ASSESSMENT OF STUDENTS’ AND TEACHERS’ PERCEPTIONS OF DIFFICULT TOPICS IN SENIOR SECONDARY SCHOOL MATHEMATICS

Abstract

This mixed-method study investigated the perceptions of students and teachers regarding difficult topics within the Senior Secondary School 2 Mathematics curriculum in Oriade Local Government Area, Osun State, Nigeria. A sample of 150 students and 5 Mathematics teachers from 10 schools (5 public and 5 private) participated in the study. Data was collected using a self-developed questionnaire and semi-structured interviews, which were analysed using descriptive statistics, t-tests, and thematic analysis. Key findings indicated that students predominantly perceive vectors and coordinate geometry as the most difficult topics, while teachers highlighted bearing and distance, algebra, and logical word problems. Also, the abstract nature of some mathematics topics was highly perceived by the students, and fear of attempting question was the most possible cause of the difficulty experienced by the student. Furthermore, teachers reported employing diverse interactive teaching strategies such as discussion, diagrammatic representation, activity-based learning, and contextualized teaching to enhance understanding of the perceived difficult topics. Inferential analysis revealed no statistically significant difference in students' perceptions of difficulty based on gender (t=0.30, df = 148, p>0.05), and school ownership (t = 0.098, df = 148, p>0.05). The study concluded that the abstract nature of specific mathematics topics presents a significant learning challenge, though perceptions of this difficulty are consistent across demographic groups. Recommendations include the adoption of more hands-on, technology-enhanced teaching methodologies, and encouraging consistent practice and parental support to mitigate learning difficulties.