PERCEIVED CAUSES OF POOR ACADEMIC PERFORMANCE OF

OF WA SENIOR HIGH TECHNICAL SCHOOL STUDENTS IN CORE

MATHEMATICS

BY

AMPOFO AGYEI JUSTICE

(University For Development Studies, Wa Campus)

AND

CONSTANCE NYAME

(Community Health Nurses Training School, Adansi Fomena)

OCTOBER, 201
 DECLARATION

I, AMPOFO AGYEI JUSTICE AND CONSTANCE NYAME, hereby declare that

this document is the result of our own original research and it contains no material

previously published by any person or group, nor materials which have been accepted

for the award of any other degree of the university, except where due

acknowledgement has been made in the text.

DEDICATION

This work is dedicated to the almighty God and my soulmate (Constance Nyame) for

her unconditional love, support and encouragement in my education. I owe every bit

of my existence to her.

ii
 ABSTRACT

The study looked at the perceived causes of poor academic performance of Wa Senior

High Technical School students in core mathematics. A descriptive survey design was

employed and a questionnaire was administered to eighty-four (84) students and ten

(10) mathematics teachers for data collection. The teachers were selected by

purposive sampling technique whiles the students were selected using simple random

sampling technique. The data gathered for the study was analyzed using SPSS version

20.0. The data was then put into frequencies and percentages. The study unveiled that,

students’ poor performance in core mathematics is caused by students’ negative

attitudes towards mathematics, the methodology of teaching employed by teachers,

interference of teaching hours with activities which take away instructional time

(teaching hours), Large class sizes, Inadequate core mathematics textbooks and

learning aids and short duration for the completion of core mathematics syllabus

.Based on these findings, the study suggested remedies and strategies as: the school

must provide modern teaching and learning materials to core mathematics teachers

and students to improve teaching and learning. This will offer students from poor

family background the opportunity to have access to learning materials. Among

others, the study recommended that core mathematics teachers must be monitored to

unsure that appropriate methodologies are employed in teaching core mathematics.

The study also suggested that students must be encouraged to develop positive

attitudes towards the study of core mathematics. This can be achieved by organizing

periodic mathematical seminars for students to disabuse their negative perception

about core mathematics. The study concluded that teachers should keep on motivating

their students in mathematics by making their lessons more interestin

iii
 BACKGROUND TO THE STUDY AND PROBLEM STATEMENT

The study of mathematics is an important literacy factor that influences

children’s success in education and even in their future lives (Walker, & Wachs,

2007). The focus on the study of mathematics and mathematics ability development

has been a major topic in educational and psychological studies for many centuries

(Geary, 2006). In the early 20th century, psychologists begun to study children’s

understanding of numbers, arithmetic and specific mastery of mathematics elements

through experimental research (Thorndike & Woodworth, 1901). Today, the quest to

find out more about the extent to which students understand concepts in mathematics

and factors that prevent them from understating some other concepts hence their

probable poor performance in mathematics remains a tedious challenge for

researchers to unravel.

It is an irrefutable fact that the successfulness of learning the subject

mathematics is dependent on many factors namely the school, classroom

environment, student, teacher, parentage etc. The accessibility and adequacy of

teaching and learning resources support the effectiveness of schools as these remains

the basics that can produce good academic performance in the students. Maicibi

(2003) submitted that institutions or organizations are composed of human beings

(workers) and other non-human resources which can be manipulated to realize set

objectives. Yara & Otieno, (2010) asserted that the abstract nature of mathematics

should be reduced through demonstration, practical methods and use of teaching and

learning materials like relevant textbooks, classroom, stationeries, teaching aids, and

trained teachers judiciously to maximize concepts and assimilation of the subject.

1
 The poor performance by Senior High School Students in core mathematics in

the national examinations organized by the West African Examination Council

(WAEC) is very widespread, alarming and worrying to government, parents and other

stakeholders. For some years now, core mathematics has become a difficult hurdle for

most senior high school graduates to cross hence preventing most of them form

progressing to the next stage of their education. This phenomenon has promoted the

emergence and high patronage of remedial schools across the country. It has also

promoted a huge patronage of the West African Examination Council’s re-sit

examinations. According to statistics from the Chief Examiner’s Report 2010, the

overall average score in core mathematics was less than 40%. Subsequently, the 2015

WASSE results also show clearly that the average score is less that 40% (WAEC,

2015). This makes the situation very worrying.

