Mapping Internal and External Factors Behind Students’ Mathematics Learning Difficulties: A Qualitative Diagnostic Study at the Lower Secondary Level

Abstract

Background: learning at the lower secondary level often presents persistent challenges for students, particularly when conceptual understanding is weak and learning environments are not supportive. Learning difficulties in mathematics cannot be viewed solely as cognitive problems, but rather as complex phenomena shaped by the interaction of internal learner characteristics and external educational contexts. Understanding these interacting factors is essential for designing instructional practices that respond to students’ actual learning needs.

Aims: This study aims to map and analyze the internal and external factors that contribute to students’ difficulties in learning mathematics, with a focus on how these factors influence students’ engagement, conceptual understanding, and ability to apply basic mathematical operations.

Method: A qualitative descriptive approach was employed. Data were collected through classroom observations, semi-structured interviews with students and teachers, documentation, and diagnostic tests. Thirteen lower secondary students were purposively selected to represent varying levels of learning difficulty. Data analysis followed systematic stages of reduction, display, and interpretation to identify recurring patterns across data sources.

Results: The findings indicate that students’ learning difficulties are influenced by internal factors such as low learning motivation, limited mastery of basic mathematical concepts, poor concentration, and reluctance to ask questions. External factors include minimal parental support, unconducive learning environments, and learning habits that prioritize non-academic activities. Diagnostic test results confirmed that these factors are closely associated with students’ weak performance in mathematical problem solving.

Conclusion: The study highlights that mathematics learning difficulties emerge from the interaction between personal learning dispositions and environmental conditions rather than from instructional content alone. These findings emphasize the need for instructional strategies that strengthen foundational understanding, foster active student engagement, and create supportive learning environments both at school and at home. Teachers are encouraged to adopt more responsive and contextualized pedagogical approaches, while parents and schools should collaborate to support students’ learning routines. By addressing both internal and external dimensions of learning difficulty, mathematics instruction can become more inclusive, effective, and aligned with students’ real learning experiences.