Obstacles Facing Learning and Teaching Mathematics at Secondary Schools in Saudi Arabia From the Point of View of Specialists and Students of the College of science, At Al-Imam Muhammad ibn Saudi Islamic University

Abstract

This study aimed to identifying the obstacles of learning and teaching of mathematics at the secondary stage in kingdom of Saudi Arabia from the point of view of specialists, students and male and female students in department of mathematics in College of Science, at Al-Imam Muhammad bin Saud Islamic university. Also it aimed to identify the differences of opinions among of study sample related to variables of: profession or capacity (specialist – male, student – female students), gender (students, girls school), academic level (first level and eighth level) and the study system (courses system, general system), and courses ( modern and old ).

For achieving the objectives of the study, the researcher used the survey descriptive methodology using questionnaire as a tool in the study. The researcher prepared a questionnaire about obstacle including (120) obstacles, distributed on four dimensions, namely: six curriculum elements related obstacles, teacher related obstacles, student related obstacles, and supervisory, managerial, ecological and social related obstacles. The instrument was distributed to all students in the first and eight levels in mathematics departments and in the College of Science at Imam Mohamed bin Saud Islamic University, and to specialists determined through the study limits. The total number amounted to (335), the respondents were (290), and these are the full, complete and suitable for analysis as the percentage is (87 %) out of the total number.

After analysis the study showed the following results:

1- The obstacles of learning and teaching mathematics in the secondary stage in the kingdom was from the point of view of the study and its four dimensions, showed the following descending ranks: the student related obstacles, attained high degree and mean of (3.42), then teacher related obstacles with high degree and mean of (3.38), then supervisory, managerial, ecological and social obstacles with high degree and mean of (3.24), then methodology elements related obstacles with medium degree and mean (3.23)

2- The most important statistically indication related differences were as the following:

There are statistical indication related to differences at the level of (0.05) with the variable of profession (capacity) among means of male and female school students opinions on the one hand and the specialists opinions on  the other hand in favor of school students  with respect of content related obstacles, special obstacles related to methods and strategies of teaching, and assessment related obstacles, and the total degree of the methodology related obstacles, indicating the specialists of study members highly agree rather than male and female school students in relation to these obstacles.

There are statistical indication related differences at the level of (0.05), according the variable of gender among the means of responses of sample members of the male and female school students with respect to special obstacles related to teacher in favor to members of sample, indicating that male students have high agree than female students regarding teacher related obstacles.