Factors Influencing The Implementation Of Mathematics Curriculum In General Secondary Schools In East Showa Zone Of Oromia Region

The purpose of this study was to investigate the major factors that influence the implementationrnof mathematics curriculum in general secondary schools. Attempts have been made to examine: -rnthe attitude of mathematics teachers and students’ perceptions towards the current mathematicsrncurriculum, the achievement of objectives for grade 9 and 10 mathematics syllabi and theirrnsuccessful implementation, and factors influencing the implementation of grade 9 and 10rnmathematics curriculum. To this end, a descriptive survey approach was used as a method of thisrnstudy. The data was collected from 450 sample students, 30 mathematics teachers, 5 principals’rnschools, and 5 mathematics department heads selected through simple random samplingrntechniques. In-depth interview with principals, observation, questionnaires, and documentariesrnwere employed to collect data for this study. The data obtained were analyzed using bothrnquantitative and qualitative analysis methods. Accordingly, the result of the study indicated thatrnthe majority of mathematics teachers did use continuous assessment techniques to evaluate theirrnstudents’ performance. Significant proportion of mathematics teachers (16.7) had negativernattitudes towards the implementation of the syllabus. Furthermore, the majority of the students’rnperceptions towards the implementation of the syllabus were found to be very low. There wasrnscarcity of curricula and instructional materials and shortage of time to implement thernmathematics syllabus. Lack of technical and materials supports, lack of communication and lowrnattention on the part of principals, mathematics department heads and administration werernobserved to be the major factors influencing the implementation of mathematics curriculum.rnConsequently, there is a significance difference in mathematics achievement between fiverngovernment GSS students in favor of Mojo and Wonji schools students. Hence, to alleviate thernproblems encountered in the implementation of the syllabus, continuous teacher professionalrndevelopment, adequate provision of curricula and instructional materials for mathematicsrnteachers, department heads and principals and modifying or revising or changing thernmathematics syllabus according to the needs of the students and the objectives of the GSSrnprograms after conducting on extensive national study are suggested.

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