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American Journal of  
Life Science and Innovation (AJLSI)

Exploring the Art of  Pedagogy in Teaching Linear Programming to Support Novice
Performance at Munkuye Secondary School in Nkeyema District: A Hermeneutics

Phenomenological Perspective
Mwambazi Chrispine Mulenga1*, Francis Simui2

Volume 3 Issue 1, Year 2024
ISSN: 2833-1397 (Online)

DOI: https://doi.org/10.54536/ajlsi.v3i1.2310
https://journals.e-palli.com/home/index.php/ajlsi

Article Information ABSTRACT

Received: December 03, 2023

Accepted: January 07, 2024

Published: January 11, 2024

The study aimed to explore the art of  pedagogy in teaching linear programming to support 
novice performance. The study was qualitative in nature and hermeneutic phenomenological 
design guided the study. The study had 16 participants who were selected through 
homogenous purposive sampling. Data was produced through semi-structured interviews 
and focus group discussion schedules. Then generated data was thematically analysed. 
Findings of  the study were that Comprehensive Pedagogy has been essential to secondary 
school students’ academic achievement and advancement. Comprehensive pedagogy is 
typically demonstrated by the teaching strategies used to improve learning and the resources 
used in the teaching/learning process. However, most teachers were not employing 
appropriate methods in teaching linear programming hence poor pupils performance. 
Freeman et al. (2014) supports the use of  group work in the teaching/learning process 
since it encourages students’ social inclusion. Make use of  interactive techniques such as 
problem-solving workshops, case studies, and group discussions. Participation is encouraged 
and newcomers can apply LP ideas realistically with the aid of  interactive learning. On 
approaches to problem-solving, offer constructive criticism. Beginners should apply LP 
techniques with plenty of  possibilities to practice on a regular basis.

Keywords

Linear programming, Learner 
performance, Pedagogy Ministry 
of  Education, Curriculum 
Development Centre

INTRODUCTION
The purpose of  this study is to critically explore the art 
of  pedagogy in teaching linear programming to support 
novice performance at Munkuye secondary school in 
Nkeyema District using hermeneutics phenomenology 
approach. I assert that the adequate information of  
LP as part of  the pedagogical frame work significantly 
contributes to improved learner performance. This study 
offers appropriate pedagogic strategies employed in 
teaching L.P based on available educational references. 
Teaching methods and concepts are based on both artistic 
and scientific principles. In order to stimulate learning 
environment, teachers employ art. Therefore, the study 
of  instruction and how pupils are taught material is 
known as pedagogy. The creation aids in the knowledge 
acquisition of  students. Howard (2021) applied the idea 
that pedagogy is similar to learning and teaching as an 
artistic endeavor.
To put it simply, pedagogy is how educators teach linear 
programming theoretically and practically (Howard 
Gardner, 2021). In discourse, the term “pedagogy” has 
come to refer to instructional practices alone (Pritchard 
& Woollard, 2010). Teaching, then, is the process of  
learning by experimentation and many approaches. Since 
science and art are fields that are always changing, the 
term “pedagogy in education” is now used frequently.

The Value of  Pedagogy in Instruction
Pedagogy has the capacity to fundamentally change the 
rules in the sphere of  education. The tools and high-

level efforts needed to give pupils the fortitude to face 
the future can be found in a variety of  pedagogies. One 
benefit of  pedagogy learning is that it enhances education 
and boosts student performance, which benefits both 
teachers and learners.
Students find it difficult to comprehend the ideas of  
linear programming. To help in idea explanation, the 
instructor may use a strategy that considers the student’s 
developmental stage. Moreover, in the event that the 
initial pedagogy fails, a teacher may try a second one 
(Shumba, 1988).

Context
The Greek terms “agogos” (leader) and “paidos” (child) 
are the origin of  the English word “pedagogy.” Thus, 
pedagogy is the study of  instruction and how students 
are taught stuff. It facilitates students’ acquisition of  
knowledge. The notion that pedagogy is comparable to 
learning and teaching as an artistic endeavor was put into 
practice by Howard (2021). 
Both artistic and scientific elements serve as the 
foundation for teaching concepts and processes. 
Teachers use art to inspire pupils in an engaging learning 
environment. Children pick up a variety of  language and 
critical thinking abilities in school. Teaching is an art, it 
instructs students and teachers must use the right tools 
and strategies. 
Peyser (2006) defines pedagogy as the art or science 
of  teaching and educational techniques. Teachers’ 
philosophies influence pedagogy. To assist students 

