CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of study

Mathematics, which is one of the oldest fields of study in the history of mankind, has

long been one of the most central components of human concept. It has been believed

for centuries that Mathematics sharpens the human brain, develops their logical

thinking, and enhances their reasoning capacity and spatial power. It also, influences

an individual’s personal development and contributes to the wealth of the country.

This is mainly because it is at the heart of many successful careers, successful

achievement of the economy to a country and successful lives to individuals as whole.

Daily life can be achieved in school Mathematics curriculum through mathematical

skill or one can develop one daily life based on mathematical skills. According to

Cockcroft (1982) there can be no doubt that every child should study Mathematics at

school. He also stated that, most people regard the study of Mathematics, together

with that of English as being essential. In simple put Mathematics is one of the core

subjects in all schools worldwide as explained by the amount of time devoted to it in

schools. In many countries of the entire world Mathematics is being made

compulsory in primary and secondary levels of education. A major reason for the

persistence of the special place held by Mathematics in the school curriculum is the

way in which it has been used in the last two centuries as a screening device, or filter,

for entry to numerous professions Howson & Wilson (1986).The interest and

enjoyable, clarity, challenges and intrinsic interest that people like is another main

reason for studying Mathematics. The inherent interest of Mathematics and the appeal

1
which it can have for many children and adults provide yet another reason for

teaching Mathematics in schools by Cockcroft (1982). In Africa, as in other parts of

the world, Mathematics enjoys a very high position in school curriculum. One of the

core subjects to be offered by all students up to tertiary levels of education among

Science and Technology courses is Mathematics. Betiku (2001a) stated that the index

for science, technology and Mathematics education has been acclaimed widely to be a

pointer of measuring the socio-economic and geographical development of any

nation. The competence of Mathematics is a crucial and critical determinant of the

post-secondary education and the options available to young people (Sells, 1978; Ojo,

1986).

The competence gain in the study of Mathematics is widely used in all part of human

life. Mathematics plays a key role in shaping how individuals deal with the various

spheres of private, social, and civil life (Anthony & Walshaw, 2009). This justifies

the compulsion of the study of the subject by all students who go through basic and

secondary education in most countries. Mathematics is therefore a core subject at

these levels of education in Ghana. It is regrettable, therefore, that in the

contemporary times many students struggle with Mathematics and perform abysmally

low in their final examinations in most jurisdictions. In Ghana, students’ performance

in Mathematics at the Senior High School has not been encouraging of late.

Candidates are reported to exhibit poor understanding of Mathematical concepts and

are unable to form the appropriate Mathematical models which could be tackled with

the requisite skills” (Chief Examiner’s Report, 2007). It has also been realized that

many students have developed negative attitude towards the study of Mathematics as

2
a result of mass failure of students of the subject. It is an irrefutable fact that the

successfulness of learning the subject is contingent on myriad of factors. School,

classroom, student and teacher factors all impinge on the learning of Mathematics. In

particular, the seriousness or otherwise attached to the teaching of Mathematics

invariably affects students’ performance in their final examinations. Educational

researchers have used a lot of time and energy trying to unravel the possible causes of

students’ poor performance in Mathematics. An area that has not been explored

extensively is the influence of teacher attitude on student attitude towards the study of

the subject. From Noddings (1995), research findings indicate that effective teachers

facilitate learning by truly caring about their students’ engagement and creating the

right atmosphere that enhances student learning. They have high yet realistic

expectations about enhancing students’ capacity to think, reason, communicate,

reflect upon and critique their own practice, and they provide students with

opportunities to ask why the class is doing certain things and with what effect

(Watson, 2002). The relationships that develop in the classroom become a resource

for developing students’ attitudes and Mathematical competencies and identities.

These resources are very essential to the learning of Mathematics.

1.2 Problem Statement

The study was design to examine the cause of student’s poor performance in core

Mathematics in the secondary level. Though, researchers have used a lot of time and

energy trying to unravel the possible causes of students’ poor performance in

Mathematics. The influence of teacher attitude on student attitude towards the study

of the subject has not been explored extensively. Specifically, the study sought to

3
answer to the research questions base on the following; the school based factors that

affect student performance in core Mathematics in the secondary level, their personal

factors that affect their performance in core Mathematics, and strategies that can be

adopted to improve students’ performance in core Mathematics in the secondary

level.

1.3 Objectives

1.3.1 General objective

The main objective of the study is to find out the causes of poor performance of

students in core Mathematics at second cycle level.

1.3.2 Specific objectives

 To determine the school based factors that affect student poor performance in

core Mathematics.

 To find out student personal factors that affect student performance in core

Mathematics in secondary level.

 To identify strategies that can be adopted to improve student poor

performance in core Mathematics in the secondary level.

1.4 Research questions

 Is the school based factors affect student performance in core Mathematics in

the secondary level?

 Do student’s personal factors contribute to student poor performance in core

Mathematics in the secondary level?

 Which strategies should be adopted to improve student poor performance in

core Mathematics?

4
1.5 Significance of the Study

The aim of this study, which focused on the causes of students poor performance in

core Mathematics in secondary level is to contribute towards the enhancement of

school based factors and student personal factors in secondary level. The findings of

the study will therefore be significant to:

o Policy makers: The findings of the study will assist the educational policy

makers to reconsider the existing teacher training programs.

o Educational administrators: The findings will sensitize them to harmonize

curriculum for teaching institutions and teaching policies.

o Mathematics teachers: The findings will provide them guidance on the

selection of suitable methods and resources for teaching and learning

Mathematics.

o Mathematics researchers: They will use this study as the basis for further

study in Mathematics education.

