Page 18 - Professorial Lecture - Prof Kasanda

(Source: Compiled from DNEA, 2010, 2011, 2012, 2013, 2014; EMIS, 2010,
2012)

As shown in Tables 1(a) the students’ performance in the National
examinations in the ordinary examinations tend to cluster around the low
symbols of E to I. with very few students in the A* to D range. This to me
seems to show low performance in the NSSC (Ordinary) examinations
throughout the five year period indicated in Table 1(a) with symbols E to I
(Incomplete) averaging about 60%. According to Kgabi, & Tyobeka (2013,
p. 7). The E symbol ranges from “40 to 49%”, the F symbol from “30 to
39%”, and G symbol i.e., “below 30%” which are very low indeed.
Accordingly, it is my view that this performance at NSSC (Ordinary level)
needs to be improved if we are to turn out mathematically literate citizens
who will lead the match towards Vision 2030.

Table 1(b) provides some relief in the sense that the students at the NSSC
Higher level performed relatively better than those at the ordinary level,
which is to be expected given the fact that these are very capable
students. I should hasten to point out though that it is not Namibian
students only who perform poorly in mathematics. Oundo (2013) and
Mbugua, Kibet, Muthaa, & Nkonke (2012) note poor performance in
mathematics in Kenyan secondary schools. Kisakali, & Kuznetsov (2015)
indicate the same poor trend in Tanzania, while Ali (2013) and Sa’ad,
Adamu, & Sadiq (2014) cite the case of poor performance in mathematics
in Nigeria. As can be seen from these few examples poor performance in
mathematics seems to be a wide spread phenomena in many countries.

Students’ performance in mathematics at the University of Namibia

For university students their performance in mathematics is also
something of concern. Indeed this concern persuaded the Faculty of

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