1 Munkuye Secondary School, Nkeyema, Zambia
2 Institute of  Distance Education, University of  Zambia, Lusaka, Zambia
* Corresponding author’s e-mail: mwambazicm@gmail.com



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learn more effectively and develop higher-order thinking 
skills, well-thought-out pedagogy is required. The term 
“instrumental knowledge of  pedagogy” is used to lead to 
scientific study. 
Pedagogy has the capacity to fundamentally change the 
rules in the sphere of  education.  One benefit of  pedagogy 
learning is that it enhances education and boosts student 
performance, which benefits both teachers and learners. 
A student-centered approach can raise the standard 
of  instruction. It is possible for students to take full 
responsibility for their education. Moreover, according to 
Pedaste et al. (2015), pupils can grasp complex academic 
ideas at their individual speed.

Statement of  the Problem
Mathematical educators have put a lot of  effort into 
identifying the primary causes of  secondary school 
pupils’ poor linear programming ability. Substandard 
rates of  success in linear programming remain a concern 
despite all these admirable attempts. Pedagogy help 
students improve their linear programming skills. We do 
not, however, know if  students’ actual experiences with 
linear programming were consistent with educational 
instruction. This formed the foundation for the current 
study’s hypothesis.

Purpose of  the Study
The study’s goal was to explore the art of  pedagogy 
in Munkuye Secondary School’s linear programming 
instruction in order to enhance novice performance.

Research Objectives
The research objectives are: 

i. Explore Exploring the art of  pedagogy in teaching 
linear programming to support novice performance. 

ii. Describe appropriate pedagogic strategies to employ 
in teaching L.P to support novice performance.

Significant of  the Study
More study data may be able to assist instructors in 
refining their methods for teaching linear programming. 
The study’s findings may be useful in developing inclusive 
education policy for educational institutions and the 
ministry of  education. The study is significant for 
educators, students, and the country at large since it has the 
potential to improve comprehension and boost academic 
accomplishment. Since economists and businesses add 
value to the nation, the data in this study might also be 
useful to them in their daily business dealings.

METHODOLOGY
Research Design
The study explored students’ lived experiences with 
their academic performance in linear programming 
using a hermeneutic phenomenology design. The study 
was qualitative in character, using methodologies and 
techniques of  qualitative research under the given 
approach. This is due to its strict adherence to specific 

methods, like data analysis techniques and sample 
protocols (Mulenga, 2015). 
Additionally qualitative in nature, the study sought 
to evaluate people’s statements in order to look for 
supporting information, validate interpretations, and 
gauge the data’s internal consistency (White, 2018). 
Furthermore, the research was qualitative in nature as it 
sought to offer a comprehensive comprehension of  the 
low mathematics performance among senior secondary 
school students in a specific district (Harrison, et al., 
2017). Thus, examine participant perspectives regarding 
the causes of  low math learner performance.

Research Site
The current study was conducted at Munkuye secondary 
school in Nkeyema district of  western province of  
Zambia. 

Target Population, Sample Size and Sampling 
Procedure
Study Population
The target population of  the study was grade twelve 
pupils who were at Munkuye secondary school in 2023. 

Sample Size
The study had 16 participants comprising 9 females and 
7 males. 

Sampling Procedure
The researcher used a homogenous purposive sample 
technique to choose study participants who could provide 
in-depth knowledge about the issue. According to 
Denzin and Lincoln (2017), this meant that participants 
in purposive sampling were selected based on their 
familiarity with the requested information. 
Put differently, purposive sampling allows the researcher 
to use their judgment to choose the best volunteers 
to meet the study’s goals and provide answers to the 
research questions. According to Makondo & Makondo 
(2020), the purpose was to choose participants who will 
enable the researcher to gain phenomenon, rather than 
extrapolating findings to a broader population.

Research Instrument, Data Generation and Analysis 
Procedure
Research Instruments
The instruments utilized to collect data from participants 
were semi-structured interview guides and focus group 
discussion guides, which encourage interaction and 
dialogue with the participants (Wahyumi, 2012). The study 
findings are more credible when a range of  techniques are 
used, as multiple points of  view are used to collaborate 
and triangulate the facts.

