BINDURA UNIVERSITY OF SCIENCE EDUCATION

FACULTY OF SCIENCE EDUCATION

CHALLENGES FACED BY RURAL SECONDARY

SCHOOLS IN THE IMPLEMENTATION OF THE NEW
MATHEMATICS CURRICULUM?

By
LN
B-----B
SUPERVISOR:
Abstract
This research study focuses on exploring the challenges faced by rural secondary schools in
implementing the new mathematics curriculum. The objective is to identify and understand
the specific difficulties encountered by both teachers and students in the implementation
process. The research employed a mixed-methods approach, utilizing interviews,
questionnaires, and observations to collect data from sampled teachers, students, and school
heads. The study revealed that the main challenges faced by teachers in implementing the
new mathematics curriculum were the lack of teaching resources and poor infrastructure,
particularly the absence of internet access and unreliable electricity supply. Similarly,
students expressed the need for ICT resources to effectively engage with the new
mathematics curriculum. Furthermore, findings indicated that teachers possessed an average
level of knowledge and skills in utilizing ICT tools. Therefore, it is recommended that
teachers receive further training to enhance their competencies in ICT and other necessary
skills for effective curriculum implementation. Additionally, the study highlighted the
importance of addressing inadequate funding and support from the government, which
significantly hindered rural secondary school teachers' ability to implement the new
curriculum successfully. The limited exposure to technology, real-world examples, and
practical applications of the curriculum were also identified as contributing factors to poor
academic performance among rural students. To overcome these challenges, the research
suggests increasing access to teaching resources, improving infrastructure, providing ICT
tools and software, offering teacher training programs, facilitating exposure to real-world
examples, and fostering collaboration among stakeholders. By implementing these
recommendations, rural schools can better cope with the challenges of implementing the new
mathematics curriculum, thereby enhancing the quality of education and improving students'
academic performance.
Acknowledgments

I would like to extend my gratitude and sincere thanks to my supervisor Mr ----- for his
constant motivation and support during the course of my work . I truly appreciate and value
his esteemed guidance and encouragement from the beginning. I also want to thank Mr ---,
Mr. ---, Mr. ---- and Mr. ----- for your co-supervision, I really appreciate all the time and
efforts you put with the bid of helping me to come up with a quality research. Furthermore, I
would like to mention my sister, -- who made this all possible and also played a supporting
role which contributed positively to my welfare.
Table of Contents
Abstract___________________________________________________________________________2
Acknowledgments___________________________________________________________________3
CHAPTER ONE: THE PROBLEM AND ITS SETTING____________________________________6
1.0 Introduction___________________________________________________________________6
1.2 Background of The Study________________________________________________________6
1.3 Statement of the research problem_________________________________________________8
1.4 Research Questions_____________________________________________________________8
1.5 Research Objectives____________________________________________________________8
1.6 Assumptions of the study________________________________________________________8
1.7 Limitations of the study_________________________________________________________9
1.8 Significance of the study_________________________________________________________9
1.9 Definitions of key terms________________________________________________________10
CHAPTER TWO: LITERATURE REVIEW_____________________________________________11
2.1 Introduction__________________________________________________________________11
2.2 Understanding the New Competence-Based Mathematics Curriculum____________________11
2.4 Qualities of the student required to learn successfully the Newly Updated Mathematics
Curriculum_____________________________________________________________________16
2.5 Resources required for the successful implementation of the Mathematics Curriculum_______17
2.5.1 Physical Resources________________________________________________________18
2.5.2 Financial Resources________________________________________________________19
2.5.3 Time resources____________________________________________________________21
2.5.4 Information And Communication Technology Resources___________________________22
2.5.5 Human Resources_________________________________________________________23
2.6 Conclusion__________________________________________________________________24
CHAPTER THREE: RESEARCH METHODOLOGY_____________________________________25
3.1 Introduction__________________________________________________________________25
3.2 Research Paradigm & Research Design Used_______________________________________25
3.3 Population, Sample and Sampling________________________________________________26
3.3.1 Population_______________________________________________________________26
3.3.2 Sample__________________________________________________________________27
3.4 Research Instruments__________________________________________________________28
New Curriculum Challenges Students Survey Questionnaire_________________________31
I. Questions__________________________________________________________________31
III. Demographic Data_________________________________________________________33
 IV. Thank you for sharing your thoughts with us.__________________________________33
3.6 Data Analysis Techniques Used__________________________________________________35
3.7 Ethical Considerations_________________________________________________________36
3.8 Conclusion__________________________________________________________________36
CHAPTER 4 DATA PRESENTATION, ANALYSIS AND DISCUSSION___________________38
4.1 Introduction__________________________________________________________________38
4.2 Data presentation and analysis___________________________________________________38
Chapter 5: Summary, Conclusions and Recommendations__________________________________52
5.1 Introduction__________________________________________________________________52
5.3 Conclusions__________________________________________________________________53
5.4 Recommendations_____________________________________________________________54
References______________________________________________________________________56
 CHAPTER ONE: THE PROBLEM AND ITS SETTING
1.0 Introduction
This chapter serves to introduce how teachers and learners are prepared for the
implementation of the new mathematics curriculum in Zimbabwean rural areas. Apart from
explaining why it is important to carry out this research, the researcher also looked at the
background of the problem specific to the challenges faced by rural secondary schools in
implementing the new mathematics curriculum. The research objectives were formulated to
guide the study, focusing on the aforementioned challenges. Parameters were also set as the
researcher examined the limitations and delimitations of the study within the context of rural
secondary schools and the implementation of the new mathematics curriculum.

1.2 Background of The Study

In 2015, Zimbabwe introduced a new mathematics curriculum aimed at addressing the gaps
and challenges of the previous curriculum, which was criticized for being too theoretical and
lacking practical skills (Chivaura & Chikodzi, 2017). The Competency-Based Curriculum
(CBC) focuses on developing learners' critical thinking, problem-solving, creativity, and
innovation skills through experiential learning, specifically in the context of mathematics.
The CBC emphasizes the importance of Information and Communication Technology (ICT)
skills. However, the implementation of the new mathematics curriculum has encountered
challenges, such as resource availability and teacher training, within rural secondary schools.

Pindula news reported on 13 February 2023 that The pass rate for Ordinary Level
Mathematics has been going down over the past four years except in 2021 when it went up
slightly. Zimbabwe School Examination Council (ZIMSEC) spokesperson Nicholette
Dhlamini told the Chronicle that from 2019 to 2022, the Maths pass rate has been below 20
percent. On 03 February 2023, ZIMSEC released the November 2022 results showing that
only 28 percent of candidates obtained five Ordinary Level passes or better in all the
subjects.According to the Zimbabwe Schools Examination Council (ZIMSEC), rural
secondary schools in Zimbabwe have consistently exhibited lower pass rates compared to
their urban counterparts. In the 2020 Ordinary Level exams, rural schools recorded a pass rate
of 31.3%, while urban schools achieved a pass rate of 81.4%. This significant disparity
underscores the challenges faced by rural schools in Zimbabwe in delivering quality
education, particularly in the context of the new mathematics curriculum.

To adapt to the new mathematics curriculum, some rural secondary schools in Zimbabwe
have embraced innovative teaching and learning methods. For instance, certain schools have
established partnerships with universities and other institutions to provide teacher training
and development programs. Additionally, they have implemented blended learning
approaches that combine face-to-face teaching with online resources and assessments. The
Herald reported that some schools have also established community libraries and resource
centers to supplement the limited resources available at the school level (The Herald, 19 July
2022).

Despite these efforts, numerous rural secondary schools in Zimbabwe continue to confront
significant challenges in effectively implementing the new mathematics curriculum. A survey
conducted by the Education Coalition of Zimbabwe revealed that 70% of respondents cited
the lack of teaching and learning resources as a major obstacle. The survey also highlighted
the shortage of qualified teachers, inadequate infrastructure, and limited access to technology
as key challenges faced by rural schools in Zimbabwe. To address these issues, it is
imperative for policymakers and other stakeholders to prioritize investment in rural education
and ensure that all schools receive the necessary resources and support to deliver quality
mathematics education.

The implementation of the new mathematics curriculum poses several challenges for
secondary schools in rural areas of Zimbabwe. One primary obstacle is the dearth of
resources, including textbooks and teaching aids, which hampers the effectiveness of the
teaching and learning process. The Herald reported that many rural schools lack the requisite
textbooks and materials necessary for instructing the new mathematics curriculum, thereby
impeding students' ability to learn and excel in exams. Furthermore, inadequate infrastructure
such as classrooms and science laboratories, which are essential for teaching science subjects
encompassed by the new mathematics curriculum, is prevalent in some rural schools.

Another significant challenge encountered by secondary schools in rural areas of Zimbabwe

is the shortage of qualified teachers. Muchemwa and Mapuranga's study (2021) revealed that
many teachers in rural areas lack the necessary qualifications and experience to effectively
teach the new mathematics curriculum. This deficiency can lead to subpar teaching and
learning outcomes, ultimately impacting students' performance in exams. Additionally, due to
the lack of amenities like electricity, water, and housing, some rural schools struggle to
attract and retain qualified teachers.

1.3 Statement of the research problem

There is lack of adequately qualified mathematics teachers and preparedness in both

teachers and learners for the implementation of the new mathematics curriculum in
Zimbabwe. There is a shortage of subject specialists, inadequate resources, and low teacher
morale, leading to challenges in effectively teaching and learning mathematics. This study
aims to investigate the preparedness of teachers and learners for the implementation of the
mathematics curriculum.

1.4 Research Questions

The study was guided by the following objectives:

 What are the challenges faced by teachers at rural secondary schools in the
implementation of the new mathematics curriculum?
 What are the challenges faced by students at rural secondary schools in learning the
new mathematics curriculum?
 What recommendations can be provided to rural schools to enable them to effectively
cope with the challenges of implementing the new mathematics curriculum?

1.5 Research Objectives

This section of the chapter is going to list the main questions that the researcher focuses on:

 To explore the challenges faced by teachers at rural secondary schools in the

implementation of the new mathematics curriculum.
 To investigate the challenges faced by students at rural secondary schools in learning
the new mathematics curriculum.
 To recommend steps and methods that can be provided to rural schools to enable them
to effectively cope with the challenges of implementing the new mathematics
curriculum.

1.6 Assumptions of the study

This study made the following assumptions:

 Teachers are adequately qualified to teach in accordance with the guidelines of the
new mathematics curriculum.
 Teachers and learners have a basic understanding of the new mathematics curriculum,
sufficient to enable them to provide appropriate responses and valuable information
regarding this research study.

1.7 Limitations of the study

This section of the chapter took the following as restrictions:

 The research was carried out over a short period of time.

