Students’ reluctance to enroll in the Mathematics Department

Abstract

The researchers address the phenomenon of students' reluctance to enroll in the Mathematics department, which is a notable educational issue affecting the future of scientific disciplines and reducing the number of competencies in fields that rely on mathematical and analytical thinking. The project aims to analyze the underlying reasons for this reluctance, whether stemming from the difficulty of the subject, teaching methods, inadequate academic guidance, or the negative perceptions held by students and their families. The researchers relied on a review of several previous studies and implemented a questionnaire designed with four dimensions, distributed to a sample of 130 participants. The results of the study revealed that the most significant reasons for the reluctance toward Mathematics are related to the nature of the subject itself, followed by factors associated with the teacher of the subject. The project concluded with a set of recommendations that highlight the importance of developing curricula, updating teaching methods, enhancing the role of educational guidance, and raising awareness of future opportunities within the Mathematics department. This is crucial for addressing the problem and encouraging more students to choose this vital field of study.