In-depth Interviews
Extensive interviews were conducted with the intended 
audience. One-on-one interviews with participants were 
conducted while the researcher took notes. To obtain 



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insightful information on the research issue, in-depth 
interviews were employed. The use of  this instrument 
has several benefits. Among benefits are the following: 
in-depth interviews improved secrecy and privacy; 
participants had the opportunity to ask questions when 
they were unclear and the researcher had the opportunity 
to clarify; and the researcher was able to gather a wealth 
of  insightful information. 

Focus Group Discussions
Participants in the focus group talks were divided into 
groups of  five. Focus group talks promote dialogue 
and mutual understanding, particularly when tackling 
challenging topics. It makes it possible to examine both 
the parallels and contrasts in experiences and ways of  
thinking (Lewis, 2010). This promotes shared perspectives 
and comprehension. 
According to Moyle (2013), focus group conversations 
also have the advantage of  allowing the researcher to 
listen to the participants, which empowers them in 
and of  itself. In order to allow participants to go into 
further detail about topics that came up in the one-on-
one conversations, the researcher played a moderate role. 
The instruments utilized to collect data from participants 
encouraged communication and interaction with the 
participants (Wahyumi, 2012).

Data Analysis
Given that the study was entirely qualitative, themes 
were developed by grouping participant ideas that were 
comparable (Mufalo and Kabeta, 2019). The generated 
data was therefore subjected to a thematic analysis. 

Ethical Considerations
In order to maintain their anonymity, the participants 
gave the researcher their consent. All participants were 
also given the assurance that the information collected 
would be handled strictly, with the utmost confidentiality, 
and used only for that reason. This was made possible by 
adhering to the ethical standards put forth by Kimmel 
(2014), which include obtaining ethical clearance, getting 
participants’ agreement, ensuring their anonymity, and 
assigning them pseudonyms. As previously mentioned, 
Kimmel’s (2014) highlighted ethical norms were fully 
taken into account.  

Study Findings and Discussion
The study revealed that pupils’ performance in linear 
programming was poor due to the methods teachers 
use. The revelations were established after sixteen (16) 
participants were interviewed to describe appropriate 
pedagogic strategies to employ in teaching L.P to support 
novice performance. As a result, eight (8) students claimed 
that linear programming was taught incorrectly, five (5) 
thought it was taught fairly, and three (3) said it was taught 
properly. This indicates that the pedagogic strategies used 
in teaching L.P to support novice performance in linear 
programming were not appropriate. 

An engaged, immersive, self-paced learning environment 
is facilitated by the use of  pedagogy in instruction. 
However, it is only feasible when a progressive learning 
environment is constructed using the fundamentals 
of  pedagogy. Teachers can engage students’ interests 
and establish a forward-thinking learning environment 
through the use of  pedagogy. By employing several 
instructional techniques, educators can assist learners in 
progressing at their own rate. However, in order to fully 
utilize pedagogy in the classroom, educators must employ 
creative approaches.
It is cardinal to indicate that appropriate pedagogic 
strategies in teaching L.P can support novice performance 
in linear programming. This is because high quality 
teaching rests on teachers pedagogic. Teachers should 
understanding the subjects they are teaching by knowing 
the structure and sequencing of  concepts, developing 
factual knowledge essential to each subject and guiding 
their pupils into the different ways of  knowing. It is also 
clear that when there is   lack of  appropriate pedagogy 
in teaching, pupil’s examination results are at risk. By 
using Step-by-Step Problem Solving, LP issues can be 
divided into more manageable phases. Starting with 
simple examples and gradually introduce complexity 
(Taha, 2016).Thus, the issue of  appropriate pedagogy 
by the teacher benefit the pupil and can enhance good 
performance, especially linear programming. Consistent 
with these statements Fletcher, (2018) issue that students 
have when learning linear programming teachers who 
lack creativity and understanding in the techniques they 
employ, results in subpar exam performance.
Teachers’ pedagogy was the theme that emerged during 
the discussions with participants. 
Nama indicated in transcribed verbatim: 
“Teachers who had appropriate pedagogy explained to 
pupils well and pupils got the concept without difficulties. 
The teacher who taught suitably made pupils to have an 
interest in the topic thereby inspiring the pupils to work 
extremely hard (Nama, 10 .11. 2023).
According to Mwambazi et al. (2022), learner involvement 
is essential to solving the issue of  subpar academic 
performance in linear programming. Active participation 
is the appropriate approach instead of  seeing them as just 
passengers (Wang et al., 2015).
Similar opinions were expressed by Mono, who claimed 
that meaningful learning is possible when pedagogy is 
prioritized. 
“Where children understand the explanation of  the topic, 
pupils tend to do better because they have understood 
and this produces a real desire for learning that should be 
at the heart of  any school’s provision and needs proper 
teaching methods  (Mono,10 .11, 2023).
All the Sixteen (16) participants revealed that Learner-
centred teaching was the best teaching methodology that 
foster learning and enhance performance (Mtitu, 2014). 
Pupils who focus on what they are taught tend to do better 
and score more marks. This can only be done if  teachers 
increase their efficiency and effectiveness in teaching. 



