Exploring Factors Contributing to Indifference Towards Learning Mathematics Among Secondary School Students in Nepal
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Abstract
Mathematics is a compulsory subject at the school level in Nepal, deemed essential for everyday life and higher studies, particularly in the fields of science and technology. However, there is a noticeable apathy among students when it comes to learning mathematics. This qualitative research aims to identify the factors that contribute to this indifference towards learning mathematics. Data was collected through in-depth interviews with four participants from both public and private schools, all enrolled in the tenth grade. Analysis and interpretation of the data revealed several factors that lead to this indifference. These factors can be classified as student-related, school-related, and home and society-related. Student-related factors include mathematics anxiety, negative perceptions, insufficient effort, poor academic achievements, limited real-world applications, low self-efficacy, and perpetuation of misconceptions about mathematics. School-related factors encompass teaching practices, teacher qualifications, traditional methods focused on rote learning, impractical curriculum and courses, inadequate school administration, and subpar physical facilities. Home and society-related factors have a negative effect on mathematics engagement, such as unfavorable home environments, low socioeconomic status, and parental education. Together, these factors contribute to the observed indifference towards learning mathematics.
Keywords: Indifference, Qualitative, Mathematics, Factors, Home, Students, School
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