This study explores the challenges faced by teachers in delivering the new mathematics curriculum in senior secondary schools in Sierra Leone. The focus is on schools located in both rural and urban areas of the Eastern Region. The new curriculum was introduced to improve the quality of mathematics education and to help students develop better problem-solving and numeracy skills. However, many schools are finding it difficult to implement the curriculum effectively.
The research used a case study approach, comparing rural and urban schools. Data was collected through surveys with teachers, interviews with school leaders, classroom observations, and a review of teaching materials. This mixed-method approach helped to provide a deeper understanding of the issues affecting curriculum delivery.
The findings reveal several major challenges. Many teachers, especially in rural areas, are not fully qualified or trained to teach the new curriculum. There is also a lack of teaching and learning materials, such as textbooks and guides. Infrastructural problems, including poor classroom conditions and limited access to electricity or internet, make it hard for teachers to use modern teaching methods. Professional development opportunities are limited, leaving many teachers without the support they need.
These challenges affect the quality of mathematics education and create unequal learning experiences between rural and urban students. The study recommends targeted teacher training programs, better distribution of materials, and improved infrastructure, especially in rural schools. Policymakers need to focus on addressing these issues to ensure that the new mathematics curriculum benefits all students equally.