TITLE:
An Investigation of the Factors That Contribute to Poor Problem-Solving Skills in Grade 8 Mathematics Learners in Namibia
AUTHORS:
Moses Chirimbana, Lahya T. Nghipandulwa, Ferdinand Nghikepunye Kamati
KEYWORDS:
Problem-Solving, Performance, Mathematics, Learners, Teachers, School, Social Constructivism, Language
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.10 No.12,
November
30,
2022
ABSTRACT: The study seeks to investigate the factors that contribute to poor problem-solving
skills in Grade 8 Mathematics learners at three combined schools in the Ongha
circuit. A case study design was used within the qualitative approach. A theory
of Vygotsky’s social constructivism theory of cognitive development was used as
the theoretical framework of this study. The population for this study
comprised all 19 Grade 8 Mathematics teachers from three combined schools in
Ongha Circuit, in the Ohangwena region. A sample comprising six Grade Eight
Mathematics teachers was then chosen purposively from the three combined
schools in Ongha Circuit. An interview guide was used to collect data from the
Mathematics teachers. Data were analyzed using themes that were discussed
later. The literature and the theoretical framework were used to compare and contrast
the study findings. Participants revealed that problem-solving skills have a
long-term effect on learners’ learning. The study uncovered that learners with
poor problem-solving skills experience difficulties in solving mathematical
problems and in daily life. The study also unveiled that the factors that
contribute to poor problem-solving at the combined school were language
problems, lack of resources, lack of mathematical pedagogical knowledge, lack
of involvement of parents, lack of motivation and support, and lack of training
and workshops. It can therefore be suggested from the results of this study,
that some of the strategies that can be applied to enhance learners’
problem-solving skills in mathematics are such as allow learners to do more
practice, designing suitable examples and activities, using different teaching
strategies, using key mathematical terms and use more teaching aids. The study
further recommends the school management to provide teaching and learning
resources, organize min-trainings and monitor compensatory programs. The study
also suggests that the education regional directorate should supply adequate
textbooks, give professional support, and organize training and workshops to
help teachers to improve problem-solving skills among learners.