Beyond the numbers: Investigating the root causes of poor performance in core mathematics among senior high school students in the eastern corridor of the Northern Region, Ghana

Frederick Ngmenkpieo; Abdul-Kudus Musah; David Suaka Yaro

doi:10.51867/ajernet.7.1.79

Authors

Dr, Frederick Ngmenkpieo, PhD University of Business and Integrated Studies, Wa, Ghana https://orcid.org/0009-0006-9193-8708
Abdul-Kudus Musah University of Technology and Applied Sciences, Navrongo, Ghana https://orcid.org/0009-0008-1814-6565
Dr. David Suaka Yaro, PhD University of Technology and Applied Sciences (CKT-UTAS), Navrongo, Ghana https://orcid.org/0009-0006-8220-1720

DOI:

https://doi.org/10.51867/ajernet.7.1.79

Keywords:

Academic Performance, Attitude, Absenteeism, Punctuality, Student Related Factors, Teacher Related Factors

Abstract

The study examines the causes of low performance in core mathematics among students in Senior High Schools, along the Eastern Corridor Northern Region of Ghana. The study was guided by Bronfenbrenner’s theory of ecological systems, and adopted a descriptive survey with a quantitative approach. Data was analysed by the use of SPSS version 25.7. Sample size of 788 was drawn from a target population 2475 students. Students' questionnaires were used to collect the data for the study. Means and standard deviation were use to analyse the data while multiple linear regression and correlation test was used to determine the relationship between student behavior and performance of core mathematics. The results showed that performance in core mathematics was found to have a positive correlation with teacher-related issues. The study recommended promoting positive student behaviors and addressing negative habits are essential strategies for improving learners’ outcomes in core mathematics. Also, teachers should avoid negative behaviors like poor communication and favoritism to prevent students’ anxiety and disinterest in core mathematics.

Downloads

Download data is not yet available.

Author Biographies

Dr, Frederick Ngmenkpieo, PhD, University of Business and Integrated Studies, Wa, Ghana

School of Educational Foundations

Abdul-Kudus Musah, University of Technology and Applied Sciences, Navrongo, Ghana

Department of Mathematics and ICT Education

References

Adane, L. (2013). Factors affecting low academic achievement of pupils in Kemp Methodist Junior High School in Aburi, Eastern Region (Unpublished master's thesis). University of Ghana, Accra.

Allen-Meares, P., Washington, R. O., & Welsh, B. L. (2000). Social work services in schools (3rd ed.). Allyn & Bacon

Anane, E. (2015). Influence of accountability pressure on science, mathematics, and English language teachers' classroom practice in senior high schools in Ghana. Ghana Journal of Education: Issues and Practices, 1, 44-63.

https://doi.org/10.47963/gje.v1i.467 DOI: https://doi.org/10.47963/gje.v1i.467

Asamoah, D., Sundeme, B., Quainoo, A. E., Adom-Fynn, D., Yally, E. C., & Afranie, R. (2020). School environment, teacher-related and student-related factors: Critical causes of low academic performance of senior high school students in core mathematics in the Kumasi Metropolis of Ghana. Journal of Educational and Psychological Research, 2(1), 3-15. https://doi.org/10.33140/JEPR.02.01.02 DOI: https://doi.org/10.33140/JEPR.02.01.02

Attard, C., & Holmes, K. (2022). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal, 34(4), 719-740.

https://doi.org/10.1007/s13394-020-00359-2 DOI: https://doi.org/10.1007/s13394-020-00359-2

Barakabitze, A. A., William-Andey Lazaro, A., Ainea, N., Mkwizu, M. H., Maziku, H., Matofali, A. X., Iddi, A., & Sanga, C. (2019). Transforming African education systems in science, technology, engineering, and mathematics (STEM) using ICTs: Challenges and opportunities. Education Research International, 2019, 1-29.

https://doi.org/10.1155/2019/6946809 DOI: https://doi.org/10.1155/2019/6946809

Bosson-Amedenu, S. (2018). Effect of use of WAEC syllabus on the mathematical achievement of WASSCE candidates in Ghana. African Research Journal of Arts and Social Sciences, 6(4), 1-8. https://doi.org/10.9734/ARJASS/2018/34695 DOI: https://doi.org/10.9734/ARJASS/2018/34695

Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187-249.

Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen & G. H. Elder Jr. (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619-647). American Psychological Association. https://doi.org/10.1037/10176-018 DOI: https://doi.org/10.1037/10176-018

Creswell, J. W., & Creswell, J. D. (2020). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Engin-Demir, C. (2009). Factors affecting the academic achievement of Turkish urban poor. International Journal of Educational Development, 29(1), 17-29. https://doi.org/10.1016/j.ijedudev.2008.03.003 DOI: https://doi.org/10.1016/j.ijedudev.2008.03.003

Fokuo, O. M., Lassong, S. B., & Kwasi, F. S. (2022). Students' poor mathematics performance in Ghana: Are there contributing factors? Asian Journal of Education and Social Studies, 30(4), 16-21. https://doi.org/10.9734/ajess/2022/v30i430729 DOI: https://doi.org/10.9734/ajess/2022/v30i430729

Jameel, T. H., & Ali, H. H. (2016). Causes of poor performance in mathematics from teachers', parents', and students' perspectives. American Scientific Research Journal for Engineering, Technology, and Sciences, 15(1), 122-136.