Considering the academic performance from the regional levels, one of the

hardest hit regions by the canker is the Upper West Region (Chief Examiner’s Report,

2015).The Upper West Region appears to be one of the poorest performing regions

with regards to mathematics. In the 2015 ranking list of Senior High Schools based on

the WASSCE 2015 performance, not even a single senior high technical school from

the Upper West Region was among the first 50 schools. This revelation gives a vivid

idea of how bad the situation is especially in mathematics.

Studies have been conducted on student’s poor performance in a number of

districts and regions to find the causes of poor performance of students but very few

studies have been done in the Upper West Region to find out factors that may

contribute to the poor performance in mathematics especially in the Wa Municipality.

Contextually, the performance of Wa Senior High Technical School in

Mathematics is not any different from the situation from neighbouring schools. In the

2
2015 WASSCE examinations, statistics gathered reveals that only 36% of the students

presented for the core mathematics paper obtained grades A1 – C6. Inferring from the

above statistics suggests that about 70% of the students will have to better their grades

in core mathematics before they can gain admission into any tertiary institution.

Owing to this development which is now recurrent, the board of governors and other

stakeholders of the school are speculative that poor teaching methodology is

responsible for the poor performance the school is producing. However, facts reveal

that there are numerous factors which could be responsible for the poor performance

the school is facing hence the need for this research to unravel some hidden factors

which might be the underlining reasons for the poor performance.

PURPOSE OF THE STUDY

The main purpose of this study was to explore the factors that contribute to the

persistent poor performance of students of Wa Senior High Technical School in core

mathematics and to find ways of remedying the situation for a better academic result

in the subject.

OBJECTIVES OF THE STUDY

1. Find out the extent to which students’ contribute to their academic

performance in core mathematics at Wa Senior High Technical School in the

Upper West Region.

2. Find out the extent to which teachers’ contribute to students’ academic

performance in core mathematics at Wa Senior High Technical School.

3. Find out the extent to which the school environment affects the academic

performance of students in core mathematics.

3
 4. Find out the extent to which parents’ attitude and the home contribute to the

academic performance of their wards.

5. To find how students could be supported to improve their performance in core

mathematics.

RESEARCH QUESTIONS

The following research questions were formulated to guide the study:

1. To what extent do students contribute to their poor performance in core

mathematics?

2. To what extent do teachers contribute to the poor performance of students in

core mathematics?

3. To what extent does the school contribute to the poor performance of students

in core mathematics?

4. To what extent do parents contribute to the poor academic performance of

their wards in core mathematics?

5. In what way can the students be supported to improve their performance in

core mathematics?

SIGNIFICANCE OF THE STUDY

As aforementioned, the aim of this study was to find out the causes of poor

performance of Wa Senior High Technical School students in core mathematics and

to find lasting remedies to the causes. The findings of this research could help

demystify what accounts for the recurrent poor performance of Wa Senior High

School in core mathematics. If this intervention is successful:

4
 1. It could be adopted in similar schools to determine the causes of poor

performance in core mathematics and this could help improve the

performance of students in mathematics.

2. It is also envisaged that this study will contribute to the existing body of

knowledge by increasing our understanding of the various factors that

contribute to the poor performance of students in core mathematics.

3. The findings of this research could contribute to professional practice.

4. It is also envisaged that the findings of this research may serve as a guide in

policy designs and could better the performance of students in mathematics.

5. The findings of this study may be a useful guide to the school’s counseling

department on the academic performance of students so far as mathematics is

concern.

DELIMITATION OF THE STUDY

This research was conducted in the Upper West Region of Ghana precisely the

regional capital where Wa Senior High Technical School is geographically located.

Wa Senior High Technical School is one of the top three senior high schools within

the Upper West Regional capital and has been noted for topnotch academic

performance for some time now.

5
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

ASSESSING STUDENTS’ PERFORMANCE IN CORE MATHEMATICS

According to Edg (2015), the term assessment in education refers to a wide

variety of methods or tools that educators use to measure and document the academic

readiness, learning progress, skill acquisition or educational needs of a student. In

determining the quality of any educational system, emphasis is mostly placed on its

modes of assessment. According to Bello (2011), assessment plays a significant role

in the educational process since it is the main method of appraising students’

achievement. The most common assessment medium today is examination.

Examination according to Bello (2011) is the process of determining how much an

objective of a particular learning task has been achieved by the learner. Fabgamiye

(1998) also considered examination as the tool for judging the standards of education

in any country.