1.6 Scope of the study

The study will be restricted to one public secondary school in Ashanti Region. It will

be based on students who are in third and second year. The study will also cover

some causes of student poor performance in core Mathematics. These include

student’s personal factors, school-base factors, and the strategies to improve student’s

poor performance in core Mathematics.

1.7 Limitation of the study

Though Ashanti Region is the one of the largest region in Ghana, it also recorded a

large number of student population. There are many secondary schools in the Ashanti

5
Region. Due to time, resources and financial constraints, it will not be possible for us

to get all findings. Also, due to easy access to information, we would like to conduct

the study in the Ashanti region.

6
 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

This chapter discusses previous literature relevant to this study. This study is carried

out with the realization that there is an inadequate related local study concerning

Mathematics education in Ghana. So, most of the literature presented was foreign.

The chapter covers the following areas: but are to discuss as review in this proposal;

the essence of Mathematics, Mathematics education in Ghana, Mathematics

classroom environment, methods of teaching Mathematics, and assessment in

Mathematics, teacher qualifications, teaching resources and teacher and student

attitudes towards Mathematics.

2.2 The Essence of Mathematics Education

The main goal of Mathematics education is to promote students learning of

Mathematics. It focuses on the content and the tools, methods and the approaches that

facilitate the teaching/ learning activities. This makes Mathematics education

essentially practical and dynamic, necessitating new changes in teaching the subject.

According to Busbridge and Womack (1991), there have been many changes in both

the content and the style of Mathematics teaching for the last thirty years. They noted

that modern methods made greater demands for visual and physical aids to help

children understand concepts and processes. The old methods of teaching

Mathematics, which involved difficult learning, are gradually being replaced by

interactive teaching methods. On the other hand, the introduction of the use of

graphic calculators and computers in Mathematics classrooms is another worth

7
mentioning recent change in Mathematics. The power of using computers in the

teaching of Mathematics has been emphasized by the Agenda for Action in the

United States as a strategy for developing problem solving skills which was seen as a

touchstone for reform (Morris & Arora, 1992). For this reason, the Agenda advised

that Mathematics education programmes must take full advantage of the power of

calculators and computers at all grade levels. Such recommendations have been

adopted not only in the United States but also in many other countries. It would be

useful to find out the extent to which such recommendations in Mathematics

education have been implemented in Ghana.

2.3 Methods of Teaching Mathematics

There are various techniques and methods of teaching Mathematics. Every teacher

uses his/her specific way of presenting a lesson. That is why many scholars argue that

there are as many methods of teaching as there are teachers. In addition, the best

method used in Mathematics is the student (learner) method. No single teaching

method can be the method of choice for all occasions (Miheso, 2002). However,

much is known about the characteristics of effective methods of teaching

Mathematics. What is important for every teacher is to select and use the methods

with such characteristics. Rukangu, (2000) stated that the quality of implementing

Mathematics programmes is ultimately determined by the teacher’s performance and

effective work in the classroom situations. Traditionally, learning in general and

learning Mathematics in particular strongly relied on students exposition followed by

practice of the fundamental skills.

8
Many Mathematics teachers support the idea that practice makes man perfect. They

strongly contend that practice alone can help students to master fundamental skills

and procedures. From Morris and Arore (1992), Mathematics teachers at all levels

reverted to an emphasis on facts and skills in Mathematics (through practice) became

very common in many classrooms. Usually, Mathematics needs to be play around and

not to be given out. Bergeson et al., (2000) contend that drill with a fact or skill does

not guarantee immediate recall. They stated that student competence with a

mathematical skill does necessitate extensive practice. Reading alone contributes little

or nothing to growth in a student‘s mathematical understanding. A number of

principles appear frequently in literature on effective Mathematics instruction as

research done in Mathematics. These include a problem-oriented learning, focusing

on meaning, whole-class discussion and small group-work. Effective teaching

requires continuing efforts to learn and improve. Many scholars have addressed

various issues relating these topics as effective methods of teaching Mathematics.

Again student’s behavior toward Mathematics is a major problem. Research findings

clearly support the use of small groups as part of Mathematics instruction. This

approach can result in increased student learning as measured by traditional

achievement measures, as well as in other important outcomes (Douglass & Kristin,

2000). In a review of 80 research studies on grouping in Mathematics classrooms, it

was concluded that students working in small groups significantly outscored students

working individually in more than 40 percent of the studies (Bergeson et al., 2000).

Miheso (2002) argues that most studies on achievement on cooperative learning

found that, there was significantly greater achievement in cooperative classes than in

9
the control classes. Douglass and Kristin (2000) stated that considerable research

evidence within Mathematics education indicates that using small groups of various

types for different classroom tasks has positive effects on student learning. Reviews

of studies of the effects of cooperative learning have generally yielded positive

findings. Research has shown that these programs enhance various effective

outcomes, including inter-group relations, acceptance of mainstream academically

handicapped students by their classmates, self-esteem, enjoyment of class or subject,

and general acceptance of others. Further, achievement effects of cooperative learning

are generally positive (Douglas, 1992). From (Posamentier & Stepelman, 1999), a

classroom in which problem solving plays a central role can provide a good

environment for Mathematics learning to take place. When confronted with an

appropriately challenging and interesting problem, students feel both the urge to solve

that problem and the concomitant tension that it arouses. A problem needs two

attributes if it is to enhance student understanding of Mathematics. First of all, a

problem needs the potential to create a learning environment that encourages students

to discuss their thinking about the mathematical structures and underlying

computational procedures within the problem‘s solution. Again, a problem needs the

potential to lead student investigations into unknown yet important areas in

Mathematics (Bergeson et al., 2000). Similarly, Rachel (2003) found that focusing on

the meanings gives students a strong foundation for learning new related ideas. It also

helps them to know when to apply a particular skills or procedures, because they see

the underlying reasons that these methods work. Research findings was indicated that

achievement levels were significantly different in interactive from those in traditional

10
classrooms at computational levels. However, differences in achievement were

evident between interactive and traditional classrooms in application and

comprehension levels of cognitive growth (Miheso, 2002:83). She also found in her

research that currently didactic teaching accounted for 75% of Mathematics teaching

and only 25% accounted for classroom interaction. On the other hand, research

suggests that whole-class discussion can be effective when it is used for sharing and

explaining the variety of solutions by which individual students have solved

problems. It allows students to see the many ways of examining a situation and the

variety of appropriate and acceptable solutions (Douglass & Kristin, 2000). Some

Mathematics educators believe that for a Mathematics teaching method to be

effective, it should contain various and balanced methods of approaches and activities

so that students with different types of learning styles can be taking care of.

