Teachers Attitudes towards Pupils’ Learning Mathematics Subject in Public Primary Schools in Misungwi District, Mwanza, Tanzania
DOI:
https://doi.org/10.22161/jhed.5.6.7Abstract
Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.
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