Exploring Barriers to Teaching and Learning Mathematics in Secondary School: A Case Study in Gedio Zone, Ethiopia

Abstract

The present study aimed to examine the major barriers affecting the teaching and learning of mathematics (TLM) in secondary schools. Specifically, it focused on identifying systematic, societal, and pedagogical barriers. To achieve this purpose, a quantitative descriptive survey design was employed. A total of 184 students from seven secondary schools were selected using stratified random sampling, while all 62 mathematics teachers from the same schools participated in the study. Data were collected using close-ended questionnaires organized around three thematic areas systematic, societal, and pedagogical barriers. The instruments were validated for reliability and content validity prior to actual data collection. Data analysis involved the use of descriptive statistics and correlation analysis. The findings revealed several systematic barriers, including a lack of alignment between mathematical content and students’ level of mastery, limited relevance of mathematics to daily life, and insufficient continuity across grade levels. Additional factors such as an overloaded curriculum, students’ low mathematical competence, and the absence of regular in-service professional development for teachers were also identified as key systematic barriers. Societal barriers included students’ perception of mathematics as a difficult subject, negative attitudes toward learning mathematics, and teachers’ misconceptions regarding parental support and encouragement. Pedagogical barriers were associated with a lack of motivation, limited use of instructional aids, and inappropriate teaching methods. Correlation analysis further revealed a positive and significant relationship between societal and pedagogical barriers, as well as a moderately positive relationship between systematic and pedagogical barriers. Additionally, a significant positive relationship was found between systematic and societal barriers. These results suggest that system-level challenges influence pedagogical practices, while societal attitudes simultaneously affect instructional processes, collectively hindering effective mathematics teaching and learning.