The Teaching And Learning Of Slow Learners In Mathematics At Secondary School Level In Gweru Zimbabwe

ABSTRACT

This study focused on the teaching and learning of slow learners in mathematics at secondary

school level in secondary and high schools in Gweru Urban District. The researcher's main

objective was to find out how slow learners in mathematics are being assisted at secondary

school levels, the challenges, if any, which are being faced by the teachers in assisting these

slow learners as well as the slow learners' perspectives towards the assistance they are being

given by their mathematics teachers. A descriptive survey was used to collect the data where

the instruments used to collect the data were teachers' questionnaires as well as students

interview guides. The data were then presented in the form of tables and were analyzed. The

results of the research were intriguing. The most commonly used method as claimed by the

teachers is the use of a variety of learning techniques to suit the different learning styles,

followed by the method of breaking down of complex tasks into easy tasks. This is followed

by modifying language used to match the understanding level of the slow learners. The least

used method is moving at a slow rate when teaching so as to accommodate the slow learners'

rate of thinking. The biggest challenge all teachers are facing is the class size which is too

large for the them to carter for slow learners, limited time since time table is fully packed,

fear of being falsely accused of having an affair with students as well as child molestation,

pupils' fear of the subject as well as frequently changing teachers every term. From the pupils'

point of view, the findings showed that the teachers are not offering sufficient help to slow

learners in their classes. In other words they claim to help them but they are not. From this

study the researcher recommends all mathematics teachers to try by all means to assist these

slow learners in any way they can so as to help them improve in mathematics. It is also

recommended that teachers should move slowly at the rate of slow learners when teaching

them so that every child understands. The researcher also recommends the Ministry of

Education to make a follow up on the remediation program which was introduced so as to

monitor progress on the learning of slow learners as this might help increase the pass rate in

mathematics. The ministry should also reduce the teacher pupil ratio so that teachers can also

carter for slow learners in the lesson.

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