Tracking Learner Achievement Gap: An Analysis of Mathematics Achievement in Manicaland, Zimbabwe

Abstract

The socio-political and economic situation for the period 2007 to 2008 characterized subdued teaching and regressed learning in Zimbabwe. The purpose of this study was to track the learning achievements levels of primary and secondary school pupils in Manicaland. Data was collected through mathematics achievement tests to pupils from Grade 4 to 6 in primary schools and Form 1 to 3 in secondary schools. A sample size of 18417 pupils in four districts in Manicaland participated in the study. The tests were administered to 10727 pupils (male: 5291, female: 5436) at primary level and 7690 (male: 3688, female: 4002) at the secondary level. In-depth interviews were conducted with ten participants (three headmasters, 6 teachers and one psychologist). The results of this study show a significant positive relation among the number of years in school and the performance lag and the results were highly significant at alpha level 0,001(1%) (Chi-square 18,071) suggesting a strong correlation between performance lag and number of years school, (r=0.99, significant at 1%). The performance gap widens with increase in the years in school. The overall average performance lag is 4 years. Approximately, 1 year longer in school increased the performance lag on average with a time span between 1 and 2 terms. The factors behind this lag in performance include the absence of and lack of commitment among teachers and lack of teaching materials in the period between 2007 and 2008. It is recommended that a programme should be set up to specifically address the performance lag.