Key Factors Influencing the Quality of Mathematics Education in Rural Communities. A case study on Lower Bambara Chiefdom - Kenema District - Sierra Leone

Abstract

The study examines key factors influencing mathematics education quality in rural Sierra Leone, highlighting persistent challenges such as resource shortages, inadequate teacher training, and low student performance. Using a mixed methods approach, data from 50 pupils and 10 teachers across ten schools revealed that most students underperform academically, with an average score of 31.5 out of 100. Teachers generally possess moderate experience, yet many are rated as poor performers, underscoring the need for professional development. Perception surveys indicated that both pupils and teachers recognize teacher quality and student engagement as crucial factors affecting learning outcomes. Statistical analyses, including ANOVA, identified teaching quality (p=0.008), resource adequacy (p=0.025), and pupil engagement (p=0.045) as significantly influencing mathematics instruction, while curriculum relevance was not statistically significant. The results underscore that improving teacher competence, increasing instructional resources, and fostering student motivation are vital for enhancing mathematics learning in rural contexts. Addressing infrastructural deficits and implementing targeted interventions can promote equitable access to quality education and booster academic achievement. Ultimately, the findings provide empirical evidence for policymakers and educators to prioritize resource allocation, teacher training, and student engagement strategies, fostering sustainable improvements in mathematics education and supporting broader socioeconomic development in Sierra Leone.