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This study sought to investigate learners’ attributions on high failure in mathematics examinations I rural secondary schools in Nkayi district in Matabeleland North Province of Zimbabwe which has a student population of 1200 at Ordinary Level. A total of 200 respondents were used of which 120 were girls and 80 were boys. The research instruments used was the questionnaire which had both close ended and open ended questions. Descriptive statistical analysis was use d to interpret data. The study revealed that pupils attributed their failure mainly to lack of material resources, poor teaching methods, bad teacher behavior, poor grounding in the subject at lower levels as well as their fear of the subject. The study recommends that the Ministry of Education should embark on serious in-service training for mathematics teachers. Teachers should also embark on team teaching to assist each other on the subject. Finally, pupils should be motivated to view mathematics like the rest of the subjects in the school curriculum.
Tshabalala et al. (Fri,) studied this question.