Students’ challenges in learning quadratic equations in Zimbabwe’s secondary schools (with special focus on form three students.)

Abstract

The purpose of this study was to investigate the students’ challenges faced in learning quadratic equations in Zimbabwe’s secondary schools (with special focus on form three students). Despite quadratics being a core component of the Ordinary Level mathematics curriculum, national assessment reports continue to show low pass rates and persistent learner difficulties. Using a mixed-methods approach, the researcher collected data from a student diagnostic test administered to form three students at Glen View 1 High School and semi-structured interviews with mathematics teachers in Glen View-Mufakose District. Quantitative data were analysed to determine patterns of errors in key areas such as factoring, completing the square, use of the quadratic formula, graphing quadratic functions, and solving word problems. Qualitative insights from teachers were used to explain the underlying causes of these errors. The findings revealed that students struggled most with completing the square, interpreting and solving word problems, and applying the quadratic formula correctly. Common errors included weak algebraic manipulation, misinterpretation of mathematical symbols, limited conceptual understanding of quadratic functions, and difficulties linking real-life scenarios to appropriate mathematical models. Teachers attributed these challenges to inadequate foundational knowledge, limited exposure to multiple solution methods, overreliance on rote procedures, and insufficient teaching and learning resources. The study concludes that improving learner performance in quadratic equations requires strengthening conceptual instruction, enhancing teacher pedagogical approaches, and increasing opportunities for practice using varied representations. It recommends targeted remedial programmes, use of diagnostic assessments, continuous professional development for mathematics teachers, and provision of more instructional materials to support learner understanding.