ࡱ> y{xq` 4UbjbjqPqP 4::M%lll8td,z"m,o,o,o,o,o,o,$h.h0,  ,,.%.%.% m,.% m,.%.%(](| 0Ool")(Y+,0,1(,1#1](1](.%Xp,,$d, d FACTORS THAT HINDER OPPORTUNITIES TO LEARN MATHEMATICS IN PRIMARY SCHOOLS IN UGANDA Charles Opolot-Okurut School of Education, Makerere University copolotokurut@yahoo.co.uk Abstract This paper reports an investigation of the factors that hinder pupils opportunities to learn mathematics in primary schools in Uganda. A sample of 36 professionally qualified primary school teachers of mathematics who had diploma certificates in education, from the corpus of primary school teachers, were used in the study. These teachers were from different districts in the country whose views were representative of the prevailing situation in the country. The teachers responded to an open-ended questionnaire on the challenges they face in teaching mathematics in their schools and a face-to-face interview on the same subject. The findings indicate that the challenges that teachers face include: the personality of the teachers themselves; the characteristics of the pupils; the overcrowded classrooms; the nature of the curriculum and syllabus; government policies on education; and the learning environment and assessment form part of the underlying factors that hinder pupils opportunity-to-learn in the context of Uganda. These factors need to be addressed to enhance the academic performance of pupils in the country. Key words: intended curriculum; large class size; opportunity-to-learn; thematic curriculum; Universal Primary Education. Introduction The general public continues to decry the poor performance of Ugandan children in the national mathematics examinations. In this paper effective teaching and learning was conceptualised as situated within a social constructivist framework (Oldfather, West, White & Wilmarth, 1999). Brophys (1999) conceptualisation of opportunity-to-learn to enhance better pupil achievement through effective teaching In conceptualising pupils opportunity-to-learn, Brophy (1999) distinguishes among 12 principles that commonly apply across countries, cultures and cut across grade levels and school subjects that involve aspects of the curriculum, instruction and assessment, classroom organisation and management practices among which are the principle of a supportive classroom climate that facilitates students to learn in a cohesive and caring learning environment and the principle of maximising the opportunity-to-learn. These principles need effective teachers to implement. Brophy posited that opportunity-to-learn is sometimes referred to as the degree of overlap between what is taught and what is tested (p.12) as used in this paper. In Uganda the primary school cycle lasts seven years for pupils aged about six to 13 years. Over the past decade several countries in Sub-Saharan Africa including Uganda have embraced Universal Primary Education (UPE) system of education that seeks to promote basic education for all school going-age children. The primary school enrolment has risen to about seven million pupils (Ministry of Education and Sports, 2005) hence the overcrowding. Primary pupils are taught by teachers who do not specialize in subjects during training that lasts two years after secondary education. In the schools, teachers take preference to teach subjects they feel they are strong in. The majority of teacher trainees at the Grade III level are admitted to Primary Teachers Colleges (PTCs) either failed or performed poorly in mathematics at the Uganda Certificate of Education (UCE) examinations. This contrasts with the practice of selection of teachers in Canada who come from a strong pool of candidates (Wildeen & Holborn, 1990). Uganda National Examinations Board (UNEB, 1997) investigated the antecedents and consequences of teachers work environment and pupils school experiences as correlates of achievement in Ugandan primary schools. They found that a relationship between work experience and pupils achievement existed. The pupils experiences were also found to correlate with how pupils perform at school. Similarly, an inquiry into several pupil, teacher and school management factors by UNEB (2003) revealed differences in levels of achievement by age groups, school location and region, but with girls always performing at a lower level than the boys. Nakabugo et al. (2007) investigated the instructional strategies for large classes in primary schools in Uganda and found that classroom control and management difficulties resulting into indiscipline; the difficulty in preparing teaching and learning materials enough for the big numbers; and the difficulty in reaching out and interacting with all learners, especially those with learning disabilities and the slow ones. Specifically, this study examined the factors that appear to hinder pupils opportunity-to-learn mathematics in primary schools in Uganda. The study sought answers to the research