Mathematics teaching at all levels should include opportunities for by Cockcroft

(1982) Exposition by the teacher;

Discussion between teacher and pupils and between pupils themselves;

Appropriate practical work;

Consolidation and practice of fundamental skills and routines;

Investigational work.

Problem solving, including the application of Mathematics to everyday

situations; the types of methods that teacher’s uses when teaching

Mathematics in Ghana have never been empirically documented.

11
2.4 Student Attitude towards Mathematics

The conceptions, attitudes, and expectations of students regarding Mathematics and

Mathematics teaching have been considered to be very significant factors underlying

their school experience and achievement (Borasi, 1990; Shoenfeld, 1985). In general,

the concepts students hold about Mathematics determine how they approach the

subject. In many cases, students have been found to approach Mathematics as

procedural and rule oriented.

This prevents them from experiencing the richness of Mathematics and the many

approaches that could be used to develop competence in the subject.

Attitude can also be gender related. There are many who hold the view that boys do

better in Mathematics than girls. This belief tends to affect the attitude of girls

towards Mathematics. Farooq and Shah (2008), in a study of secondary school

students in Pakistan found that there was no significant difference in confidence of

male and female students towards Mathematics at secondary school level. They rather

found that students’ success in Mathematics depend on attitude towards the subject.

Also, some studies have found gender difference in students’ confidence in

Mathematics. Compared to boys, girls lacked confidence, had perceptions causal

attributional patterns, perceived Mathematics as a male domain and were anxious

about Mathematics (Casey, Nuttal & Pezaris, 2001).In the study, girls were found to

have lower self-confidence in Mathematics than boys.

Attentively, research on the relationship between student attitude and performance

has also been inconclusive. Researches that have been conducted to determine the

relationship between students’ attitude towards Mathematics and achievement in

12
Mathematics have yielded contradictory results. The findings have thus lacked

consistency on the subject. Some studies have demonstrated a strong and significant

relationship between Mathematics attitude and Mathematics achievement (Minato &

Yanase, 1984, Randhawa & Beamer, 1992, Schenkel, 2009).

In the Schenkel’s, (2009) study of elementary school pupils, positive correlation

between student attitude and student performance was found. Student beliefs and

attitudes were found to have the potential to either facilitate or inhibit learning. In a

comparative study of factors influencing Mathematics achievement, Burstein (1992),

found that there is a direct link between students’ attitudes towards Mathematics and

student outcomes. Cheung (1998), in his study of 11-13 year olds, also discovered

positive correlation between attitude and Mathematics achievement. The correlation

showed that the more positive the attitude, the higher the level of achievement in the

student. Some researchers have, however, demonstrated that the correlation between

attitude towards Mathematics and achievement in Mathematics was rather weak and

could not be considered to be of practical significance (Vachon, 1984; Wolf & Blixt,

1981). In a meta-analysis of 113 primary studies involving elementary and secondary

school children, Ma and Kishor (1997) found that attitude towards Mathematics and

achievement in Mathematics was positively and reliably correlated but not strong.

The correlation was not statistically significant. Flowing from the preceding findings,

studies in different cultural settings are eminent to realize the influence of student

attitude towards Mathematics on student learning outcomes in the subject.

13
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

This chapter covers the procedures and strategies used in collecting and analyzing

data. The main sections discussed in this chapter include research design, variables,

target population, sampling techniques and sample size, construction of research

instruments, pilot study and data collection techniques.

3.2 Research Design

This is a descriptive study in which primary data would be adopted. This will enable

the researcher to obtain and assess opinions, attitudes and practices of Mathematics

teachers and form two and three students. A survey study can be used to assess

personality variables such as attitudes and opinions about events, individuals or

procedures by Gay (1992).

3.3 Variables

The independent variables of this research are school-base factors, the strategies to be

adopted and the students’ personal towards Mathematics learning. The dependent

variable is the student’s performance in core Mathematics.

3.4 Target Population

The target population for this study was the Mathematics teachers and form two and

three students in Kumasi Anglican Senior High School (KASS) in Ashanti region.

Form two students in General Arts were selected because their course is more of

reading and may not stick to the Mathematics syllabus and would be exposing to

14
different school-base factors. Therefore, they will provide useful information for this

study.

3.5 Sampling Technique and Sample Size

There were three classes in the General Arts Department and Stratified sampling was

used to group the various classes. Systematic sampling was used to select the student

from each of the different classes. A sample of 60 was used to obtained information

from both students and the Mathematics and 50 were used to collect data from

students while 7 out of 10 were administered to the teachers.

3.6 Pilot Study

A pilot study was conducted at Wesley Girls High School before the final collection

of data. The purpose of the pilot study was to determine the validity and reliability of

the instruments. The pilot study was to check the appropriateness of the language to

be used in the questionnaire as well as determining the difficulty of the instrument

items. This was to help the researcher to update the research instrument by making

corrections and adjustments based on responses that would be obtained.

