Impact of Algebra Proficiency on Performance of Business Mathematics Among College Students' in Tanzania; A Case of Institute of Accountancy Arusha (IAA)
DOI:
https://doi.org/10.59645/abr.v17i2.538Keywords:
Algebra, Business Mathematics, Performance, College StudentsAbstract
Students face challenges in applying algebra concepts to business mathematics problems. This study was conducted at IAA, Tanzania, to assess students' algebra proficiency and examine its influence on business mathematics performance. A quantitative approach was adopted using structured questionnaires administered to 333 students selected through simple random sampling, and data were analyzed using descriptive statistics. Findings revealed that 82.5% of students lack confidence in algebra, and perceived it as a barrier to understanding Business Mathematics. Students who demonstrated stronger algebra skills reported better performance and engagement with course content. Hence, 76.9% of students acknowledge that improving algebra skills would enhance overall performance in Business Mathematics. The study concludes that algebra proficiency plays a vital role in academic performance in Business Mathematics. To improve student performance in business mathematics, the study recommends regular assessments and feedback, incorporating remedial algebra support, adopting innovative teaching strategies, and reinforcing algebra skills early within the business mathematics curriculum.
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