 The researcher was committed to many other demands such as planning research
content, preparing teaching and learning aids and attending to co-curricular activities.
Therefore, due to pressure of work and inadequate research time the research was not
done in time.
 The research was self-financed hence the available resources could not permit the
researcher to carry the study as what thinks.
 Some teacher and learners were honest and some may not, therefore the results may
be generalized in other high schools with caution.

1.8The delimitations of the study

The research is restricted to secondary school teachers and learners at secondary schools in
Zimbabwean rural areas in the subject of mathematics. This section of study focus on
explaining the relevance of the study to the following stakeholders:

To the teachers:

This research will help the teachers to identify methods and techniques to fully implement the
new mathematics curriculum in such a way that it results in higher pass rates.

To the school:

The schools will improve their reputations through pass rates.

The Curriculum developers:

The research will help mathematics curriculum developers to design learner and teacher
activities that best suit the learning of the new mathematics curriculum in all areas in
Zimbabwe.

1.9 Definitions of key terms

To ensure clarity and understanding, the following key terms used in this study are defined as

follows:

 Challenges: Refers to difficulties, obstacles, or issues faced by teachers and students in

the context of implementing and learning the new mathematics curriculum in rural
secondary schools.

 Rural Secondary Schools: Denotes educational institutions located in rural areas,

characterized by a low population density, limited infrastructure, and geographical
remoteness.

 Implementation: Signifies the process of putting into practice or executing the new
mathematics curriculum within the educational setting of rural secondary schools.

 Curriculum: A planned and organized set of learning experiences, materials, and

activities designed to achieve specific educational goals. It outlines what students should
learn, how they should learn it, and how their learning will be assessed. Curricula
provide a framework for teaching and learning, ensuring consistency and coherence in
education. They include content, instructional methods, and assessment strategies, and
are designed to align with standards and reflect societal needs. A well-designed
curriculum promotes active and meaningful learning, considering students'
developmental needs and preparing them for future success.

 New Mathematics Curriculum: Encompasses the revised or updated educational

framework and content designed to teach mathematics in a manner that aligns with the
Competency-Based Curriculum (CBC) introduced in Zimbabwe in 2015.

 Qualified Teachers: Refers to educators who possess the necessary qualifications,

certifications, and expertise required to effectively teach mathematics and meet the
standards set by the new curriculum.
 CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction

According to Best and Khan (2009: 40-41), a literature review serves as a summary of
writings by recognized authorities and previous research, providing evidence of the
researcher's familiarity with the existing knowledge and identifying areas that remain
unknown and untested. Additionally, Rossi (2014) suggests that the goals of a literature
review include establishing credibility by demonstrating familiarity with the body of
knowledge and illustrating the progression of prior research, thereby establishing how the
current study is connected to it and contributing to the integration of the literature.

The implementation of a new mathematics curriculum in secondary schools poses significant

challenges, particularly in rural areas. This chapter serves as an introduction to the challenges
encountered by rural secondary schools in the implementation of the new mathematics
curriculum. It begins by defining the problem and its specific context, followed by a
discussion on the importance of the new mathematics curriculum and the factors that
influence its implementation in rural areas. The chapter focuses on exploring the challenges
faced by teachers and students in rural secondary schools during the implementation of the
new mathematics curriculum. Through this exploration, the chapter aims to provide insights
into the specific issues that require attention to enhance the implementation of the new
mathematics curriculum in rural secondary schools.

2.2 Understanding the New Competence-Based Mathematics

Curriculum

The Ministry of Primary and Secondary Education in Zimbabwe has been implementing a
comprehensive curriculum reform process since 2014, with the aim of enhancing the quality
of education, particularly in rural secondary schools. This initiative is based on the
recommendations of Nziramasanga (1999) and serves as the main reference for the
development and revision of syllabuses, as well as the creation of learning resources and
guidelines for teacher training and support (Government of Zimbabwe, 2015–2022). In 2015,
a new mathematics curriculum framework was developed, and its phased implementation
began in 2017 (Ministry of Primary & Secondary Education, 2022).
The new mathematics curriculum introduces several innovations that have significant
implications for all stakeholders involved in education, particularly in rural secondary
schools. The advancements in information and communication technologies and the rise of an
information-driven economy have underscored the necessity of developing new skill sets that
enable individuals to thrive competitively in the global community (Ministry of Primary &
Secondary Education, 2022). The competency-based mathematics curriculum aims to
motivate learners to cherish their Zimbabwean identity and value their heritage, history, and
cultural traditions. It also seeks to prepare learners for life and work in an indigenised
economy and an increasingly globalized and competitive environment. Moreover, the
curriculum is designed to ensure that learners acquire desirable numeracy skills, critical
thinking abilities, problem-solving skills, and practical competencies that are essential for
their future endeavors. Additionally, it aims to cultivate a sense of voluntary service,
leadership, and lifelong learning, in line with the emerging opportunities and challenges of a
knowledge society (Ministry of Primary & Secondary Education, 2022). To facilitate
understanding and implementation of the new mathematics curriculum, a set of questions and
answers have been prepared for stakeholders.

It is crucial to investigate the challenges faced by rural secondary schools in implementing

this new mathematics curriculum, particularly in terms of the qualifications of teachers and
learners, as well as the availability of necessary resources within the schools. The challenges
encountered by students in learning the new mathematics curriculum should also be explored.
In light of these challenges, it is necessary to recommend steps and methods that can be
provided to rural schools to help them effectively cope with the new mathematics curriculum.

2.2.1 The Updated Mathematics Curriculum

In line with the Ministry of Primary and Secondary Education's comprehensive curriculum
reform process, rural secondary schools in Zimbabwe are facing challenges in the
implementation of the new mathematics curriculum. The updated curriculum for secondary
schools includes changes in the national syllabus, modifications to the structure of the
mathematics question papers, and the addition of Continuous Assessment Learning Areas
(CALAs). To successfully implement the new mathematics curriculum, teachers in rural
secondary schools are encouraged to use teaching techniques that foster interest and
confidence in problem-solving within various contexts. The curriculum emphasizes the
importance of students working collaboratively in groups and as individuals, and being able
to explain the practical applications of mathematical concepts. Students should be curious,
confident, and able to seek solutions to challenges, while understanding the underlying
reasons behind mathematical concepts.

The learner-centered approach is crucial in the teaching and learning of all subjects, including
mathematics, science, and English, in rural secondary schools. The updated curriculum
promotes the use of multi-sensory principles to engage students in the learning process. It
suggests various effective teaching methods, such as guided discovery, discussions,
interactive e-learning, expositions, demonstrations, illustrations, problem-solving activities,
individualized learning, simulations, visual and tactile experiences, educational tours, and
expert guest presentations, to enhance the delivery of competency-based ideas. One
significant feature of the updated mathematics curriculum for rural secondary schools is the
inclusion of Continuous Assessment Learning Areas (CALAs). CALAs require students to
engage in extensive research, which can be challenging in rural areas with limited access to
resources. However, CALAs constitute 30% of the total marks for the Zimbabwe School
Examinations Council (ZIMSEC) assessments, making it crucial for students in rural
secondary schools to have access to researching gadgets such as cellphones, computers, and
laptops. These resources enable them to efficiently browse, explore, and analyze information
on the internet, thereby fulfilling the requirements of CALA assessments.

2.2.2 Difference between the New & Old Mathematics

Curriculum
The new mathematics curriculum introduced by the Ministry of Primary & Secondary
Education reflects a significant departure from the previous curriculum. The updated
curriculum addresses the limitations of the old curriculum and aligns with the current needs
of society. The old mathematics curriculum primarily focused on knowledge-based learning
and academic content, with minimal emphasis on practical skills. It was centered around
exams, leading to rote learning and limited pathways for students. This resulted in a
considerable number of students being labeled as failures, lacking recognizable skills or
competence. In contrast, the new mathematics curriculum places a strong emphasis on the
acquisition of practical skills that are relevant to industry and socioeconomic transformation.
It offers learners a wider range of skills, allowing them to choose pathways that align with
their interests and abilities. The new mathematics curriculum also promotes critical thinking,
problem-solving, and teamwork skills, which are vital for success in today's workforce.
By prioritizing competences encompassing knowledge, skills, and attitudes, the updated
mathematics curriculum aims to equip learners with the necessary tools to thrive in both their
personal and professional lives. It recognizes the importance of providing learners with an
equal opportunity to balance academic and practical aspects, enabling them to develop a well-
rounded skill set. The new mathematics curriculum represents a significant shift towards a
more comprehensive and relevant approach, addressing the shortcomings of the old
mathematics curriculum and preparing students for the demands of the modern world.

2.2.3 Requirements for successful implementation of the

mathematics curriculum
The successful implementation of a new mathematics curriculum depends on several key
factors, as identified by Magavi (2020). These factors specifically apply to mathematics
education and include:

Teachers' Professional Knowledge and Skills in Mathematics: Teachers need to possess a

deep understanding of mathematical concepts and proficiency in mathematical problem-
solving. They should be well-versed in the content knowledge and pedagogical strategies
necessary to effectively teach mathematics.
Ongoing Professional Development for Mathematics Teachers: Continuous professional
development programs that focus on mathematics-specific training are crucial to keep
teachers updated with the latest research, instructional methods, and curriculum standards in
mathematics education. This helps ensure that teachers are equipped with the best practices to
teach mathematics effectively.
Active, Standards-Based Teaching and Learning Approaches in Mathematics: The
mathematics curriculum should promote active participation and engagement of both teachers
and learners. Instructional methods that encourage student-centered learning, such as inquiry-
based learning, hands-on activities, and real-world problem-solving, are essential to enhance
students' understanding and application of mathematical concepts.
Teacher-Learner Feedback Mechanisms in Mathematics: Regular assessment and
feedback processes should be in place to monitor students' progress, identify areas of
difficulty, and provide targeted support in mathematics. Feedback from learners can also
inform teachers about the effectiveness of their instructional strategies and help them adjust
their teaching approaches accordingly.
Teacher Beliefs in Students' Mathematical Learning Potential: Teachers should hold the
belief that all students can learn and excel in mathematics. Creating a positive learning
environment where students feel supported, motivated, and confident in their mathematical
abilities is crucial to their success.
Adequate Mathematics Resources and Technology: Access to appropriate mathematics
resources, including textbooks, manipulatives, and technology tools, is essential for effective
curriculum implementation. Incorporating technology, such as graphing calculators or
educational math software, can enhance students' understanding and engagement in
mathematics.
Consistency and Continuity in Mathematics Education: Ensuring a coherent progression
of mathematical concepts across grade levels and aligning the curriculum with students' prior
knowledge and experiences promotes a seamless transition and deep understanding of
mathematics.
Supportive School Leadership and Mathematics Department: Strong leadership at the
school level, particularly within the mathematics department, is crucial for effective
curriculum implementation. Supportive administrators who prioritize mathematics education,
provide resources, and foster a collaborative culture among teachers contribute to the success
of the mathematics curriculum.
Integration of Mathematics in Cross-Curricular Contexts: Creating opportunities to apply
mathematical concepts in real-life contexts and connecting mathematics to other subjects can
enhance students' understanding and appreciation of the relevance of mathematics in various
fields.
Continued Political Will and Support for Mathematics Education: Sustained
commitment and support from policymakers and educational stakeholders are essential for
the successful implementation of the mathematics curriculum. Adequate funding, policy
alignment, and advocacy for the importance of mathematics education are critical for its
continued improvement.

