Students’ coping strategies and challenges in learning mathematics without a teacher in secondary schools in Tanzania

This study examined the coping strategies students use and the challenges they encounter in learning mathematics in a secondary school context where there are no regular mathematics teachers. It was an embedded mixed-method study involving 900 Form One and Form Three students selected using stratified and simple random sampling techniques, and four heads of public secondary schools purposively selected. Data were collected using questionnaires and interviews. Qualitative data were analysed using thematic analysis, while quantitative data were analysed using descriptive statistics, the Mann-Whitney U test, and the Kruskal-Wallis test. The results show a statistically significant difference ( p < 0.05) between schools of affiliation and students’ use of coping strategies in learning mathematics in the absence of a teacher. Students used conventional coping strategies, such as peer-to-peer learning and referring to textbooks, because these were familiar to them and easy to use. Students rarely used digital coping strategies, such as web video tutorials, digital instructional games, and learning platforms, because of their unfamiliarity with and limited access to digital learning resources. Despite using coping strategies, students were unable to seek clarification on complex topics, leading to them losing interest in the subject and ultimately failing their tests and examinations. Therefore, the study contributes to the field of mathematics education by offering insights into the coping strategies students use and the challenges they encounter when learning mathematics without a teacher. It further provides insight into designing an intervention programme that uses digital technologies while simultaneously allowing students to use conventional strategies. The aim is to enhance students’ self-learning and improve their achievement in mathematics.