question: What are the challenges and problems that teachers face when they teach mathematics in primary schools? Methodology The sample consisted of 36 primary school teachers of mathematics enrolled in the distance education programme in the Institute of Adult and Continuing Education (IACE) at Makerere University. The sample was obtained through convenience sampling, as the teachers were available for their face-to-face session at the university were from a population of the primary school teachers in the country. These teachers were from different districts of the country whose views were assumed representative of the prevailing situation in the country. These teachers had teaching experience ranging from five to 25 years. The entire sample had minimum academic qualification of a Grade V teachers certificate or Diploma in Education and taught in primary schools in different parts of the country. The data for this study were gathered through an open question to the participants and an interview guide given to primary school teachers of mathematics. It was not possible to gather the views of the pupils because the study was conducted during the time the schools were on holiday. The data was analysed through gathering descriptive statistics and information regarding the current problems and challenges of teaching mathematics in primary schools. The factors that could affect pupils opportunity-to-learn mathematics were identified, which were organised into five themes: (a) the personality of the teachers; (b) the characteristics of the pupils; (c) the overcrowded classrooms; (d) the nature of the curriculum and syllabus; (e) government policies on education; and (f) the learning environment and assessment methods. Results The guiding research question for the study was: What are the challenges and problems that teachers face when they teach mathematics in primary schools? Table 1 indicates the findings of the study. The dominant factor that 83% of the teachers cited in the teaching of mathematics is the personality of the teachers in the field. First, the academic background of the teachers is weak. Few of the teachers teach mathematics and many are untrained; these teachers use poor teaching methods and they lack support in form of continuous professional development through workshops, seminars and refresher courses. Second, the characteristics of the pupils were cited by 56% of the teachers. They also reported that some of the pupils come from poor socio-economic family backgrounds where there lack of reading and innumeracy culture are the norm and many of them cut lessons and school, which introduces discontinuity, disconnect on the work being covered and less grasp of the work covered later. The same teachers reported that pupils have poor attitudes to mathematics, pupils seem disinterested in the subject and there is rampant absenteeism, cutting and late reporting to lessons among the pupils. Table 1: Themes that hinder pupils opportunity-to-learn mathematics in primary schools (N = 36) ThemeFactors, Problems and Challenges% of Teacher SupportPersonality of the Teachers -Weak academic background and content knowledge for teaching -Poor attitudes to mathematics, learners and teaching -Poor teaching methods and practices (mainly teacher centred, rote and chalk and talk), teaching geared towards passing examinations). Examination pressure -Few qualified teachers83Characteristics of the Pupils-Negative attitudes toward mathematics -Individual differences -Home and socio-economic background - Inability to read and write -Absenteeism and dropouts56Overcrowded classrooms-Large class enrolment due to UPE -High pupil to teacher ratio -Inadequacy of teaching and learning materials and resources (textbooks) -Much workload for teachers53Nature of the Curriculum and Syllabus-Overloaded curriculum (broad: Too much content to be covered) -A subjects-congested timetable and inadequate time to teach much content -Irrelevance of the mathematics content -Examination oriented 50Government Policies on Education-Low teacher ceiling limits per school -Recommended teacher-pupil ratio of 1:55 (but in reality ration is one to over 80 pupils) -The policy on UPE has loopholes -The thematic curriculum has been introduced in an ad-hoc manner (technical, mathematical symbols, notation and language; and daily language) -Automatic promotion of pupils to next class39Learning environment and assessment methods-Poor reading culture -Examination focussed assessment -Lack of external support outside the school -Unsuitable learning culture -Inadequate provision of infrastructure33 Third, information gathered from the teachers in the study showed that 53% of them reported their work was affected by overcrowded classrooms. The overcrowding large classes results from the UPE policy on education has lead to classes of over 80 pupils. The advent of UPE has led to swollen classrooms that result