2.3 Qualities of the teacher required to implement the Newly

Updated Mathematics Curriculum
Implementing the newly updated mathematics curriculum requires teachers to possess
specific qualities that enhance their effectiveness in teaching the subject. As highlighted by
Musaka (2019), these qualities play a crucial role in creating an optimal learning environment
for students. Firstly, teachers should have the ability to engage students with humor,
creativity, and a strong classroom presence. This not only captures students' attention but also
fosters their interest and enthusiasm for mathematics. By incorporating innovative teaching
strategies, teachers can help students connect their mathematical learning with real-world
experiences, making it more meaningful and relevant. In today's digital age, the integration of
Information and Communication Technology (ICT) in education is essential. Therefore,
teachers should be proficient in using technology to enhance mathematics instruction. This
includes utilizing educational software, online resources, and interactive tools that promote
active learning and problem-solving skills. By incorporating ICT effectively, teachers can
create dynamic and engaging learning experiences that encourage students to explore
mathematical concepts in new and interactive ways.

Moreover, teachers of mathematics should possess strong thinking and problem-solving skills
themselves. This enables them to guide students in developing logical thinking abilities,
estimation skills, and the ability to transform mathematical problems into opportunities for
growth and learning. Teachers who are self-directed learners, continuously seeking
professional development opportunities, are better equipped to keep up with the evolving
field of mathematics education. They stay informed about new teaching strategies,
curriculum updates, and research findings, which they can apply to their instructional
practices to enhance student learning outcomes. Additionally, information and research skills
are vital for mathematics teachers. They should be able to gather, analyze, and present data
effectively, interpreting graphs and other visual representations of mathematical information.
These skills allow teachers to guide students in conducting research, analyzing mathematical
data, and communicating their findings accurately.

In conclusion, the successful implementation of the newly updated mathematics curriculum

relies on teachers who possess a combination of skills and qualities. These include the ability
to engage students, promote innovation and creativity, integrate technology effectively,
demonstrate strong thinking and problem-solving skills, exhibit self-direction and continuous
learning, and possess information and research skills. By equipping mathematics teachers
with these qualities, teacher training and development programs can ensure that educators are
well-prepared to deliver high-quality mathematics instruction and inspire students to develop
a deep understanding and appreciation for the subject.
2.4 Qualities of the student required to learn successfully the
Newly Updated Mathematics Curriculum
In order to excel in mathematics under the Newly Updated Curriculum, students are required
to possess specific qualities. Firstly, they should have a strong ability to work independently
and collaboratively in solving mathematical problems. This includes being able to analyze
problems, devise strategies, and provide logical reasoning for their solutions. Additionally,
students should have the capacity to seek patterns and make connections between different
mathematical concepts, fostering a deeper understanding of the subject. As highlighted by
Paraide (2015), integrating students' experiences and cultural backgrounds with mathematical
content can greatly enhance their learning. This approach is particularly beneficial in
mathematics education, where abstract concepts can sometimes be challenging to
comprehend. By relating these concepts to real-world scenarios and practical applications,
students can better grasp their significance and develop a contextual understanding. The
updated curriculum emphasizes the use of symbols, visuals, and precise definitions in
problem-solving, encouraging students to construct models that are applicable to real-life
situations, draw meaningful conclusions from data analysis, and express mathematical
concepts in various contexts.

To thrive in mathematics, students must possess strong analytical and critical thinking skills.
They should be capable of analyzing complex problems, identifying relevant information,
and applying appropriate mathematical techniques to arrive at solutions. Moreover, a self-
motivated and curious mindset is crucial for students to actively engage with mathematical
concepts, explore different strategies, and persevere through challenges. Students who
demonstrate qualities such as independent and collaborative problem-solving skills, pattern
recognition, and the ability to connect abstract mathematics with practical contexts are well-
equipped to excel under the Newly Updated Mathematics Curriculum. By emphasizing the
use of symbols, visuals, and models, as well as fostering analytical and critical thinking skills,
the curriculum aims to develop students who are confident and competent in applying
mathematics to solve real-world problems.

2.5 Resources required for the successful implementation of the

Mathematics Curriculum
Adequate and appropriate resources play a crucial role in the successful implementation of
the Mathematics Curriculum. Sourcing the necessary resources is essential to create a
supportive learning environment and ensure the effective delivery of the curriculum. As
highlighted by Aggarwal (2004), well-prepared schools demonstrate their readiness by
providing the required resources for mathematics education, including learning equipment,
well-organized classrooms, and suitable facilities for teaching and learning. However, it is
important to address the resource gaps, particularly in rural areas, to ensure the effectiveness
of the program.

According to Rembe (2006), various resources are vital for the successful implementation of
educational policies, particularly in mathematics education. Human resources, such as well-
trained and qualified mathematics teachers, are crucial for delivering the curriculum
effectively. These teachers should have a strong understanding of mathematical concepts,
pedagogical strategies, and the ability to facilitate meaningful learning experiences for
students. Additionally, the availability of equipment and facilities is essential to support
mathematics instruction. This includes providing access to textbooks, manipulatives,
calculators, and technology tools that enhance mathematical understanding and problem-
solving skills. Adequate space, including well-equipped classrooms and mathematics
laboratories, is necessary for students to engage in practical and hands-on activities.
Furthermore, monetary resources are required to procure the necessary equipment and
materials, as well as to provide professional development opportunities for teachers to
enhance their mathematical knowledge and instructional skills.

To ensure the successful implementation of the Mathematics Curriculum, it is crucial to

prioritize the allocation of resources specifically tailored to mathematics education. This
involves investing in the recruitment and development of qualified mathematics teachers,
providing the necessary equipment and facilities to support mathematical learning, and
allocating sufficient funds to meet the unique needs of mathematics instruction. By
addressing these resource requirements, schools can create an environment that fosters
effective teaching and learning, enabling students to develop a strong foundation in
mathematics and achieve success in their mathematical endeavors.
2.5.1 Physical Resources
Physical resources in a school, with a particular emphasis on mathematics education, are
tangible assets that support the teaching and learning of mathematics. These resources play a
crucial role in facilitating effective mathematics instruction and creating an engaging learning
environment. Examples of physical resources specific to mathematics include textbooks,
workbooks, manipulatives (such as geometric shapes, measuring tools, and mathematical
models), calculators, computers, and software applications. In addition to these instructional
materials, the availability of suitable infrastructure is essential for effective mathematics
teaching and learning. This includes well-equipped mathematics classrooms with adequate
seating arrangements, whiteboards or blackboards for demonstrating mathematical concepts,
and display areas to showcase mathematical formulas and diagrams. Access to a mathematics
laboratory or designated space for practical activities further enhances students' hands-on
exploration of mathematical concepts and problem-solving skills.

Moreover, it is important to ensure that the physical environment is conducive to learning

mathematics. This involves providing a clean, safe, and well-maintained school environment,
including proper lighting, ventilation, and heating systems in mathematics classrooms.
Adequate facilities for sanitation, such as functional and clean ablution facilities, are essential
to promote a healthy and comfortable learning environment for both teachers and students.
To support inclusive mathematics education, physical resources should be designed to cater
to the diverse needs of learners. For instance, schools should have inclusive infrastructure,
such as ramps and accessible furniture, to accommodate learners with physical disabilities.
Braille machines, large-print materials, and assistive technologies can be provided to support
learners with visual impairments. Ensuring that physical resources are accessible and
inclusive promotes equitable opportunities for all learners to engage in mathematics
education. Regular maintenance and proper management of physical resources are crucial to
ensure their longevity and usability. Schools should allocate sufficient funds and resources to
maintain and update mathematics-related materials and facilities, keeping them in good
condition and up to date with current educational practices.

2.5.2 Financial Resources

According to Dangara (2016), financial resources are essential for the smooth running of a
school and are a vital component in the successful implementation of the curriculum. They
include expenditures on staff and learners, such as administrative costs and salaries. The
availability of financial inputs can vary between schools, with wealthier schools generally
having more resources than poorer schools (Nyatanga & Jani, 2014). Mapolisa et al. (2016)
emphasize the importance of proper financial management in schools, which requires close
monitoring and supervision. Effective financial management can help to ensure that funds are
allocated appropriately and utilized effectively to improve teaching and learning.

In the context of mathematics education, financial resources play a crucial role in supporting
the successful implementation of the curriculum. Adequate funding is necessary to provide
schools with the necessary resources and support systems to enhance mathematics teaching
and learning experiences. Financial resources can be utilized to procure high-quality
mathematics textbooks, workbooks, and supplementary materials that align with the updated
curriculum. These resources enable teachers to effectively deliver mathematics instruction
and provide students with engaging and relevant learning materials. Additionally, funds can
be allocated towards the acquisition of technology and software applications specifically
designed to enhance mathematical understanding and problem-solving skills. This includes
interactive whiteboards, graphing calculators, educational software, and online resources that
offer virtual manipulatives and simulations.

Moreover, financial resources are essential for professional development opportunities for
mathematics teachers. Investing in ongoing training programs, workshops, and conferences
enables teachers to stay updated with the latest pedagogical approaches, teaching strategies,
and content knowledge in mathematics. Professional development initiatives can enhance
teachers' instructional practices, deepen their understanding of mathematical concepts, and
empower them to create a stimulating and inclusive mathematics learning
environment.Financial resources are also crucial in ensuring the availability of adequate
teaching staff in schools. This includes recruiting qualified mathematics teachers and
providing competitive salaries to attract and retain skilled professionals. Having a sufficient
number of mathematics teachers allows for smaller class sizes, individualized attention, and
effective student-teacher interactions, which can significantly enhance students' learning
outcomes in mathematics.