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Wize commented that: 
“I did not understand linear programming concept 
because I could understand the way the teacher was 
explaining the topic. I just learn because I had to. It did 
not understand the topic; I had a lot of  challenges in 
trying to understand. This was because my teacher failed 
to teach to help me understand” (Wize, 18.11. 2023).
By encouraging students to think critically and pay 
attention during lessons, student-centered techniques 
improve successful teaching. This method works well in 
the 21st-century learning environment, which demands 
more creative and interesting pedagogical approaches 
that improve conceptual retention, are learner-centered, 
and support better learning for students in the present 
(Mtitu,2014). 
Yet Mungo stated that: 
“I did not understand anything in linear programming 
because the teacher was struggling in teaching the topic. 
I recall the teacher telling the class that don’t waste time 
answering any question on linear programming. This was 
so because, teachers lacked appropriate teaching approach 
(Mungo, 25.11. 2023). 
Ansah et al. (2020) discovered that subject-matter 
expertise of  teachers has a major impact in their study.
Another theme   that emerged was pupils’ confidence.
Taze commented that: 
“Pupils lost confidence in teachers because they appeared 
to have no content. They were failing to help us understand 
questions better and apply the concept correctly as they 
were unable of  employing a variety of  strategies to retain 
high performance and good mark” (Taze, 22 .11, 2023).
The above assertion collaborates with Watson (2016) 
who said that an effective teacher ought to have Facts and 
skills. The skillset comprised computing and numerical 
abilities; conceptual structures, which were intricately, 
linked knowledge bases; and general strategies, which are 
protocols that direct the selection of  skills.
Further, Yote stated that: 
“I had difficulties in following what my teacher was 
teaching as the lessons were not Interactive hence failing 
to understand the concepts. There was no student 
participation through discussions and problem-solving 
exercises. Majority of  the pupils in class listened to 
teacher talking (Yote, 17.11. 2023). 
Similar observations were made by SMASSE (2018), 
who noted that some math teachers continued to teach 
through lectures and that students were given tightly 
constructed sentences that they had to learn by heart and 
repeat back to the teacher when asked.
Another theme that emerged from the findings was, 
Pedagogy for Teaching in the Classroom was not suitable. 
Further, Masisi stated that: 
“I had difficulties in understanding what my teacher 
was trying to teach as most of  learners were lost in the 
process. The lesson was boring to follow. I left the class 
without getting anything. Majority of  the pupils in class 
listened to teacher talking (Masisi, 19.11. 2023). 
These have an impact on students since they will be less 

adept at addressing problems (Kamatchi & Stanly 2021). 
All the Sixteen (16) participants revealed that Pedagogy 
for teaching and learning in the classroom involves teacher 
centred, an approach most teachers used to facilitate 
learning. Using the effective pedagogical strategies in the 
classroom, teacher can assist students in achieving the 
learning objectives. By employing this tactic, students 
can collaborate, think, pair, and share-leveraging their 
combined knowledge and abilities to complete learning 
objectives (Puteri, 2018). 
Teaching linear programming can be approached in 
various ways to ensure students understand the concepts 
effectively.  This can only be done if  teachers increase 
their efficiency and effectiveness in teaching. 
Sima stated that: 
“I did not understand anything. This was as a result of  
efficiency and effective teaching by my teacher. Some 
pupils showed greater enthusiasm as they value the 
topic more and studied hard in order to deepen their 
knowledge” (Sima, 30.11. 2023). 
The aforementioned results are consistent with the 
assertion made by (Gunduz, 2015) that learners who 
actively participate in the process generate their own 
meaning and understanding of  the subject matter. 
Students should actively build their knowledge and 
comprehension from their experiences. Instructors 
should facilitate learning by encouraging exploration, 
problem-solving, and hands-on activities (Vygotsky, 
1978). 

