Mathematics education plays a crucial role in shaping students’ analytical and problem-solving skills, particularly within the KSSM (Kurikulum Standard Sekolah Menengah) framework in Malaysia. This study aims to determine and examine the difficulties encountered by upper secondary school students in learning KSSM Mathematics. Specifically, it seeks to identify the challenges faced in the delivery of the KSSM Mathematics curriculum and to investigate how these challenges influence the effectiveness of private tutoring. In addition, the study assesses whether there is a statistically significant difference between the performance of students who receive private tutoring and their overall achievement in mathematics. This research also explores fundamental issues within the KSSM Mathematics framework that may hinder effective learning. These challenges can be seen by socioeconomic disparities, as students from lower-income backgrounds may have limited access to private tutoring, potentially affecting their academic performance. By highlighting these issues, the study aims to contribute to the improvement of tutoring strategies and the development of more inclusive educational policies. A quantitative research approach is employed in this study. Data are collected through structured questionnaires distributed to students, covering demographic information, participation in private tutoring, reasons for participation or non-participation, and students’ feedback on tutoring experiences. This method provides comprehensive insights into students’ perspectives and experiences, as well as the impact of private tutoring on mathematics learning.
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