Exploring the Global Pupil’s Academic Performance in Linear Programming: A Glimpse on Literature Review
DOI:
https://doi.org/10.54536/ajlsi.v2i2.1791Keywords:
Curriculum Development Centre, Emergence, Secondary School, Continuous Professional Development (CPD), Linear Programming, Academic PerformanceAbstract
The main objective of this essay was to conduct an exhaustive literature review of the pupil’s performance in linear programming. The study sample had 15 participants comprising 8 females and 7 males purposively sampled. The study concerning students’ lived experiences of their academic success in linear programming was conducted using a hermeneutics phenomenology design. The study was qualitative as the details were descriptive, led by the specified methodology, and used qualitative research methodologies and procedures. This is a result of its stringent compliance standards for a variety of processes, including sampling techniques and data analysis methodologies (Mulenga, 2015). The intent was to describe the pupil’s academic performance, explore pupils’ linear programming-related disablers, and explore techniques for enhancing pupils’ academic performance. The study was only carried out for six months. In light of this, it has been noted that the performance of pupils in linear programming is subpar as a result of a variety of complications, including lack of teaching and learning resources, incompetent teachers, pedagogy they use, pupils’ attitude, mathematical language, time and the usage of subpar textbooks, among others. As a result, the existing difficulties have even led to pupils’ low morale, which is prevalent worldwide, especially in developing nations. In order to address the issue of the topic being taught by incompetent teachers, it is advised that the government train and recruit qualified and competent mathematics teachers to teach the subject at senior secondary. Furthermore, additional time should be allotted to the challenging topics through collaboration between the MoGE and the Curriculum Development Centre (CDC). In order to support pedagogies among mathematics teachers, it is also advised that the MoGE strengthen Continuous Professional Development (CPD) initiatives in schools. Besides, the MoGE should receive more funding in order to purchase instructional materials for different schools across the nation. Teachers of mathematics are commended to use a variety of approaches, tactics, and strategies in order to enhance how they present the lesson they are teaching.
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