3.7 Data collection method

Questionnaires were design for respondents to answer questions based on the

students’ personal factors that lead to student poor performance in core Mathematics,

the school based factors that affect their performance in core Mathematics and the

strategies that can be adopted to improve student performance in core Mathematics in

the secondary level.

15
3.8 Data analysis

Based on descriptive study, the data was analyzed by means of Statistical Package of

Social Science (SPSS) to generate frequency tables and charts.

16
 CHAPTER FOUR

4.0 RESULTS AND FINDINGS

4.1 Introduction

In this chapter, questionnaires were designed into two; that is students and

Mathematics teacher’s questionnaires. In which results were obtained from students

and Mathematics teachers.

In order to achieve the objectives of the study set out in Chapter One, the researcher

used descriptive statistical tools such as tables and chart in presenting and analyzing

the findings.

4.2 Students views about Mathematics

In the analysis, we observed that, Yes and No responses were made to students who

likes studying Mathematics and out of this, majority of the students responded to yes

answer (that is 48 out of 50 students who were interviewed) while no response were

few. Again, it was recorded that, most of the students always study Mathematics

corresponding to those who like studying it twice a week, once a week and not at all.

Also, student were ask to list the type of text book(s) they use and the results

indicated that, 30% of the students use concise series, 26% of the students used other

text books (that is, ebony, A+, school text books etc.), 24% responses were obtained

from students who use Aki-Ola and concise series whiles Aki-Ola and Approaches

series were the least responses obtained (18% and 2%) respectively.

Furthermore, students were ask to access the examples in their Mathematics text

book(s) and it was realized that, majority responded that their examples in their

textbook(s) were normal corresponding to 50% and 16% responded quite difficult,

17
While those who responded too easy, fairly easy and very difficult were less

corresponding 8%, 6% and 4% respectively. Out of 50 students who were interviewed

concerning the meaning of new concepts, words and formulae in Mathematics, 42%

of the students understand them quite well, 26% of students understand them very

well whiles 24 and 8 percent of the student understands the meaning of concepts,

words and formulae fairly well and not at all respectively. From appendix 2, majority

of the students agree that, they like studying Mathematics more than any other subject

whiles few students strongly disagree when they were ask to state whether they like

studying Mathematics more than any other subject. 54% of the students accepted that

Mathematics is not difficult by nature as compared to 46% of them who complains

that Mathematics is difficult by nature. In addition, students were ask if Mathematics

is useful in life and out 50 students, 70% of them strongly agree to the statement as

compare to 26 and 4 percent who agree and don’t know respectively. 54% of the

students said they would do Mathematics related career after school and 24% and

22% responded no and don’t know respectively. Out of 100% of the students who

were ask if Mathematics lessons are boring, 44% disagree to the statement, 24%

strongly disagree, and 10% and 6% of the students agree and strongly agree

respectively whiles 16% of the students said they don’t know whether Mathematics

lessons are boring. Also to determine the nature of Mathematics whether it attract one

to learn it more, 80% of the student responded to yes as compared to 20% who said

no.

18
4.3 Student’s assessment of Mathematics teachers

The views of students were sought to find out how their teachers explained their

course work and upon analysis, it was observed that teachers always explained the

works to students very well. A majority of the students (56%) agreed that their

teachers explained the works well whilst 44% agreed otherwise.

Also, we noticed that repeating of work when it is not clearly explained, many

students commented that teachers always repeat the work when it is not clear as

compared to 14 students who responded that teachers sometimes do so and 2 students

also said that teachers never repeat a work. Out of 50 students, 52% of them

responded that teachers always answer questions thoroughly, 42% of them responded

that teachers sometimes answer questions thoroughly and a few (6%) of them said

that teachers never answered questions thoroughly.

Upon the views of the students, it can be observed that; majority of the students

(52%) indicated that teachers are sometimes very fast, 26 % of them complained that

teachers are always fast while 22% also complained that teachers are not fast (never).

Based on teachers concentration on bright students only, 26 out of 50 students who

were interviewed says teachers never concentrate on only brilliant students only, 20

of them complained that, teacher sometimes rely on only bright students and 4

students responded that, teachers always concentrate on the bright students alone.

Out of 50 students interviewed, it was realized that most of the teachers (70%) always

know the subjects they teach very well. 24% of them also said that the teachers

sparingly knew the subjects they taught. 6% of the students also said that some of the

teachers never know the subjects they teach very well. Our analysis indicated that

19
minority of the teachers (26%) in the school wasted time talking about irrelevant

issues in class. 74% of the students agreed that teachers never wasted time in class

talking about unnecessary things. The survey indicated that most of the teachers

(66%) never responded rudely to the questions of students. A noticeably less number

of students (22%) reported that teachers sometimes responded rudely to the questions

of students. The rest of the students said that teachers always respond rudely to

students’ questions. Concerning teachers being harsh and moody in class, 29 students

replied that teachers are never harsh and moody in class, 14 of the students

complained of teachers sometimes being harsh and moody in class and 7 students also

complained the harshness and moody of teachers in class from the analysis that were

shown. Also, for teachers giving homework, marking and returning of students scripts

the next day, 25 students responded sometimes, 19 of them replied to always and 6

students said never, teachers don’t do so. Out of 50 students surveyed it is indicated

that 48% of students said sometime the teachers help students when they are stuck in

solving problems, 46% responded that teachers always help students when they are

stuck and the rest said that teachers never helped students when they are stuck in

solving problems. With respect to the teacher’s sense of humor, 46% students

indicated that teachers have sense of humor, 34% indicated that teachers have sense

of humor and the remaining said teachers never had sense of humor.

20
 Table 4.3.1: Arranges to meet students outside class to

discuss Math problem

Frequency

Always 20

Sometimes 14

Never 16

Total 50

Also, most of the students responded that, teachers always arrange to meet students

outside class to discuss math problems and few responded that their teacher never

arrange class to meet students for such condition.

