THE IMPACT OF SOCIAL BACKGROUND ON THE LEARNING OF MATHEMATICS AT ORDINARY LEVEL AT PORTA FARM SECONDARY

Abstract

This study investigated the relationship between social background and the learning of Ordinary Level mathematics at Porta Farm Secondary School. Using a mixed-methods approach, the research combined questionnaires, interviews, and observational data to explore how socio-economic status, parental education and support, peer influence and home environment influence mathematics achievement among secondary school students. The findings revealed significant differences in mathematics performance among students from diverse social backgrounds, with those from disadvantaged backgrounds performing significantly lower than their peers. The study identified key factors contributing to this achievement gap, including limited access to resources, lack of parental support, and low self- esteem. The research concludes by highlighting recommendations which include the need for targeted interventions and support structures to address the socio-economic disparities in mathematics education, ensuring equal opportunities for all students to succeed, parental involvement in the learning of mathematics. The findings have implications for mathematics education policy, teacher training, and school practices, emphasizing the importance of addressing the social context of learning to promote inclusive and equitable education.