STUDENT ATTITUDE TOWARDS MATHEMATICS

The notions, attitudes, and expectations of students in association with

mathematics and mathematics teaching have been considered to be very significant

factors responsible for their school experience and achievement (Borasi, 1999). In

general, the thoughts 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

6
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

gathered that students’ success in mathematics depended on attitude towards the

subject. However, some studies have found gender difference in students’ confidence

in mathematics. Compared to boys, girls lacked confidence, perceived mathematics as

a male domain and were anxious about mathematics (Casey, 2001). In the study, girls

were noticed to have lower self-confidence in mathematics as compared to boys.

Instructively, 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

mathematics have yielded contradictory results. Some of the findings also lacked

consistency on the subject.

Other studies have demonstrated a strong and significant relationship between

mathematics attitude and mathematics achievement (Minato & Yanase, 1984), 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 promote or inhibit learning. In a

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

realized that there is a direct link between students’ attitudes towards mathematics and

student outcomes. Cheung (1998), also studied 11-13 year olds, and 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, established that the correlation between

7
attitude towards mathematics and achievement in mathematics was rather weak and

could not be considered to be of practical significance (Vachon, 1984).In an analysis

of 113 primary studies consisting of elementary and secondary school children,

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 previous findings, studies in

different cultural settings are eminent torealise the influence of student attitude

towards mathematics on student learning outcomes.

According to a survey conducted by Mensah & Kuranchie 2006, Students’

personal factors contributing to poor performance in mathematics are gender,

economic factors and attitude towards mathematics. Students’ attitude towards

mathematics was measured using likert scale and the results obtained indicated that

they have a positive attitude towards mathematics. Mwamwenda (1995) argued that

the achievement of students in a subject is determined by their attitudes rather than

inability to study. Haimowitz (1989) indicated the cause of most failures in schools

might not be due to insufficient or inadequate instruction but by active resistance by

the learners. This argument suggests that favourable attitudes towards mathematics

should be developed for achievement in the subject for the betterment of the subject.

FACTORS AFFECTING STUDENTS’ PERFORMANCE

From the above literature review, the following factors stood out to have

strong influence on the students’ performance and they are:

1. The attitudes of students towards the subject mathematics and how those

attitudes are formed.

8
 2. The school environment including the learning environment, response of

management to learning situations as well as classroom size and the needed

logistics.

3. Teaching methods and attitude of teachers towards the subject mathematics.

4. Teachers’ qualification and experience

5. Socio – economic status and educational levels of parents

In other to improve performance of students in core mathematics, some

researchers like Das (2015) suggest that the efforts to improve the quality of teaching

should not only focus on the teacher’s qualification but equally the methodology of

the teacher which he believes will yield greater returns. Likewise, the Hewlett

foundation (2008) suggested the following factors have the tendency of improving

performance in core mathematics. They include:

1. Appropriate class size and well equipped library, computer and science

laboratories.

2. Appropriate methods of teaching and reliable methods of teaching

3. Favorable school environment with community participation.

4. Appropriate curriculum and adequate provision of teaching and learning

material

5. Motivate qualified teachers with enough instructional periods

9
 CHAPTER THREE

METHODOLOGY

RESEARCH DESIGN

A research design refers to the overall strategies that you choose to integrate

the different components of a study in a coherent and logical way, thereby ensuring

you will effectively address the research problems (DeVaus, 2006). It also constitutes

the blue print for the collection, measurement and analysis of data. This survey

adopted a descriptive research design. The Association for educational

communication and Technology (AECT) described descriptive survey as one which

does not fit neatly into the definition of either quantitative or qualitative research

methods, but instead it can utilize elements of both. The Association further stated

that a descriptive survey refers to the type of research questions, design and data

analysis that will be applied to a given topic. Descriptive statistics tell what is, whiles

inferential statistics try to determine causes and effects.

Bickman and Rog (1998) stated that descriptive surveys give the researcher

the opportunity to answer questions such as “what is” or “what was”. A descriptive

survey describes and provides comprehension on happening mostly with simple

descriptive statics and is prudent for investigating most of the educational problems

including assessment of opinions, attitudes and demographic data (Gay, 2006).

Descriptive data is normally gathered with questionnaires, interviews and

observations. This gives the researcher the luxury of analyzing the data gathered from

different viewpoints.