4.4 General information on Teachers characteristics

Considering the survey that was conducted, we observed that most of the teachers

were males and female teachers were the least as recorded (6 vs. 1). Also, 71.4%

teachers were trained as graduate Mathematicians, 28.6% were graduate as non-

Mathematics teachers and no teacher were an untrained graduate teacher; that is

teachers professional qualification. Teachers who were between age 30 and 40, were

57.1 percent, 28.6 percent of the teachers whose age were more than 40 were also

notified and those less than 30 years of age were 14.3 percent.

21
Source: Survey data

Figure 4.4.1 showing the various years of teachers teaching experience

From fig. 4.3.1 above, we observed that most teachers had teaching experience more

than10 year experience, follow by less than 5 years and between 5 and 10 years

teaching experiences in the area of Mathematics.

4.5 Methods of teaching Mathematics

Teachers were ask if they use lecture method in teaching the student and upon

interviewing, it was realized that majority of the teachers responded that, they don’t

use lecture methods in teaching the students corresponding to 42.9% and those who

admitted that they sometimes use lecture methods was 28.6%.

22
Again, 42.9% of the teachers accepted that, they often group the students into small

group for discussion. Moreover, majority of the teachers responded that they use the

questioning methods in teaching the students, represented 42.9%.

Problems solving methods was another methods of teaching Mathematics and out of

the seven teachers we interviewed, 71.4% of the teachers agreed that, they normally

used that methods in teaching.

42.9% of the teachers accepted that, they often apply demonstrating methods in

teaching as compared to 28.6% who often and always use that method in teaching the

students.

4.6 Teachers attitudes towards Mathematics

Teachers opinions were sought to see whether Mathematics is difficult by nature and

upon interviewing them, it was realized that 42.9% of the teachers strongly disagree

that Mathematics is not difficult by nature corresponding to 28.6% who agree and

disagree that Mathematics is difficult by nature. Also 71.4% of the teachers

emphatically disagree that, Mathematics cannot be taught without resources. 57.1%

of the teachers agreed that everybody irrespective of the person background can learn

Mathematics whiles 42.9% of the teachers disagree to that statement. Teachers were

asked if practicing Mathematics enhances understanding and majority (71.4%)

strongly agreed that understanding Mathematics concepts needs continuous practice.

Again, the researcher was trying to see if Mathematics is very useful in the daily life

of mankind and out of the 7 teachers who were interviewed, 4 of them agreed and 3

of them said they strongly agreed to the assumption. For Mathematics being a vast

collection of fixed and infallible concepts and skills, 85.7 percent of the teachers

23
agreed while 14.3 percent of the teachers were undecided. All teachers who were

interviewed agreed that, Mathematics is a continually expanding of field of human

creation and invention.

4.7 Possible Causes of student’s poor performance in Mathematics

In this section we wanted to know if teacher’s qualifications account for student’s

poor performance by rating according to importance and 57.1 percent out of 100%

agreed that teacher’s qualification is one of the most importance factors leading to

student’s poor performance. Also, 57.1 percent confirmed that the methods used in

teaching Mathematics are another major contributor to student’s poor performance. In

addition, the attitude of teachers towards Mathematics was rated by the seven

teachers and 42. 9%, 14.3% and 14.3% of them rated the attitudes of teachers towards

Mathematics as more importance, sometimes and less importance respectively,

leading to student’s poor performance. Teachers also rated the student’s attitudes

toward Mathematics based on importance and 71.4 percent of the teachers said

students attitudes toward Mathematics is the most importance cause to their

performance while 14.3 percent said it is less important. The resources used in

teaching Mathematics were also rated by teachers and majority of the teachers

responded that, the resources used in teaching Mathematics is an important factor

leading to students poor performance in Mathematics.

24
4.8 Strategies to improve students’ performance in Mathematics

Source: Survey data

Figure 4.8.1: Is a chart showing the measures to improve students’ performance

From fig.4.8.1 we observed that, the strategies that can improve the performance of

students, teaching and learning materials and motivation of the teachers were

majority.

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 CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

This focuses on summary and conclusions of the study and ends with appropriate

policy recommendations based on the findings and conclusions.

5.2 Summary

The data was employed from Kumasi Anglican Senior High School to determine

student’s poor performance in core Mathematics, questionnaires were design in two

phases and from each phase, it was divided into sections to obtained information from

students and Mathematics teachers. Also, based on students questionnaire,

information were obtained from student personal opinion and how students assess

Mathematics teachers and in teachers questionnaire, questions were about their

personal characteristics, methods of teaching Mathematics, teachers attitude towards

Mathematics, possible causes of students poor performance and measures to improve

students’ performance in Mathematics.

5.3 Conclusion

From the analysis, it was observed from the students that, majority of the teachers do

explained work well in class. Repetition of work when it is not clearly explained,

majority of the students reacted vehemently that always teachers do so if work is not

explained clearly. In addition, teachers were raise to the highest ground by student for

them being answering questions thoroughly, not concentrating on bright students

only, knows the subject very well, not wasting time in class talking about irrelevant

26
issues, not responding rudely to students questions, not harsh and moody in class,

helping students when they are stuck, having sense of humor, teachers arranges class

outside to meet other students to discuss math problem. Though teachers were

praised, 50% of students complained that teacher’s do gives homework, marks and

returns the next day. It was detected from teachers that majority of the teachers never

use lecture method to teach students at second cycle level while few teachers do so.

