It is not an exaggeration to opine that passing mathematics in the West African Senior School Certificate Examination (WASSCE), commonly known as WAEC, has consistently posed a significant challenge to candidates in Nigeria over the years. The subject is often regarded as a stumbling block for many students, with a considerable percentage failing to meet the required credit pass. This difficulty has sparked concern among educators, parents, and policymakers, who recognize mathematics as a core subject essential for academic and career advancement. The challenge stems from various factors, including inadequate preparation, lack of qualified teachers, and the pervasive fear of mathematics, which many students perceive as an insurmountable subject.

Statistics over the years highlight the gravity of the situation. For instance, in 2021, only about 65.24% of the candidates who sat for the WAEC examinations obtained credit passes in mathematics, a slight improvement from previous years but still reflecting a significant number of failures. In 2020, the percentage was even lower, with only 52.38% of candidates passing the subject. Historical data shows that these percentages fluctuate annually, but consistently, a large proportion of students struggle to secure the mandatory credit in mathematics, which is required for admission into tertiary institutions in Nigeria.

As recently gathered, results of the May/June 2024 West African Senior School Certificate Examination (WASSCE) written by 1.8million candidates which were released a week ago showed that 72% of students obtained five credits, including English Language and Mathematics.

In fact, the persistent high failure rates in mathematics have prompted various interventions aimed at improving student performance. These include government and private sector initiatives to train teachers, improve curriculum delivery, and provide extra tutoring for students. Despite these efforts, the challenge remains significant, as the fear and anxiety associated with mathematics continue to hinder students’ performance.

Given the foregoing factual background, there is no denying the fact that addressing this issue requires a more holistic approach that not only enhances teaching methods but also changes students’ perceptions of the subject, making it more accessible and less intimidating.

In fact, mathematics often gets a bad rap as one of the most difficult subjects students face in school. From complex equations to abstract concepts, it can seem like a daunting mountain to climb. However, the real problem is not the subject itself but rather the way it is presented by teachers. Many students struggle not because mathematics is inherently difficult, but because the teaching methods employed can make it seem intimidating and inaccessible.

One of the primary reasons mathematics appears difficult is the traditional teaching approach. Many educators focus heavily on memorization and procedural tasks, leaving little room for students to understand the underlying concepts. When students are only taught to follow steps without grasping the “why” behind them, mathematics becomes a series of arbitrary rules rather than an interesting and logical system.

For instance, a student may memorize how to solve a quadratic equation but fail to understand the concept of parabolas or the significance of the quadratic formula. This lack of context can make the subject seem like a series of isolated tasks rather than a coherent whole. When students do not see the relevance of what they are learning, their motivation wanes, and they begin to view mathematics as a series of obstacles rather than an engaging challenge.

Mathematics anxiety is another significant factor. If students are constantly exposed to high-pressure environments or feel they must meet unrealistic expectations, their fear of making mistakes can overshadow their ability to learn effectively. Teachers who emphasize correctness over understanding contribute to this anxiety, making students wary of attempting problems or asking questions.

Moreover, the way mathematics is sometimes presented in classrooms, through competitive grading, timed tests, and an emphasis on speed, can exacerbate this fear. Students who struggle with a concept may feel isolated or inadequate compared to their peers, leading to a negative self-perception that further impedes their learning.

Reflecting on my own experiences as a secondary school student, I vividly remember a particular mathematics teacher who was so obsessed with flogging students that he turned the subject into a source of dread. This teacher seemed to relish finding reasons to punish students, often using the slightest mistake as an excuse to unleash his whip. The atmosphere in the classroom would shift as soon as it was time for him to teach. The moment his footsteps were heard in the hallway, there would be a mass exodus of students from the classroom, each one scrambling to avoid his infamous whippings.

This approach did nothing to foster a love for mathematics. Instead, it created a toxic environment where fear overshadowed learning. Rather than focusing on understanding the concepts being taught, our primary concern became how to escape the next round of punishment. This fear-based approach not only discouraged students from engaging with the material but also instilled a deep-seated anxiety that followed many of us for years.

Given the foregoing unarguable facts, it is germane to opine at this juncture that to make mathematics easy to understand, educators should focus on fostering a deeper understanding of mathematical principles. Teaching should be centered on problem-solving and real-world applications that make abstract concepts more tangible. By connecting mathematical ideas to everyday experiences, students can see the value and relevance of what they are learning.

Interactive teaching methods, such as group work and hands-on activities, can also make learning mathematics more engaging. When students collaborate and discuss their thought processes, they can gain different perspectives and strategies for solving problems. This collaborative environment can help reduce anxiety and make learning mathematics a more positive experience.

Ultimately, mathematics should be taught as a subject that encourages curiosity and exploration. Teachers who approach mathematics with enthusiasm and a willingness to explore different methods can inspire their students to do the same. By emphasizing the beauty and utility of mathematics rather than just its challenges, educators can shift students’ perceptions and help them appreciate the subject for what it truly is.

In fact, mathematics is not an inherently difficult subject. The challenge often lies in how it is taught. By adopting more effective teaching methods, reducing anxiety, and fostering a supportive learning environment, educators can help students see mathematics as an exciting and manageable subject. The key is to shift the focus from memorization and fear to understanding and engagement.