in discipline problems, overloaded teachers and a resources constrained environment where there are inadequate resources such as suitable textbooks and a high pupil to teacher ratio. The class size automatically gives much workload to the teachers to prepare lessons, teach them and mark assigned work if any, which is set at a minimum. Fourth, the data collected indicates that about half the teachers reported that the nature of the syllabus and the curriculum that is followed is overburdened, overcrowded with topics and congested. For example, there is thematic curriculum for lower primary (P.1 & P.2), Mathematics, Languages (English & mother tongue), Science/Health Education, Social Studies, Religious Education (Christian & Islamic), Integrated Productive Skills (IPS), Art and Crafts, Performing Arts and Physical Education (PAPE), Kiswahili, Music and Co-curricular Activities. The time allocated to teaching mathematics is five periods of only 30 minutes in lower primary or 40 minutes in upper primary (a period per day) in a 40 periods week. Fifth, the data indicates that about two fifths of the teachers cited that government policies on education affect teacher opportunity-to-learn mathematics. For example, the UPE policy is identified with automatic promotion of the pupils; the introduction of thematic curriculum, which emphases on the use of local mother tongue languages at the lower primary schools level is a factor that has not helped the education system much, as of now. Furthermore, Uganda National Examinations Board (UNEB) does not encourage the use of neither calculators nor computers in the teaching of mathematics at the primary school level. There is no policy on a vigilant system to support and to monitor the implemented mathematics curriculum. Finally, from the collected data, about one third of the teachers reported the learning environment and the assessment methods as factors that hinder opportunity-to-learn mathematics. Similarly, the assessment of pupils work and the provision of adequate feedback to pupils have become more difficult due to the large number of pupils. It is only pupils who sit at the front rows of the classrooms who benefit from the teachers attention. Discussion and Recommendation The purpose of this study was to identify the factors that hinder pupils opportunity-to-learn mathematics in primary schools using responses from primary school teachers themselves. The survey approach allowed the study to build on the foundation provided by previous work on effective teaching approaches (Brophy, 1999). In general, the present analysis suggests that there are several factors that hinder students opportunity-to-learn mathematics. The personality of the teachers teaching mathematics is worrying. The teachers have weak academic backgrounds on the mathematics content to deliver. Their own attitudes to mathematics may contribute to their inability to motivate the pupils to learn mathematics. The teaching methods that are used remain predominantly the traditional talk and chalk mode of delivery. The teachers are under pressure to enable their pupils pass examinations and are therefore forced to water down the implemented curriculum. Although teachers attempt to cover all the content of the syllabus, the frequent disruptions in the teaching time due to un-gazetted holidays, late start of the term and so on do not allow the completion of the syllabus in most schools. The characteristics of the pupils retard the pace of coverage of the content. The fact that few pupils can not effectively read and write by the time they are in primary six or seven, which is the top class in the primary school level, spells out problems of the ability to comprehend what is taught. Another factor identified in this study is the overcrowded classrooms. The introduction of UPE has its own down sides. The issues that teachers pointed out in this study reinforce the challenges that teachers in the Nakabugo et al. (2007) study identified. Certainly, when teaching in large classes teachers provide fewer exercises and practice so as to reduce the amount of marking to do. There is also limited space to conduct group work that would enhance effective coverage of content. The overcrowded curriculum minimises pupils opportunity-to-learn mathematics as teachers try to cover too much content in too little time available. The nature of the curriculum and syllabus is one critical element for the opportunity-to-learn. One finding of this study indicates that the curriculum is overcrowded thus affecting opportunity-to-learn. Since the curriculum is too heavy the most teachers are not able to cover it adequately thus reducing the chances of the pupils to learn. The current primary school curriculum contains 10 main topics to be covered. Although teachers attempt to cover all the content of the syllabus, the frequent disruptions in the teaching time due to un-gazetted