For small group discussion many teachers said they like discussion sometimes and

often with small group and few never discuss with small group of students. In

questioning method when teaching Mathematics, many teachers do question students

very often when teaching and few are always questioning students in class when

teaching. Teachers who do solve problems with students in class as a method of

teaching, majority of the teachers always solve Mathematics problem with student

when they encountered problem either in class or outside class and few often solve

problem with students in general situations. Also, using demonstrating method in

teaching Mathematics at secondary level as one of the major factors, most teachers

demonstrate in class very often to ginger up students and less than 30% teachers often

demonstrate in class to also wind up students.

Teacher’s qualification is one of the most important factors that influence the

performance of students in Mathematics. It is therefore very important for teachers to

acquire the highest possible teaching experience.

Methods of teaching also determine the performance of students in Mathematics.

Since there are several methods in teaching, it is advisable for teachers to adopt the

right and most efficient methods for teaching Mathematics.

27
It can be seen that students who have regular teachers performed better than students

without regular teachers. Lackadaisical attitude of teachers towards Mathematics

makes the students perform poorly in Mathematics course.

In terms of resources used in teaching Mathematics, it has been observed that teachers

who are more equipped with resources for teaching Mathematics, had their students

perform better than teachers who had less resources for teaching Mathematics.

With respect to students attitudes towards Mathematics, it has been observed that

students who had a good and active attitudes towards Mathematics performed

tremendously well than students who lacked attitude towards Mathematics. From the

conclusion, we realized that the school based factors does not necessarily affect

students in the performance of core Mathematics.

From the survey that was conducted we realized that students like studying

Mathematics always but just few students do not like studying at all though they also

Mathematics in the life mankind. Almost all the students once again responded that

the nature of Mathematics attracts people to learn it more. 46.0 percent out 100% of

the students replied that Mathematics is difficult by nature as compare to 28.6 percent

of some teachers who commented that the nature of Mathematics is difficult and this

implies that teachers who see Mathematics to be difficult by do not teach some aspect

of the subject when it comes critical to students to understand that particular topic.

Since most teachers and students replied that Mathematics is very useful in life then

both students and teachers should take Mathematics serious and not to look at how

difficult Mathematics is which may earn them nothing and also to the loss of

28
economy in the nation. Because of the subject usefulness in life many students like

studying Mathematics more than any other subject and would like to offer

Mathematics as career in future. We also realized that students who use other text

books including the school text book (government text book) together with other

students who also use Aki-Ola and Concise saw the example in the various text books

to be easy, get the understanding of the meaning and new concepts, words and

formulae very well and normally become quite happy with their examination result.

Due to how students understanding the concepts words and formulae and how they do

assess the examples being solved in the various text books then researchers do not

really expect students to be quite happy with result but rather becoming very happy as

Mathematics is concerned. Students who do not like studying Mathematics saw

Mathematics lesson to be boring, not useful in life never become happy at all with

their result. Therefore we can say that student’s personal factors or attitudes are a

major contributor to the poor performance of students in Mathematics. Teaching and

learning materials including motivation of Mathematics teachers need to be well

equipped and encourage by government since they were the most important

strategies or measures that can improve students poor performance in Mathematics.

5.4 Recommendations

We therefore recommended that, policy maker’s musts respond to researcher’s works

effectively in other to improve the quality of education in Ghana especially in the area

of Mathematics. Also, educational administrators wait to see the report of teachers at

the end of every term but rather visit secondary school surprisingly to see the

behaviors Mathematics teachers to students especially during classes’ hours. Again,

29
administrators should not forget to appreciate the work of teachers by motivation

them.

Furthermore, Mathematics researchers may use this survey to make further research

that may also improve the performance students in Mathematics and other related

subjects. Finally, teachers should guide students by encouraging students to keep on

practicing Mathematics every day that can lead to the improvement of their

performance.

APPENDIX 1
30
 Sample questionnaire for students

KUMASI POLYTECHNIC

FACULTY OF APPLIED SCIENCE

DEPARTMENT OF MATHEMATICS AND STATISTICS

The aim of this questionnaire is to establish the student’s attitudes towards

Mathematics and Mathematics teachers. The results will be treated as highly
confidential and are for research purposes only, so please respond as honestly as
possible.

Section A: Student’s views about Mathematics

Instruction: Tick the letter of the statement that is most appropriate to your personal
view about Mathematics.

1) Do you like studying Mathematics?

[ ] Yes [ ] No

2) How often do you study Mathematics?

[ ] Always [ ] Twice a week [ ] Once a week [ ] Not at all

3) What Mathematics text book(s) do you use?

…………………………………………………..

4) How do you access the examples in your Mathematics textbook(s)?

[ ] Too easy

[ ] Fairly easy

[ ] Normal

[ ] Quite difficult

[ ] Very difficult

5) How well do you understand meanings of new concepts, words and formulae in
Mathematics?

[ ] Very well

31
 [ ] Quite well

[ ] Fairly well

[ ] Not well

[ ] Not at all

6) How happy are you with your examination results in Mathematics?

[ ] Very happy

[ ] Quite happy

[ ] Satisfactorily happy

[ ] Disappointed

[ ] Very disappointed

7) Do you like studying Mathematics more than any other subject?

[ ] Strongly agree

[ ] Agree

[ ] Do not know

[ ] Disagree

[ ] Strongly disagree

8) Is Mathematics a difficult subject by nature?

[ ] Yes [ ] No

9) Is Mathematics useful in life?

[ ] Strongly agree

[ ] Agree

[ ] Do not know

[ ] Disagree

[ ] Strongly disagree

32
10) Would you do Mathematics or any other Mathematics related career after school?

[ ] Yes [ ] No [ ] Don’t know

11) Are Mathematics lessons boring?

