Study on the quality of mathematics education in primary schools in Sindh province, Pakistan
This paper investigates the factors influencing primary school students' mathematics achievement in Sindh province, Pakistan, with a focus on grades 3 to 5. Despite a notable increase in primary school enrollment, challenges persist in delivering high-quality mathematics education. Using the da...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-05-01
|
| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1526845/full |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849313048413601792 |
|---|---|
| author | Takuya Numajiri Masato Kosaka |
| author_facet | Takuya Numajiri Masato Kosaka |
| author_sort | Takuya Numajiri |
| collection | DOAJ |
| description | This paper investigates the factors influencing primary school students' mathematics achievement in Sindh province, Pakistan, with a focus on grades 3 to 5. Despite a notable increase in primary school enrollment, challenges persist in delivering high-quality mathematics education. Using the data from the project For Gender Responsive Actions to Ensure Retention Through Community Engagement and School Practices (GRACE), the study aims not only to understand students' basic mathematics knowledge but also to investigate factors that can be associated with the low mathematics achievement of primary school students in Sindh province. The study employs a multiple linear regression analysis and descriptive statistics, to explore the impact of various factors on students' mathematics performance. Key findings reveal gender disparities, with female students exhibiting lower achievement, and significant associations between school location and mathematics proficiency, with suburban students outperforming their rural counterparts. Multi-grade teaching is identified as a challenge, particularly in classrooms with three or more grades, highlighting the need for targeted support for teachers. Moreover, teachers' negative attitudes toward mathematics and low confidence levels present barriers to effective instruction. Addressing these factors is crucial for enhancing students' mathematics achievement and fostering a more equitable and inclusive education system in Sindh province. The findings have important implications for policy and practice, emphasizing the importance of targeted interventions and professional development initiatives to support teachers, and improve students' mathematics learning. |
| format | Article |
| id | doaj-art-7143ec6042104988b35dd25d211eae8d |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-7143ec6042104988b35dd25d211eae8d2025-08-20T03:52:52ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-05-011010.3389/feduc.2025.15268451526845Study on the quality of mathematics education in primary schools in Sindh province, PakistanTakuya NumajiriMasato KosakaThis paper investigates the factors influencing primary school students' mathematics achievement in Sindh province, Pakistan, with a focus on grades 3 to 5. Despite a notable increase in primary school enrollment, challenges persist in delivering high-quality mathematics education. Using the data from the project For Gender Responsive Actions to Ensure Retention Through Community Engagement and School Practices (GRACE), the study aims not only to understand students' basic mathematics knowledge but also to investigate factors that can be associated with the low mathematics achievement of primary school students in Sindh province. The study employs a multiple linear regression analysis and descriptive statistics, to explore the impact of various factors on students' mathematics performance. Key findings reveal gender disparities, with female students exhibiting lower achievement, and significant associations between school location and mathematics proficiency, with suburban students outperforming their rural counterparts. Multi-grade teaching is identified as a challenge, particularly in classrooms with three or more grades, highlighting the need for targeted support for teachers. Moreover, teachers' negative attitudes toward mathematics and low confidence levels present barriers to effective instruction. Addressing these factors is crucial for enhancing students' mathematics achievement and fostering a more equitable and inclusive education system in Sindh province. The findings have important implications for policy and practice, emphasizing the importance of targeted interventions and professional development initiatives to support teachers, and improve students' mathematics learning.https://www.frontiersin.org/articles/10.3389/feduc.2025.1526845/fullquality of educationmathematics educationPakistanprimary school educationgenderachievement examinations |
| spellingShingle | Takuya Numajiri Masato Kosaka Study on the quality of mathematics education in primary schools in Sindh province, Pakistan Frontiers in Education quality of education mathematics education Pakistan primary school education gender achievement examinations |
| title | Study on the quality of mathematics education in primary schools in Sindh province, Pakistan |
| title_full | Study on the quality of mathematics education in primary schools in Sindh province, Pakistan |
| title_fullStr | Study on the quality of mathematics education in primary schools in Sindh province, Pakistan |
| title_full_unstemmed | Study on the quality of mathematics education in primary schools in Sindh province, Pakistan |
| title_short | Study on the quality of mathematics education in primary schools in Sindh province, Pakistan |
| title_sort | study on the quality of mathematics education in primary schools in sindh province pakistan |
| topic | quality of education mathematics education Pakistan primary school education gender achievement examinations |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1526845/full |
| work_keys_str_mv | AT takuyanumajiri studyonthequalityofmathematicseducationinprimaryschoolsinsindhprovincepakistan AT masatokosaka studyonthequalityofmathematicseducationinprimaryschoolsinsindhprovincepakistan |