Influence of Mathematical Background on Academic Performance in Mathematics Among Secondary School Students in Arusha City, Tanzania
DOI:
https://doi.org/10.59645/abr.v17i2.539Keywords:
Mathematical background, Mathematical performance, Academic success, Secondary SchoolAbstract
Mathematics is essential in Tanzania’s education system, yet secondary school students continue to perform poorly in national secondary school examinations (CSEE). This study explored the influence of students’ mathematical backgrounds on performance in secondary school mathematics in Arusha City. A qualitative design was employed, using semi-structured interviews with 14 participants (10 teachers and 4 students). Data were analyzed thematically to examine how foundational knowledge affects learning. Results revealed that students with strong primary mathematics backgrounds showed greater confidence, active participation, and improved achievement, while those with weaker foundations struggled with motivation and advanced concepts. Teachers highlighted the sequential nature of mathematics, stressing the need for mastery of primary content for secondary school success. The study concludes that background knowledge strongly shapes mathematics performance. Teachers should focus on strengthening background mathematical skills through diagnostic assessments, remedial programs, and interactive, student-centred methods in primary education to address learning gaps and enhance positive outcomes.
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