holidays, late start of the term and so on do not allow the completion of the syllabus in most schools. This result indicates that the content of the syllabus may not all be relevant to the needs of the pupils either for their further education or use in real life. The content is then cosmetically covered on the surface to prepare pupils for examinations. The implication of this finding is that curriculum review that is focussed on the needs of the society is necessary. The current loaded curriculum requires a more focussed review to reduce the number of topics to be covered and retain only those that are relevant to the pupils academic growth. Government policies on education are another factor to be considered. If pupils have not shown academic growth it is unwise to automatically promote such pupils. Such a policy of automatic promotion needs to be reconsidered in the name of quality. The advocacy for the thematic curriculum does not have supportive evidence that it is a better alternative to enhance education quality. All advocates of such a policy never passed through such a teaching approach and yet they have been successful. On the use of calculators, the majority of the pupils now see, touch and use calculators and computers at home or out of school. It therefore does not make a lot of sense to insist that neither calculators nor computers should be used in the primary schools as is the case now. It is common knowledge that the computer now provides new tools to use in mathematics and opportunities to develop flexible software to help both students and teachers to comprehend fundamental mathematical concepts. Conclusion This paper describes an investigation of factors the hinder pupils opportunity-to-learn mathematics in primary schools in Uganda through the use of an open-ended questionnaire. The findings from this study are: First, that the teachers personalities pose problems that deprive pupils from opportunity-to-learn due to their attitudes, teaching methods and academic background. Second, that the characteristics of the pupils oppose their own opportunity-to-learn due to their attitudes, home and socio-economic backgrounds and absenteeism. Third, that the overcrowded classrooms lead to shortage of adequate instructional materials, high pupil to teacher ratio minimises possibilities of individual attention to the pupils. Fourth, that the nature of the curriculum and the syllabus gives the teachers and pupils too much content than they can chew within limited time available. Fifth, that government policy on education like on teacher ceiling limits, the thematic curriculum and so on deprive pupils of enough teachers to cover their course. Finally, that the learning environment and assessment methods drive teacher to water down the curriculum to meet the examinations requirements. It would be interesting to examine these identified factors. A replication of the study reported here to a larger sample might yield different results. The implications of the problems and challenges identified in this study beg for further research, more focussed education policies, and more support for teachers to improve pupils opportunity-to-learn. The findings of this study should be interpreted with caution because of the small number of teachers who participated in the study and the fact that pupils were not accessed to find their views. References Brophy, J. (1999). Teaching, Educational Practices Series, No. 1, Paris: UNESCO. Ministry of Education and Sports, (2005). A comprehensive analysis of basic education in Uganda. Kampala: Author. Nakabugo, M. G., Opolot-Okurut, C., Ssebbunga, C. M., Ngobi, D. H., Maani, J. S., Gumisiriza, E. L., Mbaga, R., Alupo, C., Byamugisha, A., Tukesiga, J., Bisikwa, R., Ndawula, R. & Bbosa, D. (2007). Instructional strategies for large classes: Baseline literature and empirical study of primary school teachers in Uganda. Centre for the Study of International Cooperation in Education (CICE), Africa-Asia University Dialogue for Basic Education Development: The second reflective dialogue meeting report (November 15 17, 2006, Kampala Uganda) (pp. 191-206). Hiroshima: CICE. Oldfather, P., West, J., White, J., & Wilmarth, J. (1999). Learning through childrens eyes: Social constructivism and the desire to learn. Washington DC: American Psychological Association. Uganda National Examinations Board (1997). Teachers work experience and pupils schooling experience as determinants of achievement in primary schools. Kampala: Author Uganda National Examinations Board (2003). The achievement of primary school pupils in Uganda in English Literacy and numeracy. Kampala: Author Wildeen, M. F., & Holborn, P. (1990). Teacher education in Canada: A research review. In R. P. Tisher & M. F. Wideen (Eds.) Research in Teacher Education International Perspectives, (pp. 11-32). London: The Falmer Press.     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