Appropriate Pedagogic Strategies to Employ in 
Teaching L.P to Support Novice Performance
A 2014 study by Njoroge on teaching strategies in 
secondary schools states that there has long been debate 
about the most effective ways to teach and understand 
math and science. The teaching approach and style were 
the main topics of  discussion. One specific method that 
made some students hate the subject was instruction, 
which keeps them from enjoying their lessons and from 
benefiting from learning what they know on their own.
Moreover, the teacher-centered techniques of  instruction 
that are commonly used are not innovative or enthusiastic 
to help students acquire the skills and knowledge that 
they need. Thus, linear programming performance in 
secondary schools is deficient (Shikuku, 2015).  
Linear programming may not be a challenging topic if  
teachers can employ workable method that can provide 
meaningful learning opportunities for pupils to develop 
understanding of  the topic through discovery. Teaching 
linear programming (LP) effectively to novices requires 
employing pedagogic strategies that are clear, engaging, 
and practical. 

Conceptual Clarity Through Visual Aids
Teachers should use visual aids, such as graphs, charts, 
and diagrams, to explain the fundamental concepts of  LP. 
Visual representations can enhance understanding and 
retention (Hillier & Lieberman, 2014). 



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Conceptual clarity through visual aids enhances 
performance across various fields, including education, 
business, and communication. It can contribute to 
improved performance as it improves Comprehension 
and Retention. Visual aids help in simplifying complex 
concepts, and remember (Mayer and Anderson 1992).

Facilitates learning and Understanding
Visual aids, such as diagrams, charts, and info graphics, 
facilitate active learning. According to Sundarararajan 
(2012), they captivate students by exhibiting material in a 
more charming and comprehensible.

Increased Engagement
Visual aids capture attention and maintain engagement. 
In educational contexts, research by Schwartz et al. (2009) 
highlights that visual aids stimulate interest and help 
maintain focus during learning.

Encourage Critical Thinking
Encourage novices to be creative when approaching 
LP problems. Foster a problem-solving mind-set 
that involves exploring multiple solution paths. The 
effectiveness of  these strategies may vary based on the 
learners’ backgrounds, interests, and prior knowledge. 
It’s essential to adapt and refine these strategies based 
on the specific needs of  the novice learners (Hillier & 
Lieberman, 2014).

Constructivism
Certainly! Pedagogy for teaching involves various 
strategies, approaches, and methods that educators use to 
facilitate effective learning.
Constructivism theory places a strong emphasis on 
how students actively create their knowledge and 
understanding from their experiences. Educators facilitate 
learning by encouraging exploration, problem-solving, 
and hands-on activities (Vygotsky, 1978). Learners create 
their own meaning from the material, (Gunduz, 2015). 
Active participation is the appropriate approach instead 
of  seeing them as just passengers (Wang et al., 2015).
In a similar vein, a social constructivist perspective on 
education sees teamwork as a novel approach to teaching 
and learning for both instructors and students (Roya 
et al., 2015). According to social constructivist theory, 
social input has cognitive development. It highlights how 
knowledge is jointly produced and formed (Eggen & 
Kauchak, 2013). 

Collaborative Learning
This approach involves students working together in 
groups to achieve learning goals. It fosters teamwork, 
communication skills, and peer learning (Bruffee, 1999). 
Multiple learners work together, like in small group 
instruction, and they all contribute and help each other 
learn (Laal & Laal, 2012). Groups of  students collaborate 
to solve problems, finish tasks, or produce products as 
part of  the educational strategy known as collaborative 

learning (Laal & Laal, 2012). This kind of  collaboration 
among learners provides valuable opportunities for 
individual learners especially those who may be lacking to 
learn to improve their quality of  knowledge which in turn 
is likely to impact positively on the academic performance 
(Smith & Johnson, 2018). 