Furthermore, financial resources support the maintenance and upgrading of mathematics-

related facilities and equipment. This includes providing well-equipped mathematics
classrooms, computer labs, and other specialized spaces for practical activities. Regular
maintenance and replacement of mathematical tools, manipulatives, and technological
resources are necessary to ensure their functionality and relevance in supporting effective
mathematics instruction. Efficient financial management systems are crucial for schools to
ensure that resources are allocated wisely and utilized effectively. This involves budget
planning, financial monitoring, and transparent reporting to optimize resource utilization and
minimize wastage. Strong financial management practices enable schools to prioritize
mathematics education and allocate funds appropriately to enhance teaching and learning
experiences in this critical subject.

In nut shell, financial resources are indispensable for the successful implementation of the
mathematics curriculum. Adequate funding supports the acquisition of relevant resources,
professional development opportunities for teachers, recruitment of qualified staff,
maintenance of facilities, and effective financial management practices. By allocating and
utilizing financial resources strategically, schools can create an environment that fosters high-
quality mathematics education and empowers students to develop essential mathematical
knowledge, skills, and problem-solving abilities.

2.5.3 Time resources

In the context of mathematics education, effective time management is particularly important.
Mathematics requires consistent practice and problem-solving, and allocating sufficient time
for mathematical activities is essential for students' understanding and mastery of
mathematical concepts. A well-structured timetable in a mathematics classroom ensures that
an appropriate amount of time is allocated to mathematics instruction. This includes
dedicated time for introducing new concepts, engaging in problem-solving activities,
providing individual and group practice opportunities, and conducting assessments. By
following a structured timetable, teachers can ensure that each component of mathematics
instruction is given adequate time and attention.

Furthermore, time management extends beyond the classroom and includes homework
assignments and independent study. Teachers can allocate specific time slots for students to
complete their mathematics homework, reinforcing the concepts learned in class and
developing independent problem-solving skills. Additionally, teachers can encourage
students to manage their time effectively by setting realistic deadlines for assignments and
providing guidance on organizing their study schedules. Effective time management in
mathematics classrooms also involves identifying and addressing students' individual needs.
Teachers can allocate time for one-on-one or small-group interventions to provide additional
support and clarify any misconceptions or difficulties students may have. By identifying and
addressing students' needs in a timely manner, teachers can help students stay on track and
make progress in their mathematical understanding.

Moreover, time management is important during assessments and examinations. Teachers can
allocate specific time periods for students to complete assessments, ensuring that students
have enough time to demonstrate their understanding without feeling rushed or overwhelmed.
Time management strategies, such as setting time limits for specific sections or tasks, can
help students develop time management skills and perform better under timed conditions.
Effective time management in mathematics education is essential for ensuring that students
have sufficient time to engage in meaningful mathematical activities, practice problem-
solving, receive necessary support, and demonstrate their understanding through assessments.
By incorporating time management principles into the mathematics curriculum, educators can
optimize instructional time, enhance students' learning experiences, and foster a deeper
understanding of mathematical concepts.

2.5.4 Information And Communication Technology Resources

The integration of Information and Communication Technologies (ICTs) in education has

revolutionized teaching and learning processes, including in the field of mathematics. ICTs
provide valuable resources and tools that enhance students' understanding, engagement, and
interaction with mathematical concepts. One significant advantage of ICTs in mathematics
education is the availability of tutorials and simulation software. These resources offer
interactive and dynamic learning experiences, allowing students to explore mathematical
concepts in a visual and hands-on manner. Through tutorials and simulations, students can
practice problem-solving, receive immediate feedback, and gain a deeper understanding of
mathematical principles. Research has shown that students who use simulation software in
science and mathematics subjects tend to perform better than those without access to such
resources (Mikre, 2011).

Additionally, ICTs provide opportunities for collaborative learning and communication.

Online platforms, discussion forums, and video conferencing tools enable students to engage
in collaborative problem-solving activities, share ideas, and work together on mathematical
tasks. This fosters communication and collaboration skills, which are essential for students'
future academic and professional endeavors. Furthermore, ICTs offer access to vast
repositories of educational resources and digital libraries. Students can access online
textbooks, interactive learning materials, educational videos, and mathematical software,
expanding their resources beyond traditional textbooks. This availability of digital resources
allows for personalized and differentiated learning experiences, catering to the diverse needs
and learning styles of students.

ICTs also play a crucial role in assessment and feedback processes. Online assessment tools,
quizzes, and interactive exercises enable teachers to evaluate students' mathematical
knowledge and skills more efficiently and provide timely feedback. These tools can track
students' progress, identify areas of strength and weakness, and support individualized
instruction. It is important to note that the successful integration of ICTs in mathematics
education requires adequate infrastructure, including computers, internet connectivity, and
appropriate software. Teacher training and professional development programs are also
essential to equip educators with the necessary skills to effectively incorporate ICTs into their
teaching practices.

2.5.5 Human Resources

The implementation of a new mathematics curriculum requires the availability of
appropriately qualified human resources, which is a critical factor in its success. This is true
for both urban and rural schools. In urban high schools like those in Harare, it is important to
ensure that enough teachers are in place to effectively introduce the Updated Ordinary Level
Mathematics Curriculum. Adequate staffing, with an appropriate staff-child ratio and small
group sizes, is essential for ensuring program quality, as highlighted by Daka (2019).
However, it is a common challenge in many developing countries that educational
innovations and reforms are introduced without sufficient consideration of the availability of
qualified human resources. Examples from various countries, as cited by Avenstrup (2014),
demonstrate that the successful implementation of educational initiatives becomes difficult
when there is a shortage of skilled teachers on the ground. For a country to be truly ready to
introduce an educational innovation, it must ensure that there are enough qualified teachers to
support the implementation.

Furthermore, the teaching of scientific and practical subjects like mathematics and science
can be particularly challenging for some qualified teachers. In order to address this issue,
teachers often request additional support and training in subjects like ICT to help them meet
the demands of their jobs. Providing free tutorials and professional development
opportunities in relevant subjects can be instrumental in supporting teachers and improving
their effectiveness in the classroom. At Mhari High School, Mpatsi And Chimowa Secondary
Schools there is shortage of skilled human resources, as identified by the researcher. This
poses a significant challenge in the implementation of the Updated Ordinary Level
Mathematics Curriculum. This shortage of qualified teachers has also resulted in poor learner
performance in the final exams. To address this challenge, it is crucial for the government
and other stakeholders to prioritize the recruitment and retention of qualified teachers who
can effectively teach mathematics. This can be achieved through investment in training
programs, offering incentives to attract and retain skilled teachers, and providing them with
the necessary teaching materials and resources, including ICT tools, to enhance the quality of
teaching and learning. By addressing the shortage of human resources and supporting
teachers, schools can improve the implementation of the curriculum and ultimately enhance
learner outcomes.

2.6 Conclusion
The research aims to help teachers and government on how best they can help the learners
despite the challenges they are facing. Teachers on the other hand should be trained and have
access to resources for the implementation of the New Mathematics Curriculum. Chapter two
has therefore reviewed literature and some of the problems faced by teachers and learners
over the updated Ordinary level Mathematics Curriculum. A brief background of the
curriculum has also been provided. The research conducted provides valuable insights on
effectively assisting rural learners in the face of challenges encountered while implementing
the New Mathematics Curriculum. The literature reviewed highlights common issues faced
by teachers and learners in rural secondary schools when implementing the new curriculum,
specifically in the context of mathematics education. The research aims to offer practical
solutions to address these challenges by focusing on improving teacher training and providing
adequate resources.
CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction

This chapter aims to establish the credibility and validity of the study by outlining the
research paradigm and design. Secondly, it provides a detailed plan for conducting the
research, which will help to keep the researchers on track, making the process smoother,
more effective, and manageable. In this chapter, the population and sample size will be
clearly defined and explained. Furthermore, the instruments that will be used in data
collection will be described in detail, along with a discussion on the validity and reliability of
the research. Lastly, ethical considerations related to the research will also be addressed.

3.2 Research Paradigm & Research Design Used

3.2.1 Research Paradigm
A research paradigm is a fundamental framework of assumptions, beliefs, and procedures that
guide researchers in understanding and addressing research problems Park, Y. S., Konge, L.,
& Artino Jr, A. R. (2020). It is a model that has been verified by the research community and
has been in practice for hundreds of years (Sahifa, 2017). In this research study, the author
defines a research paradigm as a philosophical framework that provides a pattern of beliefs
and understandings from which the theories and practices of the research project operate. The
interpretivist paradigm was used in this study. This paradigm emphasizes understanding the
individual and their interpretation of the world around them. The key tenet of the
interpretivist paradigm is that reality is socially constructed, hence the name constructivist
paradigm (Bogdan & Biklen, 2018). This study aligns with the interpretivist paradigm
because it is associated with the philosophical position of idealism and is used to group
together diverse approaches such as social constructivism, phenomenology, and
hermeneutics. These approaches reject the objectivist view that meaning exists independently
of consciousness within the world.

Interpretivism highlights the importance of appreciating differences between people as a

social actor researcher. Furthermore, interpretivism studies tend to focus on meaning and may
employ multiple methods to reflect different aspects of the issue. This approach is well-suited
for this research as it seeks to understand the challenges faced by learners and teachers in
implementing the Updated New Mathematics Curriculum. Choosing an appropriate research
paradigm is crucial as it influences how researchers approach and understand the research
problem. The interpretivist paradigm provides a useful framework for this study as it enables
the researcher to explore and interpret the subjective experiences and meanings of learners
and teachers. This can lead to a more nuanced understanding of the challenges they face and
the potential solutions that can be put in place.

3.2.2 Research Design

Moore (2014) defines research design as the structure or plan used to conduct a research
project. For this study, the research design used was a case study. A case study is a research
approach that involves an in-depth, multi-faceted analysis of a complex issue in its real-life
context (Bryman, 2014, p. 52). In other words, a case study provides a detailed analysis of a
specific case, such as a particular school or organization, and focuses on the complexity,
characteristics, nature, and implications of the case. The case study research design was
chosen for this study because it enables the researcher to keep the research focused and
manageable, particularly when time and resources are limited. Additionally, it provides a
comprehensive understanding of the issue being studied and allows the researcher to collect
sufficient data by focusing on a small population (Zainal, 2015).

Using a case study design will also enable the researcher to examine the level of preparedness
of teachers and learners for the implementation of the updated new secondary school
mathematics curriculum at an rural schools in Chikomba and to identify any challenges or
issues that may arise. By analyzing the case in-depth, the researcher can gain a deeper
understanding of the complexities and nuances of the issue, and generate insights that may be
useful for other schools or educational institutions facing similar challenges. The case study
research design used in this study is a suitable approach that allows for a detailed and
intensive analysis of a specific case, and enables the researcher to collect sufficient data while
keeping the research focused and manageable.

