Factors affecting mathematics performance of learners in grade 11: Perceptions of teachers at two selected public schools in the Khomas region, Namibia
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Date
2025
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University of Namibia
Abstract
The performance of learners in mathematics at the senior secondary level in Namibia
remains a persistent educational concern, particularly at the Grade 11 level under the
revised Namibia Senior Secondary Certificate Ordinary (NSSCO) curriculum. This
qualitative study examined the perceptions of Grade 11 mathematics teachers
regarding factors influencing learner performance in two selected public schools in the
Khomas Region. The study adopted an interpretivist paradigm and employed a case
study design. Data were gathered in semi-structured interviews with six purposively
selected teachers, supplemented by classroom observations and document analysis.
Thematic analysis was used to identify recurring patterns and insights. The findings
revealed that the revised mathematics curriculum posed significant challenges,
including excessive content, the promotion of unprepared learners, inadequate
instructional time, and minimal teacher training on the new curriculum. Teachers
reported that mixed ability classrooms, poor foundational skills, negative learner
attitudes, and limited teaching resources further exacerbated performance gaps. The
researcher concludes that learner performance in Grade 11 mathematics is shaped by
a complex interplay of curriculum demands, institutional support, teacher capacity,
and learner readiness. Hence, ongoing professional development (PD), curriculum
alignment with learner capabilities, and provision of resources to enable effective
mathematics teaching and learning are recommended. These findings are particularly
relevant for curriculum planners, school leaders, and policymakers seeking to improve
mathematics education in Namibia
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in Curriculum, Instruction and Assessment Studies
Keywords
Mathematics performance, Grade 11, Revised curriculum, Learner attitudes, Teacher perceptions, Namibia, NSSCO, University of Namibia