Mathematics Learning Difficulties Among Students in the First Cycle of Basic Education in Zliten: Perspectives of Mathematics Teachers

Abstract

The study aimed to identify the difficulties faced by students in the first cycle of basic education regarding mathematics—specifically those related to the curriculum and the students themselves—from the perspective of mathematics teachers. It also sought to determine whether there were statistically significant differences in teachers' responses based on gender (male vs. female). Employing a descriptive research design, the study covered a total population of 29 teachers; given this small population size, the researchers conducted a comprehensive survey of all members. The study concluded that the accumulation of course material affects student achievement by 85%, and that the number of allocated class periods is disproportionate to the volume of the curriculum by 83%. The results also indicated that classroom overcrowding reduces the ability to monitor individual students by 97%, while frequent student absenteeism leads to poor academic achievement in 93% of cases. Furthermore, difficulty in recalling prior information was found to impact achievement, and a lack of diligence in completing homework resulted in a 91% decline in comprehension rates; meanwhile, a lack of parental follow-up on student progress had a 90% impact. The findings also revealed that student inattention reduces curriculum comprehension by 87%, and limited reasoning and inferential skills negatively affect achievement levels by 86%. Additionally, a lack of understanding regarding mathematical problems was shown to lower achievement levels, while a failure to appreciate the importance of mathematics impacted achievement rates by 85%.