Keywords
High School Students
Quantitative Research
Academic Achievement
Gender Differences
Abstract
Mathematics is important for a person to live a better life. Mathematics holds a special position in the educational curriculum. However, it is well known that most students find mathematics challenging. This study examined the high school students’ struggles and challenges in learning mathematics. This study examines the mathematics learning difficulties faced by high school students through a quantitative research approach. Data were collected from 200 students across various schools using standardised diagnostic tests and structured questionnaires. The study focused on identifying specific areas of difficulty, including conceptual gaps, problem-solving errors, and procedural understanding. Statistical techniques such as mean, standard deviation, and "t" tests were employed to analyze the data. The findings indicated that over 54% of students struggle with basic arithmetic and algebraic concepts, while 46% exhibit moderate to high levels of math anxiety. From this study, algebra was found to be more difficult than arithmetic and geometry. Around 71% of students were below the 50% criterion in the area of algebra. Among the specific difficulties, around 72% of students faced difficulty in basic mathematical calculations, around 83% of students were having difficulties in converting word problems into mathematical expressions and solving them accordingly, and around 69% of students were having difficulties in understanding the applications of the volume of solids. The findings of the study have great implications for schoolteachers and students, and also for teacher education programs to gain a better understanding and in-depth knowledge about the difficulties in mathematics and accordingly develop their capabilities to neutralise these difficulties. The study underscores the need for targeted interventions, including focused skill-building activities and personalised teaching strategies, to enhance student learning outcomes in mathematics.
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