Author(s)

Moses Chirimbana¹, Lahya T. Nghipandulwa², Ferdinand Nghikepunye Kamati³

¹School of Public Health and Science Foundation Programme, University of Namibia (Oshakati Campus), Oshakati, Namibia.
²University of Namibia Science Foundation Programme (Oshakati Campus), Oshakati, Namibia.
³Ministry of Education Namibia, Ohangwena Region, Helao Nafidi, Ohangwena, Namibia.

The study seeks to investigate the factors that contribute to poor problem-solving skills in Grade 8 Mathematics learners at three combined schools in the Ongha circuit. A case study design was used within the qualitative approach. A theory of Vygotsky’s social constructivism theory of cognitive development was used as the theoretical framework of this study. The population for this study comprised all 19 Grade 8 Mathematics teachers from three combined schools in Ongha Circuit, in the Ohangwena region. A sample comprising six Grade Eight Mathematics teachers was then chosen purposively from the three combined schools in Ongha Circuit. An interview guide was used to collect data from the Mathematics teachers. Data were analyzed using themes that were discussed later. The literature and the theoretical framework were used to compare and contrast the study findings. Participants revealed that problem-solving skills have a long-term effect on learners’ learning. The study uncovered that learners with poor problem-solving skills experience difficulties in solving mathematical problems and in daily life. The study also unveiled that the factors that contribute to poor problem-solving at the combined school were language problems, lack of resources, lack of mathematical pedagogical knowledge, lack of involvement of parents, lack of motivation and support, and lack of training and workshops. It can therefore be suggested from the results of this study, that some of the strategies that can be applied to enhance learners’ problem-solving skills in mathematics are such as allow learners to do more practice, designing suitable examples and activities, using different teaching strategies, using key mathematical terms and use more teaching aids. The study further recommends the school management to provide teaching and learning resources, organize min-trainings and monitor compensatory programs. The study also suggests that the education regional directorate should supply adequate textbooks, give professional support, and organize training and workshops to help teachers to improve problem-solving skills among learners.

Problem-Solving, Performance, Mathematics, Learners, Teachers, School, Social Constructivism, Language

Chirimbana, M. , Nghipandulwa, L. and Kamati, F. (2022) An Investigation of the Factors That Contribute to Poor Problem-Solving Skills in Grade 8 Mathematics Learners in Namibia. Open Journal of Social Sciences, 10, 614-628. doi: 10.4236/jss.2022.1012042.