3.3 Population, Sample and Sampling

3.3.1 Population
The present study focuses on a specific population in Chikomba East District, Mashonaland
East Province, which comprises Secondary School students and teachers. Three schools were
selected for the study: Mhari High, Chimowa, and Mpatsi Secondary Schools. The population
of interest includes five (5) mathematics teachers and one hundred and twenty (120)
mathematics students. The selection of this population was based on the study's objective of
investigating the challenges faced by teachers and learners in the implementation of the new
mathematics curriculum in rural schools in Chikomba. The sample size was determined by
considering practicality, available resources, and the research time frame. By selecting a
sample from the population, the researcher can draw conclusions and make generalizations
about the larger population based on the findings from the sample. It is important to note that
the selection of this specific population allows for a focused and targeted investigation into
the challenges encountered in the implementation of the new mathematics curriculum in rural
schools in Chikomba East. The findings from this study can provide valuable insights and
inform potential interventions to address these challenges and improve the overall
educational experience for both teachers and learners in similar contexts.

3.3.2 Sample
Sampling is an important aspect of research that involves selecting a smaller group of
individuals from a larger population in order to make inferences about the entire population
(Bryman, 2016). In this study, the researcher has selected a sample size of thirty-five(35)
secondary school students and five(5) teachers from the targeted population of 120 students
and 20 teachers. The sample size was selected based on several factors such as time,
resources, and the need for manageable data collection and analysis (Moule & Goodman,
2014).

The sampling technique used in this study is purposive sampling, which involves selecting
individuals based on specific criteria and characteristics that are relevant to the research
question (Palinkas et al., 2015). In this case, the researcher selected students and teachers
who are currently studying or teaching at the chosen schools in Chikomba East District
Mashonaland East Province. Purposive sampling was chosen because it allowed the
researcher to select participants who are most likely to provide the necessary data for the
study. This technique ensures that the selected participants are representative of the
population and possess the required characteristics needed to answer the research question
(Creswell, 2014). Selecting a purposive sample of students and teachers, the researcher can
ensured that the data collected is relevant, valid, and reliable. Additionally, a smaller sample
size allows for in-depth data collection and analysis, which can provide valuable insights into
the research question (Bryman, 2016).
The researcher used Slovin’s formula to find out what sample of a population of 120
students.

Step 1: Figure out the confidence level to be. For example, you might want a confidence
level of 95 percent (giving you an alpha level of 0.05), or you might need better accuracy at
the 98 percent confidence level (alpha level of 0.02).

Step 2. Plug your data into the formula. 

n = N / (1 + N e2) =

 120 / (1 + 120 * 0.02 2) = 35

Step 2. Plug your data into the formula. 

n = N / (1 + N e2) =

 5 / (1 + 5* 0.05 2) = 5

3.3.3 Sampling
Purposive sampling is a non-probability sampling technique that is used when the researcher
wants to select units based on specific characteristics that are important to the research
question (Palinkas et al., 2015). As noted by Black (2014), the units in purposive sampling
are chosen deliberately because they possess certain characteristics that are required for the
study. In this research study, the researcher opted to use purposive sampling to select a rural
secondary school as it had the required characteristics that were relevant to the research
question. The researcher selected this community on purpose because it was believed to have
the necessary attributes and characteristics that could provide insights into the research topic.
Purposive sampling has the advantage of enabling the researcher to obtain specific and
relevant information that is essential for the study, especially when the research question is
focused on a specific population (Morse, 2015). However, the results of purposive sampling
cannot be generalized to the wider population as it is not a representative sample (Palinkas et
al., 2015). Therefore, the findings of this research study cannot be generalized to other rural
secondary schools in Zimbabwe.

3.4 Research Instruments

The researcher employed the interview schedule, the questionnaire and observation as
the research instruments for this study.
3.4.1 The interview schedule

An interview schedule is a tool that contains a pre-determined set of questions that serve as a
guide for interviewers to gather data on a specific topic or issue (Luenendonk, 2019). The
schedule provides a structured framework for the interviewer to follow during the actual
interview, ensuring that the same questions are asked consistently across all respondents,
thereby facilitating the process of data collection in a systematic and efficient manner.
However, as Barbour and Schostak (2015) point out, the interviewer's role and the underlying
concepts that guide their approach can introduce potential biases that may impact the
usefulness of interviews as a research method.
In this study, the interview schedule was used to gather information from teachers regarding
their knowledge and skills in the use of ICT tools and software, as well as their competence
level. The researcher chose this method as it allowed for a more in-depth exploration of the
research participants' perspectives and experiences, which is particularly important when
investigating complex issues such as technology integration in education. By using a
standardized set of questions, the interviewer was able to ensure that all participants were
asked the same questions in a consistent manner, making it easier to compare and analyze the
data obtained (Luenendonk, 2019).
The interview schedule is as follows:

1. What is your level of education qualification?

2. How many years of Secondary School teaching experience in mathematics do you
have?
3. What are the challenges you are facing in in implementing the new mathematics
curriculum in a rural School?
4. Are there any teaching resources you integrate in teaching students? If yes, what are
these resources?
5. Are these resources useful and appropriate in enforcing and enhancing teaching
practices as specified by the new mathematics curriculum?
6. Are the resources improving the students’ performance in mathematics?

3.4.2 Observation checklist

The researcher used document analysis inventory i.e., analyzing teachers’ files in the head’s
office to come up with information about a teacher’s qualifications and experience. The
author also used observation and asked the school head-masters in determining the
competency of teachers.
Observing Result
Teacher’s qualification
Teacher’s experience
Teacher’s competency
Teaching skills
Use of media and teaching resources

The author also observed the teaching/learning resources at the school.

Teaching/Learning Usage monitor

Resources 1 2 3 4 5 6 7 8 9 10 11 12
Laptops
Desktop computers
Projectors
Simulation software
Smart boards
Internet
Smart note pens and tablets
Presentation software
Word processing software
Spreadsheet
Mobile Phones
Augmented reality

3.5 Data Collection Procedures

These are steps, procedures and strategies for gathering data in this study (Bhandari, 2020).
Data collection refers to gathering specific information aimed at providing or reputing some
facts. (CIromp, 2016), in this study, the following methods were used in collecting the
required information, interviews, observation and questionnaires.
3.5.1 Interviews
According to Mara (2019), an interview is a purposeful conversation between the interviewer
and the interviewee aimed at obtaining information. Additionally, Maxwell (2015) posits that
interviews are an effective and valid way of understanding an individual's ideas. In this study,
a structured interview approach was utilized to determine the perceptions of the research
participants regarding the preparedness of teachers and students for the implementation of the
new curriculum. The interview sessions were conducted with the teachers only, and their
responses were used to gather information on the teachers' competency levels, the
availability, and appropriateness of teaching resources. The aim was to gain a comprehensive
understanding of the current situation and the potential challenges that may arise during the
implementation of the new curriculum.

3.5.2 Observations
After being given permission to be in a lesson, the researcher observed how the teacher
undertook the lesson from start to end. There was a teacher who used a personal computer/
laptop; this is where he stored all the notes for the pupils. The personal computer was also
used to enhance the learning process by allowing students to watch simulation videos. The
screen was very small and students were so many which posed a challenge. The other
teachers did not use a laptop. There were also students who brought their own mobile phones
and used them to watch a simulation video which was provided by the teacher.

3.5.3 Questionnaires
A questionnaire is a research tool that consists of a series of questions designed to gather
information from research participants (Krenter, Presser, & Tourangeau, 2018). In this study,
questionnaires were administered to both students and teachers to collect information about
their competency in relation to the new curriculum, as well as the challenges they faced and
their coping strategies. Additionally, the questionnaires were utilized to gather information
about the adequacy and suitability of teaching and learning resources to meet the demands of
the updated curriculum.
 New Curriculum Challenges Students Survey
Questionnaire
I. Questions

Directions: Please indicate your level of agreement or disagreement with each of these
statements regarding challenges you are facing as learners with the introduction of the
new curriculum. Place an "X" mark in the box of your answer.

Q1: Do you think he introduction of the new mathematics curriculum is a step in the
positive direction for rural schools ? _____□ Yes □ No________

Strongly Disagre Strongly

  Agree Neutral
Agree e Disagree

1. Is there adequate teaching and learning

resources at your school i.e textbooks,
         
chalks, boards, computers, laboratory
equipment and practical tools for
mathematics.

2. Do you have a stable internet access at           

your school.

3. Do you own or have access to a smart          

phone.

 
4. Do you have access to a computer or        
laptop.  

5. Do you come from a disadvantaged

         
socioeconomic background.

6. Are able to understand the subjects

         
taught in English.

7. Does your school have access to clean

         
water

8. Do you have stable electricity supply          

Q9: How would you rate your school in terms of developing learners who are problem
solvers?
□ Highly satisfactory
□ Satisfactory
□ Neutral
□ Unsatisfactory
□ Highly Unsatisfactory
Q10: What be done to make your learning experience better?
___________________________________________
___________________________________________
___________________________________________

Notes: The questionnaire may contain mixed closed-ended and open-ended questions as well as
response formats. However, it is ideal to begin with closed-ended questions for higher response
rates.

III. Demographic Data

Name (optional):_________________________________ 
Age: ____
Gender: ____
Current level: ____
Number of Family Members:
□ 1-2
□ 3-5
□ 6-10
□ more than 10
Notes: This section is optional. The questions asking for demographic data should be relevant to
the survey goal and must point to the characteristics of the target population.

IV. Thank you for sharing your thoughts with us.

3.4.2 Interviews
According to Mara (2019) and Maxwell (2015), interviews serve as a valuable research tool
that facilitates a two-way conversation between researchers and participants, enabling the
collection of information. In this research, interviews were conducted with a specific focus on
mathematics education, targeting teachers and students. Structured interview guides were
utilized to obtain both qualitative and quantitative data, addressing specific research questions
related to the implementation of the new mathematics curriculum. The interview process
aimed to establish trust and rapport with participants while generating comprehensive data
that complemented other research instruments, such as questionnaires. The interviews aimed
to gather insights into various aspects, including the competency of teachers and students in
mathematics, challenges faced by teachers in implementing the new curriculum, challenges
experienced by students in learning mathematics, and the adequacy of teaching and learning
resources for the new curriculum.

To ensure effective data generation, the researcher employed structured interview guides that
presented questions one at a time, preventing confusion and maintaining participant
composure. Participants were given the freedom to express their thoughts and were
encouraged to provide detailed responses. The researcher employed probing and follow-up
questions to gain a deeper understanding of participants' perspectives and to clarify any
ambiguous information. By utilizing interviews as a research instrument in this study, a more
profound comprehension of participants' perceptions and experiences concerning the
implementation of the new mathematics curriculum was achieved. The interview process
fostered trust relationships, contributing to the validity and reliability of the collected data
(Mara, 2019).

