Challenges faced by learners when solving linear equations. A case of St Paul’s Gokwe high school form 4 students – Midlands province

Author

Hungwe, Talent Y.

Title

Challenges faced by learners when solving linear equations. A case of St Paul’s Gokwe high school form 4 students – Midlands province

Abstract

This study investigates the challenges faced by learners when solving linear equations at St Paul's High School Gokwe, Zimbabwe. The research aimed to identify cognitive, pedagogical, and environmental factors contributing to these challenges. A mixed-methods approach was employed, combining tests and interviews to gather data from O level learners at St Paul’s High School in Gokwe South District. Descriptive statistics were used to analyze the quantitative data while thematic analysis was used for the qualitative data. This study's findings indicated that a significant proportion of students at St Paul’s High School encounter ongoing cognitive challenges when solving linear equations. Furthermore, students demonstrated significant challenges in resolving multi-step problems, particularly those that included brackets, negative integers, or the requirement to isolate variables through many algebraic operations. This indicates a deficiency in procedural fluency, an essential element of mathematical proficiency. The study also found that the primary instructional style utilized for teaching linear equations at St Paul’s High School is traditional, defined by the teacher-centered "chalk-and-talk" approach. There was also adequate evidence to show a deficiency of educational materials, such as textbooks, workbooks, manipulatives, and visual aids, intensifies the issue. The research revealed that students at St Paul’s High School exhibited diverse attitudes towards linear equations, indicating a complex interaction of personal motivation, previous experience, and academic self-concept. In light of the study's findings, the study recommends that teachers are urged to shift from conventional teacher-centered methodologies to learner-centered strategies, including cooperative learning, discovery learning, and inquiry-based instruction. An urgent necessity exists for institutional and policy-level actions. School calendars should designate more instructional time for algebra to ensure comprehensive coverage and reinforcement of linear equation principles. Administrators and education ministries ought to allocate resources towards ongoing professional development programs, enhancing teachers' competencies in differentiated teaching and learner psychology. Prioritization of vital materials, including textbooks, worksheets, and teaching aids, is imperative. Moreover, students must to utilize technology-driven resources, such as mobile applications and instructional videos, to enhance their classroom experience. Ultimately, cultivating a development mindset and dismantling preconceived notions regarding mathematical aptitude are essential for fostering confidence and resilience in the discipline.

Date

June 2025

Publisher

BUSE

Keywords

Challenges

Linear equations

Form Four students

High School students

Supervisor

Dr C.J Chagwiza