Students' Failure in Mathematics: A Case Study of Calculus-Related Modules at a University in Johannesburg

Abstract

Mathematics is widely recognized as a challenging subject for many students, often leading to high failure rates among university learners. This study investigates the factors contributing to student failure in two calculus-related mathematics modules at a university in Johannesburg, South Africa. Five key factors are examined: students’ attitudes toward mathematics, self-doubt, teaching methods employed by lecturers, access to textbooks and learning materials, and short attention spans. Data were collected through a Google Form questionnaire distributed to students, and the findings were analysed using statistical methods. The results indicate that neither age nor gender significantly affects students' performance in mathematics. However, the five identified factors play a substantial role in determining success or failure. These findings are supported by a Chi-Square test, yielding a statistically significant p-value of 0.000128. We also provide some valuable insights from the polarity and subjectivity analyses of the students’ responses. While the insights provided are valuable, this study acknowledges that these factors represent only part of a broader set of influences on student outcomes in mathematics.