Students’ Poor Mathematics Performance in Ghana: Are there Contributing Factors?

Abstract

Background: Evidence suggests mathematics is a field of learning that drives the global educational curriculum. Mathematics is viewed as interlinked to the technological and scientific knowledge pool. Mathematics is taught as a core subject in senior high school in Ghana to boast the students’ abilities in solving problems.  However, there is limited evidence on factors influencing poor mathematics performance by Ghanaian Senior High School  students. Aim: This paper investigates the factors which contribute to poor mathematics performance and attempts to give a feasible policy direction to improve performance and scale-up mathematic scare in the Senior Secondary Certificate Examination. Method: A quantitative survey approach was used to conduct the study. Four hundred and Forty (440) senior high school students were sampled from form one to form three in Kumasi Metropolis.  The sample size comprised 240 girls and 200 boys. Structured questionnaires were used for data collection. Descriptive statistics were used to estimate the results of the study. Results: Findings from the study reveals that poor mathematics performance is attributed to three causes (i.) Lack of coverage of mathematics curriculum content, (ii). Lack of interest in mathematics, and (iii). the belief that they cannot understand mathematics. Conclusion:  We recommend the syllabus should be revised by integrating and focusing on topics that build the mathematical know-how to solve real-life problem/issue counters.