3.4.3 Observation
Observation, as defined by Marshall and Rossman (2016:107), involves systematically noting
and recording events, behaviors, and artifacts in a chosen social setting. Smith (2018) also
recognizes observation as a valuable data collection method, particularly for gaining firsthand
information about programs. In the context of this study, observation will be employed to
gather data on the performance and attendance of secondary school learners in mathematics.
The researcher will conduct class visits during mathematics teaching and learning sessions to
assess the competence of both teachers and students, as well as their performance in the
subject. By observing learners' progress record books, the researcher will also ascertain
attendance rates and monitor their academic progress. Unlike other methods, observation
does not rely on participants' willingness to provide information, ensuring a more accurate
reflection of their actual behaviors and responses, as emphasized by Finn and Jacobson
(2018).

Although observation has its limitations, such as being time-consuming, costly, and
dependent on event occurrences, the benefits it offers outweigh the challenges, as noted by
Stringer (2017). By employing observation, valuable insights can be gained into the
performance and attendance of learners, as well as the competence of teachers in
implementing the new mathematics curriculum. By combining observation with other
methods like interviews and questionnaires, the researcher can triangulate the collected data,
leading to a comprehensive analysis of the research questions.

3.6 Data Analysis Techniques Used

Data analysis plays a crucial role in research, and the approach chosen should align with the
research paradigm and the nature of the data collected. In this study, which includes both
qualitative and quantitative data, the analysis process will be guided by the research paradigm
and questions posed. Qualitative data analysis, as outlined by McMillan and Schumacher
(2014), involves organizing data into categories and identifying patterns in an inductive
manner. The analysis process encompasses several steps, including data cleaning, data
reduction, data transformation, and data interpretation. Data cleaning involves checking for
errors and inconsistencies in the collected data. Data reduction focuses on summarizing and
condensing the data to a manageable size. Data transformation entails converting the data into
a format suitable for analysis, while data interpretation involves making sense of the data and
drawing meaningful conclusions. The primary objective of data analysis is to provide insights
and answers to the research questions, ensuring that the analysis is systematic, accurate, and
relevant to the research problem. By following a rigorous and structured approach to data
analysis, the researcher can derive valuable findings and contribute to the overall
understanding of the research topic.

3.6.1 Transcription
Once transcribed, the interviews were categorized into themes to facilitate analysis.
Themes were established based on the research questions, including "adequate
resources," "appropriate resources," "teacher’s skills and knowledge," and "students’
caliber and competences." This thematic approach to data analysis helped to organize
the responses from the interviews based on their relevance to each research question.
Additionally, handwritten notes taken during the interview process were also used in
conjunction with the recorded responses to supplement the data and provide further
context. The transcription and thematic analysis process helped to transform the raw
data collected through interviews into organized and meaningful insights that could be
used to answer the research questions.handwritten notes made during the interviewing
process were used alongside the recorded responses.

3.7 Ethical Considerations

Maintaining the confidentiality and privacy of research participants is an essential ethical

consideration in research. According to Neuman (2014), confidentiality refers to the
obligation of the researcher to protect the identity of the participants and to ensure that their
personal information is not disclosed to unauthorized persons. The researcher in this study
took the necessary measures to maintain confidentiality by not disclosing any identifying
information to anyone except the researcher. Voluntary participation is a fundamental ethical
principle that emphasizes that participation in research should be based on the voluntary and
informed consent of the participants (Polit & Beck, 2017). In this study, the participants were
informed about the purpose of the research and were given the freedom to choose whether or
not to participate in the study. Participants were also assured that they could withdraw from
the study at any time without any negative consequences.

The researcher also obtained a research permit from the schools where the research was
conducted. According to Creswell (2014), obtaining a research permit from the relevant
authorities is a necessary step in conducting research in an ethical manner. Verbal permission
was also granted from the Heads of the schools to administer the questionnaire and to
conduct interviews with the teachers and students.It is important to note that ensuring ethical
considerations in research is not only important for the protection of research participants, but
also for the credibility and validity of the research findings. Therefore, the researcher in this
study made every effort to ensure that ethical considerations were adhered to throughout the
research process.

3.8 Conclusion

In this chapter, the researcher provided an overview of the research design, which included
the choice of methodology and the research approach. The population and sampling
technique were also discussed, including how the sample was selected and the rationale for
the choice of sample. The data collection instruments and procedures were described in
detail, highlighting the methods used to collect data and how the data was recorded.
Furthermore, the chapter addressed issues related to reliability and validity, and how these
were addressed in the study to ensure that the data collected was credible and trustworthy.

Moreover, the chapter emphasized the importance of data presentation and analysis. The
researcher highlighted the need to organize the data collected into categories, which could
then be analyzed to answer the research questions. Additionally, the chapter stressed the
importance of data interpretation and discussion of the findings in the next chapter. The data
presentation and analysis chapter will provide a detailed discussion of the data analysis
techniques used to answer the research questions and will present the findings in a clear and
concise manner. The researcher will also provide an interpretation of the findings, drawing
conclusions and making recommendations based on the research results.
 CHAPTER 4 DATA PRESENTATION, ANALYSIS
AND DISCUSSION

4.1 Introduction

This chapter deals with the presentation and analysis of data collected and the
discussion of the research results.

4.2 Data presentation and analysis

This section describes the information obtained from the research participants.

4.2.1 What are the challenges being faced by teachers in rural

secondary schools in implementing the new mathematics
curriculum?
When asked about the challenges they face in implementing the new curriculum, rural
teachers highlighted the following difficulties specifically related to mathematics teaching:

1) Limited training: Many rural teachers may not have received sufficient training on the
new mathematics curriculum or the innovative teaching methods and technologies it
requires. This lack of training can hinder their ability to effectively implement the
curriculum and support their students in learning mathematics.
2) Limited resources: As previously mentioned, rural schools in Zimbabwe often grapple
with a shortage of resources, including textbooks, computers, and other essential learning
materials for teaching mathematics. This resource scarcity makes it challenging for
teachers to deliver the curriculum effectively and engage students in meaningful
mathematics instruction.
3) Large class sizes: Rural schools commonly face the issue of large class sizes, which
poses a significant obstacle for mathematics teachers. With overcrowded classrooms, it
becomes difficult for teachers to provide individualized attention to each student and
ensure that all students are actively learning and grasping mathematical concepts.
4) Limited support: Teachers in rural areas may also encounter limited support from their
schools or the government. This lack of support can impede their ability to keep up with
the demands of the new mathematics curriculum and meet the diverse needs of their
students. Adequate support systems and professional development opportunities are vital
for teachers to enhance their pedagogical skills and effectively implement the
curriculum.
5) Infrastructure challenges: Similar to their students, rural teachers may face
infrastructure challenges such as limited access to electricity or the internet. These
 limitations can hinder their ability to access online resources, educational platforms, and
other teaching materials that are essential for teaching mathematics in the modern era.

Addressing these challenges requires concerted efforts from various stakeholders, including
providing targeted professional development opportunities for rural teachers, ensuring
equitable distribution of resources, reducing class sizes, and improving infrastructure in rural
schools. By addressing these issues, teachers can be better equipped to deliver quality
mathematics education and empower students in rural areas.

Table 4.1: .challenges faced by rural teachers in implementing the new mathematics
curriculum
Severity Rating of the challenge

Challenges Mhari High Chimowa Mpatsi

School Secondary Secondary
School School

Limited Medium Medium Medium

training

Limited Medium High High

resources

Large class Medium Medium High

sizes

Limited Low Medium Medium

support

Infrastructure High High High

 challenges

Here's a rating system for the challenges faced by teachers in implementing the new
mathematics curriculum in rural secondary schools:

Severity Rating: Low

Severity Rating: Medium

Severity Rating: High

Overall Assessment

Limited training

Severity Rating: Medium

Description: Teachers may have received some training on the new curriculum, but it
may not be sufficient or comprehensive. They may require additional professional
development opportunities to effectively implement the curriculum and adopt new
teaching strategies.

Limited resources:

Severity Rating: High

Description: The shortage of essential resources, such as textbooks, computers, and

learning materials, significantly impacts the quality of mathematics instruction.
Teachers struggle to provide engaging and interactive lessons due to the lack of
necessary resources.

Large class sizes:

Severity Rating: High

Description: Managing large class sizes hampers individualized attention and

effective classroom management. Teachers find it challenging to cater to the diverse
needs of students, provide timely feedback, and ensure active participation and
learning for each student.

Limited support:

Severity Rating: Medium

Description: Teachers face limited support from schools or the government in terms
of curriculum guidance, mentoring, and professional development opportunities. This
lack of support adds to their workload and can hinder their ability to implement the
new curriculum effectively.

Infrastructure challenges:

Severity Rating: Medium

Description: Infrastructure limitations, such as inadequate access to electricity or the

internet, create barriers to incorporating technology-based teaching methods and
accessing online resources. These challenges restrict teachers' ability to enhance their
instructional strategies and engage students effectively.

4.2.2 What are the challenges being faced by students at rural

secondary schools in learning the new mathematics curriculum?

Responding to the interview and questionnaire questions on the challenges being faced by
students at rural secondary schools in learning the new curriculum?
The students revealed the information on the following table.
1. Limited resources: Many rural schools in Zimbabwe face a shortage of resources,
including textbooks, computers,mobile phones and other learning materials. This makes
it difficult for students to keep up with the new mathematics curriculum, which may
require them to use new technologies and tools.
2. Teacher shortages: There is a shortage of qualified and experienced teachers in rural
Zimbabwean schools. This means that some schools may have to rely on untrained or
under-qualified teachers, which can affect the quality of education students receive
especially in mathematics.
3. Language barriers: Zimbabwe has multiple official languages, including Shona and
Ndebele. However, the new mathematics curriculum is primarily taught in English,
which may be a challenge for students who are not fluent in the language.
4. Infrastructure challenges: Some rural schools in Zimbabwe do not have adequate
infrastructure, such as electricity or running water. This can make it difficult for students
to access online resources and other learning materials.
5. Socio-economic factors: Many students in rural Zimbabwe come from disadvantaged
backgrounds, and may face challenges such as poverty, hunger, and poor health. These
factors can affect their ability to learn and succeed in school.
A total of 120 students across three schools participated in interviews and questionnaires. Of
these, 60 students were from Mhari High (6 Form 1, 8 Form 2, 12 Form 3, 16 Form 4, 8 Form
5, and 10 Form 6), 32 students were from Mpatsi Secondary School (5 Form 1, 7 Form 2, 10
Form 3, and 10 Form 4), and 28 students were from Chimowa Secondary School (8 Form 1, 7
Form 2, 10 Form 3, and 3 Form 4).

