Investigating Factors that Contribute to Apathy Towards Mathematics Learning in Secondary School Students in Nepal

Abstract

In Nepal, Mathematics is one of the major subjects taught in the school and is considered as an integral part of the school education, essential for the society and important for higher studies like science and technology. However, students' interest in the subject is poor. The aim of this qualitative study is to explore different factors that contribute to this disinterest in mathematics learning. Four 10th graders, from both public and private schools, were interviewed in depth. A series of contributing factors emerged from the careful analysis and interpretation of the data, falling in generally three categories which were: student-related, school-related and home- and society-related. Student-related factors include mathematics anxiety, negative perceptions of the subject, insufficient effort, weak academic performance, limited exposure to real-world applications, low self-efficacy, and the persistence of myths about mathematics. School-related factors encompass ineffective teaching practices, inadequate teacher qualifications, an overemphasis on rote learning, an impractical curriculum, poor school administration, and substandard physical infrastructure. Home- and society-related factors — such as unfavorable home environments, low socioeconomic status, and low parental education levels — also weigh heavily on students' engagement with mathematics. Together, these factors help explain the widespread disinterest in mathematics learning observed among students.