Students difficulties in learning algebra at lower secondary level

Abstract

This study identified students’ difficulties in learning algebra at lower secondary level. This study used a mixed method research design in Quan-Qual form. To fulfill the objectives of this study, the researcher had taken primary data for the achievement test and interview under the difficulties in conceptual area. The test contained questions from five main areas of algebraic difficulties; variables, algebraic expressions, equations, word problems and transition from arithmetic to algebra. After the test, ten students were interviewed to find difficulties in learning algebra. In this study, 150 students from two secondary schools of Nuwakot district were taken for the sample study purposively. Achievement test and interviews were the tools used in data collection procedure. Data were analyzed by both qualitative and quantitative ways. The mean and percentage result of class-wise as well as overall responses were calculated and drawn the conclusion on the basis of learning disability theories and integrated mixed inferences. The results indicated a number of difficulties under each area. Some difficulties obtained from misunderstanding and misconception of algebra in which, the main reason for difficulties were the lack of understanding of the basic concept of the variable in different context, solving ways and rules, errors in simplification and guessing without reasoning. The finding of the study concluded that, learning difficulties plays the vital role to obtain the low achievement in algebra.