Table 4.2:Secondary School Students’ Challenges

Challenges Number of Number of % of positive % of negative
positive negative responses responses responses
responses
Limited 100 20 83% 17%
Resources
Teacher 40 80 33% 64%
shortages:
Language 31 89 26% 74%
Barriers
Infrastructure 75 45 93% 7%
challenges
Socio- 56 64 47% 53%
economic
factors

Table 4.2 shows the challenges faced by secondary school students in rural areas. The most
significant challenge reported by students is limited resources, with 100 positive responses
and 20 negative responses. This challenge accounts for 83% of the responses. The second
most commonly reported challenge is teacher shortages, with 40 positive responses and 80
negative responses, accounting for 33% of the responses. Students also face language
barriers, with 31 positive responses and 89 negative responses, which accounts for 26% of the
responses. Infrastructure challenges are another significant challenge, with 112 positive
responses and 8 negative responses, accounting for 93% of the responses. Finally, socio-
economic factors are also a significant challenge, with 56 positive responses and 64 negative
responses, accounting for 47% of the responses. These challenges make it difficult for
students to effectively implement the new mathematics curriculum and can impact the quality
of education in these schools.

4.2.2.1
The questionnaire showed that students needed a lot of tools and resources including smart
phones, tablets, internet, softwares e.g Microsft Word, laptops etc. Most students believed
that if these tools and resources are adequate in the classroom it motivates and stimulates
their interest to scientific and innovative ideas and they will get access to many information
sources.

4.2.2.2
Through observation, the researcher noticed that very few students knew and also used
laptops, from the three schools only 7 students owned a laptop and only 8 teachers owned
laptops.One teacher and two students owned laptops at Chimowa, Two teachers and two
Students owned laptops from Mpatsi and five teachers and three students owned laptops from
Mhari High. However some senior students (Form 3 to Form 6)knew and also used smart
phones and tablets at school in reading and accessing information in the classroom. As shown
by table 4.2 above, most of the students claimed they are most and biggest challenge was lack
of resources and poor infrastructure to use and implement into their studies. The use of ICT
tools helps improve the students understanding of a subject and it provided them with access
to more sources of information and data. Although several students had access to smart
phones the biggest challenge was poor or lack of internet access due to network problems,
availability of electricity,

4.2.3 Are there adequate and appropriate tools in the school to

teach mathematics?
Observations at the school under study are revealed in the information on the following table.

Table 4.3: Adequacy of ICT tools

 ICT Tools No. Of ICT Tool per No. of ICT Tool per
Student Ratio Teacher ratio
Laptop 7:120 2:5
Desktop Computers 1:35 1:10
Tablets 2:15 3:20
Smart Phones 5:6 1:1

Observation showed that the schools had various ICT tools including laptops, smart phones,
and desktop computers, Microsoft Office software, pastel, spreadsheet, etc. However, through
observing classroom sessions, the researcher noticed that the equipment was not enough for
all departments and classes at the schools. Mpatsi Secondary School had 6 desktop computers
to cater for 206 students. Chimowa Secondary School had 4 desktop computers to cater for
189 students whilst Mhari High had 10 desktops to cater for 305 students. The computers
were in the computer laboratory and most times the laboratory was always occupied by other
teacher and students. This left no room for teachers or other students who wanted to use the
computers to research and or type their assignments. The internet was mostly for the staff and
it was at the administration block and the staffroom and the internet speed was slow.

Mhari High had purchased a laptop for each department but the laptop was only used by the
head of department and it was not helping any teaching in the classroom.At Mpatsi only two
teachers had personal laptops and there were six desktop computers for the whole school.At
Chimowa there were four desktop computers for the school and only two teachers had
personal laptops. Teachers wanted their own personal computers so that they will be able to
research online. The school computers were so few; there were a total of 20 desktops to
support a schools of seven hundred or more students. The schools under study had inadequate
ICT tools.

4.2.4 What are the effects of ICT tools and media on student
academic performance in mathematics?
Teachers agreed that the use of ICT tools is beneficial to the academic performance of
students. Teachers using technology state that the majority of their time spent on technology
is geared at teacher led learning. This includes using the computers for teaching lessons and
other applications to help enhance student learning. A small portion of teacher technology
time was spent on lesson planning and communication. Teacher participants reported that
students also took more interest in learning when it involves technology. The mathematics
teachers stated that technology is used by students for Continuous Assessment Learning
Activities (CALA) projects and creations, collaboration with peers or adults, reading, and
other applications to enhance learning.

4.2.5 What are the benefits of technology to mathematics

students?
When asked about the benefits of technology to students, the teachers responded with the
following responses:
1. Visualizing and mind mapping
Teachers can use either projected or non-projected media to facilitate visualization and mind
mapping activities based on the situation at hand. To enhance the acquisition of knowledge,
skills, and attitudes related to emerging concerns and issues in the junior level mathematics
curriculum, it is essential to leverage the potential of ICT tools and media. Non-projected
media such as pictures, illustrations, diagrams, puzzles, games, and manipulates can be
utilized to encourage visualization and mind mapping. Visual aids can be particularly useful
in supporting a topic, and combining both visual and audio stimuli can be very effective since
it engages the two most crucial senses. Employing visual aids in teaching enhances lesson
plans and provides learners with additional ways to process subject information. As learners
move from concrete to abstract thinking, mind mapping tools enable them to create a physical
representation or blueprint of their thoughts.

2. Motivates learners and improves self esteem

By implication motivation can either be intrinsic or extrinsic. Extrinsic motivation is
stimulated by the learning environment while intrinsic motivation is innate. Teachers agreed
that instructional media is designed to stimulate pupils‟ desire to learn.

3. Bringing the world into the classroom

According to the teachers, the recently updated secondary school mathematics curriculum in
Zimbabwe aims to integrate classroom activities with the practicalities of the working world,
with many of the assignments given in class reflecting informal sector activities. As the
country's job market is primarily informal, it is not always necessary for young students to
visit industrial sites in order to gain an understanding of how the economy operates. Informal
businesses can be observed in nearly every household, particularly in townships, providing a
wealth of visual examples for rural learners.

4. Preparing the learner into the real world of work

Acquiring factual knowledge and mastering key content is crucial not only for academic
success but also for practical application in real-life scenarios. Therefore, it is essential for
young learners to develop a deep conceptual understanding that enables them to make
connections between different concepts and skills and apply their knowledge in diverse
situations, sparking creativity and innovation. Integrating real-world objects into the learning
process provides learners with an opportunity to link what they learn in class with what they
will encounter in the actual work environment. Research has shown that fostering key
competencies such as problem-solving and collaborative skills is crucial for promoting
sustainability and preparing learners for the future. Since technology is a ubiquitous part of
the real world, limiting its use in the classroom would impede learners' ability to compete in
the global arena.

5. Encourages active and collaborative learning among-st peers

According to the teachers, the updated curriculum emphasizes contemporary learning traits
such as applied learning, active learning, participatory learning, and collaborative learning.
They also mentioned that technology plays a significant role in enabling collaborative
learning through various means such as online discussion groups, interactive platforms, and
online classrooms. These environments facilitate group projects, publishing on wikis and
blogs, problem-solving, debates, study teams, and other cooperative activities. The use of
ICT tools provides both cognitive and affective experiences, as it can initiate discussions,
encourage the evaluation of personal values, and self-assessment, particularly if the depicted
scenes have strong emotional content.

6. Encourages subject matter mastery and critical thinking skills

According to the teachers, critical thinking is a crucial aspect of approaching problems,
questions, or issues, and is fundamental in determining the truth in real-life situations. They
also emphasized that learners are not only expected to learn the specific contents of a
discipline but also develop generic abilities that can be flexibly applied in various work and
life contexts. As such, critical thinking is considered a vital life skill that can be nurtured in
secondary schools using instructional media and technology.

7. Appeal to multiple sensories and learning styles

In the process of learning, individuals usually rely on one or a combination of the five senses,
including sight, hearing, taste, touch, and smell. However, with the use of instructional media
and technology, the learning process can activate more than one sense. Moreover, various
learning styles such as kinaesthetic, auditory, and visual can be accommodated depending on
the choice of ICT tools used by the teacher. The use of diverse multimedia technologies in
the learning process can provide learners with a rich and engaging experience, which helps to
maintain their focus on learning. For example, watching a documentary can trigger both the
sense of sight and hearing.

4.3 Data Discussion

This section discusses the data presented and analyzed in section 4.2 above.
4.3.1 Effects of the challenges faced by teachers on academic student performance in
mathematics
The challenges faced by teachers have a significant impact on academic student performance
in mathematics. One of the main challenges is the lack of resources and infrastructure, which
can hinder the effective use of instructional media and technology in the classroom. This can
lead to a lack of engagement and interest from students, which in turn can result in poor
academic performance. Rural school teachers also lack training and professional development
opportunities to effectively integrate instructional media and technology into their teaching
practices. This can lead to a reluctance to use technology in the classroom, or a lack of
understanding of how to use it effectively. As a result, students may not receive the full
benefits of instructional media and technology, leading to a potential decrease in academic
performance.

The digital divide between rural and urban areas can also impact academic student
performance. Teachers in rural areas may not have access to the same resources and
infrastructure as their urban counterparts, making it difficult to effectively use instructional
media and technology in their teaching. This can result in a disparity in academic
performance between students in rural and urban areas. The lack of adequate support and
funding from the government can also have an impact on academic student performance.
Without adequate support and funding, teachers may not have access to the necessary
resources and infrastructure to effectively use resources and technology in their teaching.
This can lead to a decrease in student engagement and interest, and ultimately, a decline in
academic performance challenges faced by teachers can have a significant impact on
academic student performance. Addressing these challenges through providing adequate
resources, training and professional development opportunities, bridging the digital divide,
and increasing government support and funding can help to ensure that rural students receive
the full benefits of the new mathematics curriculum , and ultimately contribute to national
growth.

4.3.2 Effects of the challenges faced by students on academic

student performance in mathematics

The challenges faced by students in relation to mathematics can significantly impact their
academic performance. One prominent challenge is the issue of poverty, which can result in
students lacking access to basic necessities like food, shelter, and healthcare. These
circumstances can hinder their ability to concentrate and learn effectively in mathematics
classes as the subject requires learners to be more attentive. Additionally, poverty may also
lead to limited access to educational resources such as mathematics textbooks and
technology, further impeding students' academic achievement in the subject. Another
challenge specific to mathematics education is the inadequate infrastructure, particularly
prevalent in rural areas. Insufficient facilities, such as a lack of electricity, water, and proper
sanitation, can create discomfort and health-related problems for students. Consequently, they
may miss classes or drop out of school due to these unfavorable conditions, which negatively
affects their progress in learning mathematics.

