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Abstract This paper presents the findings of a descriptive survey research that investigated what makes students dislike Mathematics and seeks potentially effective Mathematics teaching practices, to boost their interest. The study involved 94 participants, including 60 lower-level secondary school students and 34 Mathematics teachers from 5 schools in Karongi District, Western Province, Rwanda. Both students’ and teachers’ questionnaire responses were analyzed using descriptive statistics. We found that what makes students dislike Mathematics is related to how Mathematics is taught. Low scores in tests or exams, teachers’ harshness, and carelessness were reported among the factors demotivating students to like Mathematics. Being able to show the relevance of Mathematics in an everyday situation, teaching students to remember mathematical facts, and showing them lots of worked examples were mentioned by most of the teachers as indicators of effective Mathematics teaching practices. Together with these indicators, preparing the lesson before teaching, providing exercises and homework to students, and making research to update teachers’ teaching skills have been drawn and recommended for teachers as potentially effective teaching practices.
Ukobizaba et al. (Sat,) studied this question.