Exploring teachers' lived experience of factors affecting students' mathematics performance: A phenomenological study

Background and Objectives: Students' mathematical performance is a multidimensional phenomenon influenced by various individual, cognitive, emotional, educational, familial, and social factors. Despite numerous studies, the lived experience of teachers regarding the factors affecting students' mathematical performance has received relatively little attention. This study aimed to explore the lived experience of mathematics teachers concerning the factors that influence students' mathematical performance. Method: This study employed a qualitative approach using a phenomenological method. The participants consisted of 16 lower-secondary school mathematics teachers, selected through purposive sampling. Data were collected via in-depth, semi-structured interviews and analyzed through coding and thematic analysis. Findings: The findings revealed several key domains: the student's cognitive background and learning skills; the motivational and emotional experience of learning mathematics; the teacher's pedagogical and professional practices; human interactions and the psychological climate of the mathematics classroom; the familial and social context of learning mathematics; and the organizational and structural conditions of mathematics education. The results indicate that mathematical performance emerges from the interplay of individual, cognitive, emotional, educational, familial, and environmental factors. Conclusion: Improving mathematical performance requires a comprehensive, multi-level approach that focuses on strengthening students' cognitive and motivational skills, enhancing the quality of instruction, fostering a supportive learning environment, encouraging family involvement, and ensuring equitable learning opportunities.