[ ] Strongly agree

[ ] Agree

[ ] Do not know

[ ] Disagree

[ ] Strongly disagree

12) Does the nature of Mathematics attracts you to learn it more

[ ] Yes [ ] No

Section B: Students’ Assessment of Mathematics Teachers Teaching Techniques

Instructions: Put a tick in the space (box) to the right of each view, the rating that
corresponds to your attitude towards the Mathematics teacher

Views Always Sometime Never

s
Explains the work well
Repeats where it is not clear
Answers questions thoroughly
Is very fast
Concentrates on bright students only
Knows the subject very well
Wastes time in class talking irrelevant issues
Responds rudely to students‘ questions
Is harsh and moody in class
Gives homework, marks and returns the next
day
Helps students when they are stuck
Has a sense of humor
Arranges to meet students outside class to
discuss math problems
Encourages students to participate in
Mathematics lessons
Questionnaire for teachers

33
Mathematics Teachers’ Questionnaire
Student’s achievement in Mathematics is a serious problem for Mathematics
educators and Mathematics teachers. This study intends to find the factors that
contribute to student‘s poor performance in Mathematics and subsequently make
appropriate recommendations.
The information you provide will not be used in any way against you. The results will
be treated as highly confidential and are for research purposes only. So you are kindly
requested to answer the below questions as honestly as possible.

Section A: General Information

1) Teachers characteristics
Gender: [ ] Male [ ] Female

2) Teacher‘s Professional Qualification

[ ] Trained Graduate Mathematics Teacher
[ ] Trained Graduate Non-Mathematics Teacher
[ ] Untrained Graduate Teacher
Others (specify) -----------------

3) Teacher‘s Age (years)

[ ] Less than 30
[ ] Between 30 and 40
[ ] More than 40

4) Teacher‘s Teaching Experience (years)

[ ] Less than 5
[ ] Between 5 and 10
[ ] More than 10

Section B: Methods of Teaching Mathematics

The following are different methods of teaching Mathematics. Show how frequent
you use each method by ticking the appropriate box.
Rating of the method preferred is as follows: N-never, S-sometimes, O-often, VO-
very often, and A-always.

Teaching Methods N S O VO A
Lecture Method
Small Group
Discussion
Questioning
Method
Problem Solving Method
Demonstrating method

Section C: Teachers’ Attitudes towards Mathematics

34
Below are different attitudes towards Mathematics. Show how strongly you agree or
disagree by making a tick in the appropriate box. The rating is as follows:
SA—strongly agree, A-agree, U-undecided, D-disagree, SD-strongly disagree.

Attitudes SA A U D SD
Mathematics is difficult by
nature
Teaching Mathematics does not
need resources
Everybody can learn
Mathematics
More practice enhances
understanding Mathematics
concepts
Mathematics is essential for
daily life
Mathematics is a vast collection
of fixed and infallible concepts
and skills
Mathematics is a continually
expanding field of human
creation and invention

Section D: Possible Causes of Students’ Poor Performance in Mathematics

Please rate the following factors according to their importance in influencing
performance in Mathematics such that the most important is rated (1) and the least
important is rated (5).

Factors Rating
Teacher’s qualifications
Methods used in teaching Mathematics
Mathematics teachers attitudes towards Mathematics
Resources used in teaching Mathematics
Students attitudes towards Mathematics

Any other factor, please specify (1) __________________________

(2) __________________________

5) What measure do you think can improve the performance of Mathematics?

[ ] Staffing [ ] Teaching and Learning [ ] Curriculum [ ] Motivation

APPENDIX 2

35
 List of Tables

Do you like studying Mathematics

Frequency

yes 48

no 2

Total 50

Source: Survey data

what Mathematics textbook do you use

Frequency Percent

Aki-ola and concise 12 24.0

Aki-ola 9 18.0

Concise 15 30.0

Approachers 1 2.0

Others(Ebony,A+,school
13 26.0
textbook and etc.)

