AUTHOR=Numajiri Takuya , Kosaka Masato 

TITLE=Study on the quality of mathematics education in primary schools in Sindh province, Pakistan

JOURNAL=Frontiers in Education

VOLUME=Volume 10 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1526845

DOI=10.3389/feduc.2025.1526845

ISSN=2504-284X

ABSTRACT=This paper investigates the factors influencing primary school students' mathematics achievement in Sindh province, Pakistan, with a focus on grades 3 to 5. Despite a notable increase in primary school enrollment, challenges persist in delivering high-quality mathematics education. Using the data from the project For Gender Responsive Actions to Ensure Retention Through Community Engagement and School Practices (GRACE), the study aims not only to understand students' basic mathematics knowledge but also to investigate factors that can be associated with the low mathematics achievement of primary school students in Sindh province. The study employs a multiple linear regression analysis and descriptive statistics, to explore the impact of various factors on students' mathematics performance. Key findings reveal gender disparities, with female students exhibiting lower achievement, and significant associations between school location and mathematics proficiency, with suburban students outperforming their rural counterparts. Multi-grade teaching is identified as a challenge, particularly in classrooms with three or more grades, highlighting the need for targeted support for teachers. Moreover, teachers' negative attitudes toward mathematics and low confidence levels present barriers to effective instruction. Addressing these factors is crucial for enhancing students' mathematics achievement and fostering a more equitable and inclusive education system in Sindh province. The findings have important implications for policy and practice, emphasizing the importance of targeted interventions and professional development initiatives to support teachers, and improve students' mathematics learning.