Furthermore, students may face social and emotional challenges, including instances of
bullying, which can have detrimental effects on their motivation and engagement in
mathematics education. These emotional difficulties can lead to anxiety, depression, and
other mental health issues, hindering their ability to perform well in the subject. Additionally,
language barriers can pose significant challenges for students, particularly those who speak a
language different from the language of instruction in mathematics. Understanding lessons
and effectively expressing themselves can become more difficult, impacting their academic
performance in mathematics classes. The challenges encountered by students, such as
poverty, inadequate infrastructure, social and emotional issues, and language barriers, can
significantly hinder their academic performance in mathematics. It is imperative for educators
and policymakers to address these challenges and provide necessary support and resources to
ensure that all students have an equal opportunity to succeed in mathematics education.

4.3.2 Effects of the challenges faced by teachers on implementing

the new mathematics curriculum
As with any new curriculum change, there are a number of challenges that teachers face
when implementing it in the classroom. These challenges can have a significant impact on the
success of the curriculum and the academic performance of the students. Some of the effects
of the challenges faced by teachers on implementing the new mathematics curriculum
include:

1. Inadequate training: Teachers may not be adequately trained on the new mathematics
curriculum, leading to a lack of understanding of the objectives, content and teaching
strategies. This can lead to ineffective teaching practices and a lack of engagement from
students.
2. Lack of resources: Implementation of a new mathematics curriculum often requires
new resources, such as textbooks, instructional materials, and technology. If these
resources are not readily available, teachers may struggle to effectively implement the
curriculum, leading to lower academic performance from students.
3. Time constraints: Teachers may find it difficult to balance the new mathematics
curriculum requirements with the existing demands of their job. This can lead to rushed
lesson planning and teaching, resulting in lower quality instruction and a negative impact
on student learning.
4. Resistance to change: Some teachers may resist the implementation of the new
mathematics curriculum, either due to a lack of understanding or a reluctance to change
established teaching practices. This can result in a lack of enthusiasm for the new
 curriculum, leading to a negative impact on student engagement and academic
performance.
5. Student diversity: Students in a classroom are often diverse in terms of learning styles,
abilities, and cultural backgrounds. Teachers may find it challenging to cater to the needs
of all students in a new mathematics curriculum, leading to a lack of engagement and
lower academic performance from some students.

Overall, the challenges faced by teachers in implementing a new mathematics curriculum

can have a significant impact on academic student performance. It is important for
mathematics teachers to be adequately trained and supported, and for resources and time to
be provided to ensure successful implementation of the new mathematics curriculum.

4.3.3 Effects of the challenges faced by learners in learning the

new mathematics curriculum
The challenges faced by learners in the context of learning mathematics in the new
curriculum can significantly impact their academic performance. One of the primary
challenges is the lack of motivation and interest in the new mathematics curriculum. If
learners are not engaged and enthusiastic about mathematics, it can hinder their active
participation in the learning process, ultimately leading to poor performance. Access to
necessary resources is another crucial challenge. Without adequate access to textbooks,
educational materials, and ICT tools specifically tailored to the new mathematics curriculum,
learners may struggle to fully comprehend and grasp the concepts and skills. This lack of
access can impede their ability to effectively learn and apply mathematical principles,
negatively affecting their performance.

Moreover, the complexity of the new mathematics curriculum compared to the previous one
can pose difficulties for learners. Some students may find the new concepts and skills more
challenging to grasp, resulting in frustration and a lack of confidence in their mathematical
abilities. This can contribute to lower academic performance as learners struggle to adapt to
the increased rigor and demands of the new curriculum. Additionally, the new curriculum
emphasizes higher-order thinking skills, including critical thinking, problem-solving, and
creativity. Learners who have not yet developed these skills may encounter difficulties in
applying them to the new mathematical concepts and problems. This can lead to lower
performance as learners struggle to navigate the cognitive demands of the curriculum.

Language barriers also present a significant challenge for learners, particularly those whose
first language is not the language of instruction in mathematics. Understanding and
effectively communicating mathematical concepts can be hindered by language differences,
impeding learners' academic performance in mathematics. Lastly, the challenges posed by the
COVID-19 pandemic, such as disruptions to the academic calendar, remote learning
challenges, and limited access to resources, have further impacted learners' academic
performance in the new mathematics curriculum exams. In summary, the challenges faced by
learners in learning mathematics within the new curriculum, including motivation, resource
access, complexity, higher-order thinking skills, language barriers, and the effects of the
COVID-19 pandemic, can all have negative consequences on their academic performance.
Addressing these challenges through targeted support, resources, and instructional strategies
is crucial to ensure learners can effectively engage with and succeed in the mathematics
curriculum.

4.4 Conclusion
In conclusion this chapter outlined data presentation, analyzed data and also discussed data
based on the findings. Data was presented in form of tables. The next chapter concludes the
research study and make recommendations on future research.
Chapter 5: Summary, Conclusions and Recommendations

5.1 Introduction

This chapter presents an outline of the study, with a focus on summarizing the main findings,
drawing conclusions, and making recommendations. It also provides a summary of the
preceding chapters and offers recommendations and conclusions based on the research
findings.

5.2 Summary
The main objective of this study is to explore the challenges faced by rural secondary schools
in the implementation of the new mathematics curriculum. The study aims to identify and
investigate the specific challenges encountered by teachers and students in rural secondary
schools when implementing and learning the new mathematics curriculum. The ultimate goal
is to provide recommendations and strategies to help rural schools effectively cope with the
demands of the new mathematics curriculum. The research methodology employed a
combination of interviews, questionnaires, and observations. Teachers and students were
interviewed, while questionnaires were administered to gather data from students. School
heads, who also serve as teachers, were also interviewed. Observations were conducted
during teaching and learning sessions to assess the impact of the challenges on both students
and teachers. The observations focused on capturing the behaviors, thoughts, and ideas
behind the responses given. Additionally, the researcher examined learners' progress record
books and school report cards.

Chapter one provided the background and statement of the problem, along with research
questions, delimitations, and limitations. The significance of the study highlighted the
beneficiaries, including the Ministry of Primary and Secondary Education, rural teachers,
learners, and school heads, and how they stand to benefit from the findings. Operational
definitions were also clarified to ensure a common understanding of the study's key terms.
Chapter two reviewed relevant literature to gather sufficient information on the
implementation of the new mathematics curriculum in rural secondary schools. The literature
review revealed the specific challenges faced by both students and teachers in their efforts to
implement the new curriculum.
Chapter three employed a case study research design, with random sampling used to select
teachers and school heads as the study's sample. Questionnaires, interviews, and observations
served as the primary research instruments. Questionnaires were administered to students,
interviews were conducted with teachers and school heads, and observations provided
valuable insights into the challenges faced during the implementation of the new mathematics
curriculum. Data collection procedures, data presentation, and data analysis methods were
described in this chapter, along with considerations of reliability and validity.
Chapter four presented the findings of the study, indicating that the use of technology and
media in teaching and learning mathematics offers numerous benefits. These benefits include
enhanced visualization and mind mapping abilities, increased motivation and self-esteem,
exposure to real-world applications of mathematics, encouragement of active and
collaborative learning, development of subject mastery and critical thinking skills, and
accommodation of different sensory and learning styles. The findings underscore the
potential of technology to improve the teaching and learning experience in mathematics.

In summary, this study aims to identify and address the challenges faced by rural secondary
schools in implementing the new mathematics curriculum. By investigating these challenges
and providing recommendations, the study contributes to the improvement of mathematics
education in rural areas.

5.3 Conclusions

The research findings highlighted that teachers face significant challenges in implementing
the new mathematics curriculum, particularly in terms of teaching resources and
infrastructure. The lack of necessary resources and poor infrastructure, such as limited
internet access and unreliable electricity, were consistently reported by teachers as major
obstacles. These challenges impede the effective implementation of the new curriculum.
Similarly, students expressed the need for ICT resources to support their learning and keep
pace with the requirements of the new mathematics curriculum. The study also revealed that
teachers' knowledge and skills in using ICT tools and software were average. To overcome
this challenge, it is recommended that teachers receive further training to enhance their
competencies in utilizing ICT effectively and acquiring other essential skills necessary for
successful implementation of the new mathematics curriculum.
Insufficient funding and limited government support were identified as additional significant
challenges faced by teachers in rural secondary schools. Many of these schools struggle with
financial constraints, which hinder their ability to invest in adequate infrastructure and
teaching resources. Consequently, teachers often rely on outdated or insufficient materials
and technologies that do not align with the demands of the updated mathematics curriculum.
The digital literacy gap between teachers and students in rural areas is also evident, affecting
their ability to effectively integrate technology into mathematics instruction. Furthermore, the
lack of exposure to real-world examples and practical applications of the curriculum can
hinder students' understanding and engagement with the subject, leading to decreased interest
and lower academic performance.

To address these challenges specific to mathematics education, it is crucial to allocate

sufficient resources and improve infrastructure in rural secondary schools. Providing access
to ICT resources, such as computers and internet connectivity, is essential to support
mathematics learning. Additionally, offering comprehensive training programs for teachers to
enhance their digital competencies and instructional strategies will enable them to effectively
integrate technology into mathematics instruction. By addressing these challenges, rural
schools can ensure a successful implementation of the new mathematics curriculum and
enhance students' academic performance in the subject.

5.4 Recommendations

The study findings highlighted that rural secondary schools face significant challenges in
implementing the new mathematics curriculum, primarily related to the lack of resources and
poor infrastructure. To address these issues, several recommendations are proposed. Firstly,
there is a need to increase access to teaching resources specifically tailored to mathematics,
such as textbooks, teacher guides, and other instructional materials. Additionally, improving
infrastructure, including classrooms, electricity, and internet connectivity, is crucial in
creating an optimal learning environment for both teachers and students. Enhancing access to
ICT tools and software, such as computers and educational software, is particularly important
for effective implementation of the new curriculum in mathematics.
Moreover, providing teachers with comprehensive training on integrating ICT tools into their
mathematics instruction can greatly enhance their skills and instructional practices. Offering
exposure to real-world examples of mathematics through field trips, guest lectures, and
experiential learning opportunities is also recommended to help students connect theoretical
concepts to practical applications. Lastly, fostering collaboration among government entities,
NGOs, and the private sector can provide the necessary resources, expertise, and support to
address the challenges faced by rural schools in implementing the new mathematics
curriculum. By implementing these recommendations, the education system can better
support teachers and students in rural areas, improving the teaching and learning of
mathematics and enabling students to excel in their academic performance.
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