Total 50 100.0

Source: Survey data

How do you access the examples in your Mathematics textbook

Frequency Percent

Too easy 4 8.0

Fairly easy 3 6.0

Normal 25 50.0

Quite difficult 16 32.0

Very difficult 2 4.0

Total 50 100.0

36
Source: Survey data

Understanding meanings and new concepts, words and formulae in

Mathematics

Frequency Percent

very well 13 26.0

Quite well 21 42.0

Valid Fairly well 12 24.0

Not well 4 8.0

Total 50 100.0

Source: Survey data

How happy are with your Mathematics examination result

Frequency Percent

Very happy 10 20.0

Quite happy 22 44.0

Satisfactorily happy 7 14.0

Disappointed 10 20.0

Very disappointed 1 2.0

Total 50 100.0

Source: Survey data

Do you like studying Mathematics more than any other subject

37
 Frequency Percent

Strongly agree 6 12.0

Agree 20 40.0

Do not know 9 18.0

Disagree 12 24.0

Strongly Disagree 3 6.0

Total 50 100.0

Source: Survey data

Is Mathematics a difficult subject by nature

Frequency Percent

yes 23 46.0

no 27 54.0

Total 50 100.0

Source: Survey data

Is Mathematics useful in life

Frequency Percent

Strongly agree 35 70.0

Agree 13 26.0

Do not know 2 4.0

Total 50 100.0

Source: Survey data

Would you do Mathematics or any other Mathematics related career after

school

38
 Frequency Percent

yes 27 54.0

no 12 24.0

Don't know 11 22.0

Total 50 100.0

Source: Survey data

Are Mathematics lessons boring

Frequency Percent

Strongly agree 3 6.0

Agree 5 10.0

Do not know 8 16.0

Disagree 22 44.0

Strongly disagree 12 24.0

Total 50 100.0

Source: Survey data

Does the nature of Mathematics attract you to learn it more

Frequency Percent

yes 40 80.0

no 10 20.0

Total 50 100.0

Source: Survey data

How often do you study Mathematics

39
 Frequency Percent

Always 24 48.0

twice a week 20 40.0

once a week 4 8.0

not at all 2 4.0

Total 50 100.0

Source: Survey data

Teachers age

Frequency Percent

Less than 30 1 14.3

Between 30 and 40 4 57.1

More than 40 2 28.6

Total 7 100.0

Source: Survey data

Teachers teaching experience

Frequency Percent

Less than 5 years 2 28.6

Between 5 and 10 years 1 14.3

More than 10 years 4 57.1

Total 7 100.0

Source: Survey data

Gender of teachers

40
 Frequency Percent

male 6 85.7

female 1 14.3

Total 7 100.0

Source: Survey data

Teachers professional qualification

Frequency Percent

Trained graduate Mathematics

5 71.4
teacher

Trained graduate non-Mathematics

2 28.6
teacher

Total 7 100.0

Source: Survey data

Lecture method

Frequency Percent

Never 3 42.9

Sometimes 2 28.6

Often 1 14.3

Very Often 1 14.3

Total 7 100.0

Source: Survey data

Small group discussion

Frequency Percent

Never 1 14.3

Sometimes 3 42.9

41
 Often 3 42.9

Total 7 100.0

Source: Survey data

Questioning method

Frequency Percent

Often 2 28.6

Very often 3 42.9

Always 2 28.6

Total 7 100.0

Source: Survey data

Problem solving method

Frequency Percent

Often 1 14.3

Very often 1 14.3

Always 5 71.4

Total 7 100.0

Source: Survey data

Demonstrating method

Frequency Percent

Often 2 28.6

Very often 3 42.9

Always 2 28.6

Total 7 100.0

42
Source: Survey data
Mathematics is difficult by nature

Frequency Percent

Agree 2 28.6

Disagree 2 28.6

Strongly disagree 3 42.9

Total 7 100.0

Source: Survey data

Teaching Mathematics does not need resources

Frequency Percent

Disagree 5 71.4

Strongly disagree 2 28.6

Total 7 100.0

Source: Survey data

Everybody can learn Mathematics

Frequency Percent

Strongly agree 3 42.9

Agree 4 57.1

Total 7 100.0

Source: Survey data

More practice can enhance understanding of Mathematics

Frequency Percent

43
 Strongly agree 5 71.4

Agree 2 28.6

Total 7 100.0

Source: Survey data

Mathematics is essential for daily life

Frequency Percent

strongly agree 3 42.9

Agree 4 57.1

Total 7 100.0

Source: Survey data

Mathematics is a vast collection of fixed and infallible concept s and skills

Frequency Percent

Agree 6 85.7

Undecided 1 14.3

Total 7 100.0

Source: Survey data

Teachers qualification

Frequency Percent

Most important 4 57.1

More important 1 14.3

Sometimes 1 14.3

Less important 1 14.3

Total 7 100.0

Source: Survey data

Methods used in teaching Mathematics

44
 Frequency Percent

Most important 4 57.1

More important 1 14.3

Important 2 28.6

Total 7 100.0

Source: Survey data

Mathematics teachers attitudes towards Mathematics

Frequency Percent

Most important 1 14.3

More important 3 42.9

Important 1 14.3

Sometimes 1 14.3

Less important 1 14.3

Total 7 100.0

Source: Survey data

Resources used in teaching Mathematics

Frequency Percent

Most important 2 28.6

More important 2 28.6

Important 3 42.9

Total 7 100.0

Source: Survey data

Students attitudes towards Mathematics

45
 Frequency Percent

Most important 5 71.4

More important 1 14.3

Less important 1 14.3

Total 7 100.0

Source: Survey data

What measures do you think can improve the performance of Mathematics

Frequency Percent

Teaching and Learning 3 42.9

Curriculum 1 14.3

Motivation 3 42.9

Total 7 100.0

Source: Survey data

Explains the work well

Frequency Percent

always 28 56.0

sometimes 22 44.0

Total 50 100.0

Source: Survey data

Repeats where it is not clear

Frequency Percent

Always 34 68.0

Sometimes 14 28.0

46
 Never 2 4.0

Total 50 100.0

Source: Survey data

Answers questions thoroughly

Frequency Percent

Always 26 52.0

Sometimes 21 42.0

Never 3 6.0

Total 50 100.0

Source: Survey data

Teachers teach very fast

Frequency Percent

Always 13 26.0

Sometimes 26 52.0

Never 11 22.0

Total 50 100.0

Source: Survey data

Concentrates on bright students only

Frequency Percent

Always 4 8.0

Sometimes 20 40.0

Never 26 52.0

47
 Total 50 100.0

Source: Survey data

Knows the subject very well

Frequency Percent

Always 35 70.0

Sometimes 12 24.0

Never 3 6.0

Total 50 100.0

Source: Survey data

Wastes time in class talking about irrelevant issues

Frequency Percent

Sometimes 13 26.0

Never 37 74.0

Total 50 100.0

Source: Survey data

Responds rudely to students' questions

Frequency Percent

Always 6 12.0

Sometimes 11 22.0

Never 33 66.0

Total 50 100.0

Source: Survey data

Is harsh and moody in class

48
 Frequency Percent

Always 7 14.0

Sometimes 14 28.0

Never 29 58.0

Total 50 100.0

Source: Survey data

Gives homework, marks and returns the next day

Frequency Percent

Always 19 38.0

Sometimes 25 50.0

Never 6 12.0

Total 50 100.0

Source: Survey data

Helps students the they are stuck

Frequency Percent

Always 23 46.0

Sometimes 24 48.0

Never 3 6.0

Total 50 100.0

Source: Survey data

Has a sense of humor

Frequency Percent

49
 Always 23 46.0

Sometimes 17 34.0

Never 10 20.0

Total 50 100.0

Source: Survey data

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