The purpose of the present study was to investigate the challenges of mathematics learning of students in Alberoni University in Afghanistan. The approach to research was mixed method in which, eight mathematics instructors and 45 students voluntarily participated in, and the data were collected using semi-conducted interviews and a questionnaire with 14 items. to conduct. The data were analyzed using interpretive methods and descriptive statistics. The findings indicated that the main challenges of mathematics learning included national university entrance examination, outdated teaching material, shortage of instructors specializing in mathematics, students’ insufficient knowledge of mathematics prior to enrolling to the university, and the lack of reliable internet and library at the Alberoni University, and political and social situations of the country. Based on these findings, the study concludes that there is an immediate need to relook at the recruiting mathematics instructors, syllabus, teaching methods. As well, depicting a clearer professional future for students who will be teaching at high school. To do this, establishing “mathematics department” at Alberoni University is a must.
Seyedi, M., & gholamazad, S. (2023). Challenges Of Learning Mathematics In Alberoni University Of Afghanestan. Journal of Curriculum Studies, 18(70), 237-264.
MLA
Mirhakimullah Seyedi; soheila gholamazad. "Challenges Of Learning Mathematics In Alberoni University Of Afghanestan". Journal of Curriculum Studies, 18, 70, 2023, 237-264.
HARVARD
Seyedi, M., gholamazad, S. (2023). 'Challenges Of Learning Mathematics In Alberoni University Of Afghanestan', Journal of Curriculum Studies, 18(70), pp. 237-264.
VANCOUVER
Seyedi, M., gholamazad, S. Challenges Of Learning Mathematics In Alberoni University Of Afghanestan. Journal of Curriculum Studies, 2023; 18(70): 237-264.
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