Inquiry Based Learning
Inquiry-Based Learning investigates, and seeks answers. It 
promotes critical thinking, problem-solving, and curiosity 
(National Research Council, 2000). Students address 
real-world problems, like in project-based learning, by 
asking questions and doing further research (Tsafe, 2013).  
According to Ball (2003) a teacher possessing strong 
mathematical pedagogical topic expertise can simplify 
mathematical concepts into less formal, abstract forms, 
making them understandable to pupils with varying 
cognitive abilities. By doing this, curiosity is piqued, 
causing students to appreciate the material that is being 
provided to them. Additionally, because they are drawn in 
by the presentation, this may cause an attitude shift.
Hurrel (2013) further argued that in order for society 
to demand effective learning, quality instruction is both 
necessary and unavoidable. Lee et al. (2019) assert that 
teachers possess outstanding pedagogical topic knowledge 
if  they are able to instruct the lessons effectively. It is 
required of  teachers to exhibit their understanding of  this 
subject. 
Constant and frequent feedback and remediation from 
the professors is also crucial. Math performance is 
inevitably improved when students receive feedback and 
remediation. Remediation helps students make up any 
inadequacies so they can compete on an equal footing 
with other students. Instructors that employ interactive 
techniques get their students to participate actively. It has 
been demonstrated that project work, group projects, 
and discovery approaches are successful ways to teach 
and learn mathematics. When humor is used as a teaching 
approach, students perform better because the instruction 
is engaging and pleasant (Ngussa and Mbuta, 2017). 
In contrast, Kolb (2014) discovered that students who 
were taught a problem-solving technique outperformed 
those who were taught a standard approach in linear 
programming. Students were introduced to autonomous 
problem-solving strategies with the teacher serving as a 
facilitator. Learner-centered teaching is what this sounds 
a lot like (Mtitu, 2017). Similarly, a study on creativity and 
problem-solving skills among higher secondary students 
was carried out by Kumar, M. (2020). The study’s 
conclusions showed that higher secondary pupils have a 
high degree of  problem-solving proficiency.
In 2021, Sathishkumar & Prema conducted a study titled 
“Problem Solving Ability and Academic Achievement on 
Mathematics among IX Standard Students”. According 
to the study’s findings, girls and kids from rural regions 
were better at addressing problems. It was also found that 
students in government schools have lower problem-
solving skills. These previously mentioned research show 



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that an individual’s capacity for problem-solving varies 
depending on their upbringing. The ability of  teenagers 
at different times to solve problems is resolute by the 
facilities that are available to them. Offering of  various 
pedagogical theories and methods that educators can 
utilize in their teaching practices. Pedagogy evolves, and 
new research continually contributes to refining these 
approaches.
Nonetheless, studies reveal that guided discovery, 
exposition, question-and-answer sessions, and group 
projects are the most often employed instructional 
strategies.

CONCLUSION
Incorrect delivery strategies for the lesson are the cause 
of  students’ subpar performance. Poor results are a 
result of  most students not participating in the lesson’s 
delivery. Consequently, educators must meet the needs of  
each student and ensure that none are left behind. It is 
important to promote group collaboration in adaptable 
thought processes and applications.
Ajogbeje and Alonge (2012) assert that teacher competency 
is essential, stating that educators must exhibit proficiency 
in all subject areas’ pedagogical content understanding. In 
agreement with Ajogbeje and Alonge, Lee et al. (2019) 
assert that Teacher Pedagogy Content Knowledge is 
fundamental since it focuses on how the teacher presents 
their teachings. Facilitators possess outstanding Pedagogy 
Content Knowledge if  they are able to engage learners 
with their lectures.
It is imperative to stress the critical significance that 
pedagogy plays. It was also found that the student teachers 
lacked instructional style, linear programming teaching 
skills, and subject-matter experience. Teachers were not 
using creative teaching strategies to encourage learning 
linear programming. In particular, using pertinent word 
problems and incorporating hands-on experiments into 
math lessons can improve student performance and 
learning. Suitable approaches must be used.

RECOMMENDATIONS
Based on the research findings therefore, the study 
recommended the following: 

i. In order to improve successful delivery, teachers 
should use proper teaching techniques, particularly for 
learner-centered activities where students have a key role. 
This should also include the materials and strategies for 
pupils to understand better (Kaabo, 2019). 

ii. To enhance performance, the government, should 
hire content-based, trained math teachers.

iii. To overcome pupils’ fear of  mathematics, teachers 
should encourage them and help them develop a positive 
attitude toward the subject.

iv In order to facilitate the shift from tangible to 
abstract mathematics, teachers should employ both 
virtual and concrete manipulatives in their lesson plans. 
Mathematics instruction can benefit from both tangible 
and digital manipulatives.

v. The mathematics curriculum has to be revised by the 
CDC (2013) to make it more manageable.

vi. In order for instructors to exchange current teaching 
ideas, the district should arrange staff  development 
workshops at the regional, district, cluster, and school 
levels through the province and district

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