Axis Journal of Mathematical Statistics and Modelling
Mathematics Achievement in Primary and Junior Secondary Schools of Kenema District, Sierra Leone
Abstract
Edward Lamin Monya Junior and Kenneth Maaada Lansana
Background: Mathematics achievement is a critical indicator of educational quality and a predictor of future academic success. Despite educational reforms in Sierra Leone, concerns persist about mathematics learning outcomes, particularly in rural districts.
Objective: This study assessed the level of mathematics achievement among primary and junior secondary school students in Kenema District and identified key factors influencing performance.
Methods: A cross-sectional mixed-methods design was employed. Standardized mathematics tests were administered to 1,200 students from 30 randomly selected schools. Surveys with 150 mathematics teachers, classroom observations, and focus group discussions were also conducted.
Results: Overall mathematics achievement was low, with a mean score of 42.3% (SD=18.7). Primary students averaged 38.4% (SD=16.2), while junior secondary school (JSS) students averaged 46.2% (SD=20.1). Multivariate analysis revealed significant predictors of achievement included teacher qualifications (β=0.28, p<0.001), availability of learning resources (β=0.22, p<0.01), and parental education level (β=0.19, p<0.05). Qualitative data identified inadequate teaching methods, limited instructional time, and socioeconomic challenges as major barriers.
Conclusion: Mathematics achievement in Kenema District falls below expected standards, with systemic factors significantly influencing outcomes. Urgent interventions focusing on teacher capacity building, resource provision, and community engagement are recommended to improve mathematics education quality.