46.
Nkoma, E., Zirima, H., & Chimunhu, J. (2013). Girls on the frontline: Gender Differences in mathematics achievement in Manicaland Province, Zimbabwe. Wudpecker Journal of Educational Research, 2(1), 1-8.
Nyagura LM, Riddell A (1993). Primary school achievement in English and Mathematics in Zimbabwe: A multilevel analysis. Education and Social Policy Department Human Resources Development and Operations Policy. The World Bank
OECD (2019). PISA 2018 results What students know and can do (Volume I). Paris: PISA, OECD Publishing.
Passolunghi, M. C., & Lanfranchi, S. (2012). Domain-specific and domain-general precursors of mathematical achievement: A longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, 82(1), 42-63.
Piaget, J. (1971). The theory of stages in cognitive development. McGraw-Hill.
Räsänen, P., Laurillard, D., Käser, T., & von Aster, M. (2019). Perspectives to technology: Enhanced learning and teaching in mathematical learning difficulties. In V. Haase, & P. Räsänen (Eds.), International handbook of mathematical learning difficulties: From lab to classroom (733–754). Fritz, Cham: Springer International Publishing.
Reilly, D., Neumann, D. L., & Andrews, G. (2017). Gender differences in mathematics and science achievement: The role of achievement, self-concept, and motivation. International Journal of Science and Mathematics Education, 17(8), 1463–1488
Smith, P. (2004). Making mathematics count: The report of Professor Sir Peter Smith’s inquiry into post-14 mathematics education. London: Department for Education and Skills.
Stevens, C., & Bavelier, D. (2012). The role of selective attention on academic foundations: a cognitive neuroscience perspective. Developmental Cognitive Neuroscience, 2, S30-S48.
Tshabalala, T. & Ncube, A. C. (2013). Causes of poor performance of ordinary level pupils in mathematics in rural secondary schools in Nkayi District: Learner’s attributions. Harare: Nova Explore Publications.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal development. Teaching in Higher Education, 19(6), 671–684.
Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M. K., and Nurmi, J. E. (2017). Knowing, applying, and reasoning about arithmetic: Roles of domain-general and numerical skills in multiple domains of arithmetic learning. Develop. Psychol. 53 (12), 2304–2318.
Zirima, H., Chimunhu, J. & Nkoma, E, 2020, Gender differences in mathematics achievement among learners in Chipinge secondary schools, Zimbabwe. Psychol Psychology Res Int J 5(3), 000244.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Loreen Musemburi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
