Abstract
The study investigated the differences in performance in mathematics between students who study through boarding schools and those who study through non boarding schools in the province of Manicaland. The period that was examined by the researchers was at least ten years after obtaining political independence. The seven districts of Manicaland were compared on ten variables. The study revealed that students who studied through boarding schools outperformed their colleagues who studied mathematics through non boarding schools. The study concluded that the differences in performance were due to the better study atmosphere at boarding schools. The students at boarding schools also had adequate resources and time for study without the burden of extra household duties at home. The study recommended that the Ministry of Primary and Secondary Education, in collaboration with school authorities and parents of students at non boarding schools provide adequate resources, a conducive study environment after normal school hours and adequate study time for students to improve on mathematics. I. Background To The Problem Education has long been touted as an important tool for the development of nations and societies. The Zimbabwean government has invested vastly in education since the attainment of independence in 1980. The gains were apparent for the black community which had suffered under an educational system which was designed to prop up the interests of whites while undermining the interests of blacks. The developments in education in Zimbabwe however, were fraught with challenges such as low pass rates in mathematics which was viewed as one of the most important subjects. Umamer (2011) viewed education in mathematics as a bedrock and an indispensable tool for scientific, technological and economic advancement of any nation. Umamer (2011) however noted that there was a high failure rate in mathematics inspite of the importance of the subject. Davis and Hersh, (2012) indicated that mathematics was an important subject not only from the point of view of getting an academic qualification at school or college, but also as a subject that prepares the students for the future. In Zimbabwe, performance in mathematics has been bad regardless of its importance. The subject is generally disliked by students and it is regarded as difficult (Tshabalala & Ncube, 2012). There are, however, two main systems in Zimbabwes secondary schools, boarding schools and non boarding schools. There has not been any specific study detailing the differences in performance between boarding and non boarding schools in mathematics in Manicaland province of Zimbabwe.
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