As asserted by Byman (2004), descriptive surveys adopt a cross sectional

design in relation to data gathering which is mostly done with the help of

10
questionnaires or semi structured interviews. However, Fraenkel and Wallen (2000)

discovered that there are some challenges that are faced by researchers who employ

the descriptive survey design. Among the challenges stated are; making sure that

respondents answer the questionnaires thoroughly and sincerely, ensuring the number

of questionnaires administered are sufficient for the survey.

STUDY AREA

This research took place precisely at Wa Senior High School which is located

in the Upper West Region of Ghana. The school currently has a total student

population of about 800 as against an 85 teaching staff. The school also has about 50

non – teaching staff. In recent times, concerns have been raised by the Municipal

Directorate of Education and the PTA about the appalling academic performance of

the school in Core Mathematics. This development amidst other factors necessitated

and aroused the interest of the researcher to investigate the problem.

POPULATION

The school has a population estimated to be about 800 students as of the

2015/2016 academic year. However, the target population which was considered for

the research numbered 400 and they were both Form Two and Form Three students.

In view of this, 30 students from Form two and 54 students from Form Three were

considered for the research respectively. This is because; the total population of the

Form Two students is higher than that of the Form Three students. The total teaching

population of the school numbers 85 as of the 2015/2016 academic year. Ten (10)

teachers were considered for the study. This included Two (2) female teachers and

Eight (8) male teachers. This was considered because they teach mathematics and was

11
more familiar with the challenges concerning the subject. Teachers and students were

the main respondents to the study because the study sought to examine divergent

views.

SAMPLE SIZE AND SAMPLING TECHNIQUE

According to William (2006) sampling is the process of selecting units (e.g.,

people, organizations) from a population of interest so that by studying the sample we

may fairly generalize our results back to the population from which they were chosen.

It was necessary for sampling to be done because it helps to make extrapolation with

regards to the population of interest and ensure high external validity. It also helps

reduce the cost associated with gathering data from the entire population as well as

the time spent in conduction the research. Sampling was necessary because it enabled

the researcher set a sample size which represented the characteristics of the whole

population (Representativeness of the sample).

According to Russell (2007) sample size is also important for economic and

ethical reasons. An undersized study can be a waste of resource and time for not

having the capability to produce useful results, whiles an oversized one uses more

resources than necessary. To determine the appropriate sample size for the research,

the population was divided into strata. Stratification is the process of dividing

members of the population into homogeneous subgroups before sampling. Two strata

were developed. That is Form Two and Form Three. To make the sample size

balance, 30 Form Two students and 54 Form Three students were considered for the

study. This was done to prevent any form of bias. This was followed up with simple

random sampling technique. Random sampling according to Gupta (1993) is when

each item has an equal opportunity of being selected. The lottery system of random

12
sampling was adopted. The lottery system consists of writing names of each item in

sample frame on a slip of paper then drawn from a container one after the other. For

purposes of accuracy, an online “sample size” calculator was employed in arriving at

the sample size which was deemed appropriate for this study. Setting the parameters

to a confidence level of 80%, confidence interval at 5% and the targeted population at

800 students, the software projected that a sample size of 95 will be representative of

the targeted population. In accordance to this, 84 students and 10 teachers were

sampled for this research through the simple random sampling technique and

purposive sampling respectively. Purposive sampling is one of the most cost effective

and time – effective sampling methods available. They are however engaged in

qualitative research for identification and selection of information – rich cases related

to the phenomenon of interest.

METHODS OF DATA COLLECTION

The primary data for this research was gathered using a questionnaire. The

questions were tailored towards the “the research questions” so as to study the

perceived causes of poor academic performance in core mathematics. According to

the Oxford online dictionary, a questionnaire is a research instrument consisting of a

series of questions and other prompts for the purpose of gathering information from

respondents. The instrument was designed on a Likert-type scale which required the

respondent to ascertain the degree to which they agree or disagree with the questions

posed to them. That is 4 indicating “strongly agree”, 3 indicating “agree” 2 indicating

“disagree” and 1 indicating “strongly disagree” The questionnaire used was a closed –

ended type. The questionnaire was structured into sections. The first section dealt with

the demographic data of the respondents. The second section dealt with the

13
characteristics of students, mathematic teachers, school management and parents with

regards to poor performance in core mathematics. The last section was based on the

proposed ways of improving the academic performance of students in core

mathematics.

PRE-TESTING OF THE INSTRUMENT

The research instrument was piloted at Wa Senior High School in the Upper

West Region. This school was chosen because it is also located within the same

geographical region. The pilot study was intended to test the levels of understanding

of the questions posed in the questionnaire and try to point out those that were

irrelevant. The pilot study involved 40 students, 20 of them were form 2 student

whiles the other 20 were form 3 students. The pilot study also engaged 5 mathematic

teachers. After the pilot study was conducted, it became necessary to modify some

questions which were deemed to be week and inappropriate with regards to the main

research questions.

