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With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.

Evoking Motivation for Achievement In Ó’ Level Mathematics in Zimbabwe