CONCLUSION
It is evident from the analysis of the responses obtained from students and teachers that there exist some misconceptions about Mass and Volume at the Junior Secondary School students in Mazini region of Swaziland. Some causes identified include lack of instructional materials, teaching methods emanating from content knowledge gaps on the part of the teachers, inappropriate teaching qualification and excessive workload of teachers.
The following recommendations are suggested.
(1) Only certified teachers who are qualified in the field of teaching should be allowed to handle these and other fundamental concepts in Mathematics.
(2) Teachers should be regularly trained and retrained through workshops and seminars so they can improve on their teaching methods.
(3) Good Instructional material should be provided at Secondary Schools to facilitate the dissemination of such concepts in Mathematics.
(4) Workload of teachers must be reduced where possible. Findings have shown that overloaded teachers tend to be ineffective.
(5) Students should be encouraged to develop more interest and good attitude towards Mathematics.
(6) Teacher should give assignments frequently to the student to improve independent problem-solving skills while good appraisal of these assignments would always serve as reinforcement to the students.
(7) Parent should be properly counselled on the importance of Mass and Volume so they can also encourage their children.
SUGGESTIONS FOR FURTHER STUDIES AND RESEARCH
This work did not cover curriculum evaluation nor did it examine the teaching methodology in details. The work could therefore be a good platform for further studies and research.