Karikari, A., Achiaa, E. A., Adu, J., & Opoku, K. E. (2020). Causes of students' poor performance in mathematics: A case of Sefwi Bonwire D/A Junior High School in the Western Region of Ghana. International Journal of Advanced Research, 8(9), 904-912. https://doi.org/10.21474/IJAR01/11740 DOI: https://doi.org/10.21474/IJAR01/11740

Kumah, K. S. M., Fiakumah, K. W., Gozah, A. K. E., & Edekor, K. L. (2023). Key factors that predict students' mathematics competence in a college of education in Hohoe, Volta Region of Ghana. International Journal for Multidisciplinary Research, 5(4), 1-13. https://doi.org/10.36948/ijfmr.2023.v05i04.5711 DOI: https://doi.org/10.36948/ijfmr.2023.v05i04.5711

Leavy, P. (2023). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.

Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM Mathematics Education, 51, 869-884. https://doi.org/10.1007/s11858-019-01100-5 DOI: https://doi.org/10.1007/s11858-019-01100-5

Mensah, E., & Baidoo-Anu, D. (2022). Towards quality and equitable education in South Africa: Unpacking the relationship between teacher factors, students' socioeconomic background and mathematics achievements. Research in Mathematics, 9(1), 2088645. https://doi.org/10.1080/27684830.2022.2088645 DOI: https://doi.org/10.1080/27684830.2022.2088645

Miller, R. L., & Brewer, J. D. (2003). The A-Z of social research. Sage Publications. https://doi.org/10.4135/9780857020024 DOI: https://doi.org/10.4135/9780857020024

Mwenda, E., Gitaari, E., Nyaga, G., Muthaa, G., & Reche, G. (2013). Factors contributing to students' poor performance in mathematics in public secondary schools in Tharaka South District, Kenya. Journal of Education and Practice, 4(7), 93-99.

Poku, A. D. (2019). Analysis of JHS students' attitudes toward mathematics and its effect on academic achievement: The case of Asunafo South District (Master's thesis). University of Ghana.

Sa'ad, U. T., Adamu, A., & Sadiq, M. A. (2014). The causes of poor performance in mathematics among public senior secondary school students in Azare Metropolis of Bauchi State, Nigeria. IOSR Journal of Research & Method in Education, 4(6), 32-40. https://doi.org/10.9790/7388-04633240 DOI: https://doi.org/10.9790/7388-04633240

Segkulu, L. (2022). Factors affecting students' academic performance in social studies: The case of selected senior high schools in Sangnarigu District and Tamale Metropolis of Northern Ghana. Asian Journal of Education and Social Studies, 34(2), 57-65. https://doi.org/10.9734/ajess/2022/v34i2748 DOI: https://doi.org/10.9734/ajess/2022/v34i2748

Sharma, B., Lauano, F. J., Narayan, S., Anzeg, A., Kumar, B., & Raj, J. (2018). Science teachers accelerated program model: A joint partnership in the Pacific region. Asia-Pacific Journal of Teacher Education, 46(1), 38-60. https://doi.org/10.1080/1359866X.2017.1359820 DOI: https://doi.org/10.1080/1359866X.2017.1359820

Steegh, A. M., Höffler, T. N., Keller, M. M., & Parchmann, I. (2019). Gender differences in mathematics and science competitions: A systematic review. Journal of Research in Science Teaching, 56(10), 1431-1460.

https://doi.org/10.1002/tea.21580 DOI: https://doi.org/10.1002/tea.21580

Stockemer, D., Stockemer, G., & Glaeser, J. (2019). Quantitative methods for the social sciences (Vol. 50). Springer.

https://doi.org/10.1007/978-3-319-99118-4 DOI: https://doi.org/10.1007/978-3-319-99118-4

Verbruggen, S., Depaepe, F., & Torbeyns, J. (2021). Effectiveness of educational technology in early mathematics education: A systematic literature review. International Journal of Child-Computer Interaction, 27, 100220.

https://doi.org/10.1016/j.ijcci.2020.100220 DOI: https://doi.org/10.1016/j.ijcci.2020.100220

Yaro, D. S., & Kipo-Sunyehzi, D. D. (2024). Gender: An intersectional analysis of women's involvement in politics in local government administration in Northern Ghana: The prospects and the hindrances. African Social Science and Humanities Journal, 5(4), 405-417. https://doi.org/10.4314/asshj.v5i4.6 DOI: https://doi.org/10.4314/asshj.v5i4.6

Yaro, D. S., & Kipo-Sunyehzi, D. D. (2024). Political and socio-economic ramifications of the armed conflict in Côte d'Ivoire (2002-2011). African Journal of Empirical Research, 5(1), 1-12. https://doi.org/10.51867/ajernet.5.1.1 DOI: https://doi.org/10.51867/ajernet.5.1.1