Abstract
Mathematics is widely recognized as a challenging subject for many students, often leading to high
failure rates among university learners. This study investigates the factors contributing to student
failure in two calculus-related mathematics modules at a university in Johannesburg, South Africa.
Five key factors are examined: students’ attitudes toward mathematics, self-doubt, teaching methods
employed by lecturers, access to textbooks and learning materials, and short attention spans. Data
were collected through a Google Form questionnaire distributed to students, and the findings were
analysed using statistical methods. The results indicate that neither age nor gender significantly affects
students' performance in mathematics. However, the five identified factors play a substantial role in
determining success or failure. These findings are supported by a Chi-Square test, yielding a
statistically significant p-value of 0.000128. We also provide some valuable insights from the polarity
and subjectivity analyses of the students’ responses. While the insights provided are valuable, this
study acknowledges that these factors represent only part of a broader set of influences on student
outcomes in mathematics.