DATA COLLECTION PROCEDURE

Prior to the gathering of data, permission was granted by the Headmaster of the

school. Questionnaires were administered in person by the researcher. Before the

questionnaires were administered, the researcher briefed the respondents especially

the student about the whole exercise. Respondents were assured that, the information

provided will be kept highly confidential and for that matter should try as much as

possible to provide factual and accurate answers. Opportunity was offered the

respondents to ask for clarifications on questions they do not understand or any

question in relation to the research. The respondents were then given ample time to

14
fill the questionnaire but were however obliged to return them the same day. The

researcher ensured that all questionnaires were responded to correctly. This is to

ensure that a high response rate is achieved. The questionnaire given to teachers to fill

were without supervision and monitoring because they were allowed to respond at the

own convenient time taking into account their busy schedule and also not to interfere

with their instructional hours. They were allowed to submit a week after the

questionnaires were given out to them.

DATA ANALYSIS

Quantitative analysis was used in the collation of data and was done using

SPSS. (Statistical Package for Social Sciences). The answered questionnaires were

coded and entered into the software for data processing to be done. The questionnaire

was structured to focus on three main variables. Analysis and comparisons were made

based on these variables to find out if there are relationships between them and the

extent to which they contribute to the outcome of the research. SPSS was used to

generate frequency tables and figures which gave a pictorial dimension to the data

which has been analyzed.

ETHICAL CONSIDERATIONS

Ethical considerations in research are very critical. This is because they

represent the norms and standards for conducting and distinguishing between right

and wrong. Ethical standards are believed to prevent against fabrication or

falsification of data and therefore, promote the pursuit of knowledge and truth which

is the primary goal of a research Grady (2006). In view of this, ethics guiding the

conduct of a research was religiously followed. Firstly, the school authorities were

15
furnished with a letter seeking permission for the research to be conducted. The

researcher waited patiently until approval was given before the survey was conducted.

Before the commencement of the survey, the respondents were briefed about the

purpose of the survey and were assured that any information which will be provided

will be treated extremely confidential and for that matter no respondent was coerced

into taking part in the research. All references which aided this research have also

been acknowledged.

16
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.1 Research Question 1: To what extent do students contribute to their poor

performance in core mathematics at Wa Senior High Technical School

The table below shows the views of students on how they contribute to their own poor

academic performance in core mathematics.

Table 1: Students’ Views on how they contribute to their poor Academic

Performance in Core Mathematics

Statements Respondents (Frequency &Percentage %)

Agree(A) Not Sure(NS) Disagree(D)
1. Poor foundation of students in 72 (85.7%) 5 (6.0%) 7 (8.3%)
core mathematics
2. Inability of students to practice 75 (89.3%) 3 (3.6%) 6 (7.1%)
Solving mathematics problems by
themselves
3. Using of inappropriate study skills 68 (80.9%) 10 (11.9%) 6 (7.2%)
or learning styles
4. Attentiveness of students during 48 (57.2%) 8 (9.5%) 28 (33.3%)
mathematics lessons affect their
ability to understand lessons
5. Students’ own initiative to solve 43 (51.1%) 14 (16.7%) 27 (32.2%)
mathematical problems
6. Perceptions about core 63 (75%) 12 (14.3%) 9 (10.8%)
mathematics
Source: Field Data

Tables 1 present the students’ responses on how they contribute to their own

poor performance in core mathematics. Student respondents were asked about their

perception on student related causes of poor academic performance in core

mathematics. The first statement focused on the foundation that students have with

regards to mathematics before entering Senior High School. Foundation in

17
mathematics can be defined as the level of understanding and interest of students in

mathematics before entering SHS. Table 4.7, shows that when students were asked if

they think poor foundation of students in core mathematics could influence their

performance, 85.7% (n = 72) agreed to the statement and 8.3% (n =7) disagreed.

Furthermore, 6.0% (n = 5) where not sure if poor foundations in core mathematics

could affect the performance of student in the subject. Results gathered from students

indicated that some students struggle with simple basic concepts in mathematics in

OLA Senior High School because the foundation was not well built at the JHS level.

With regards to the second statements, 89.3% (n= 75) of the student

respondents are of the view that their inability to practice solving mathematical

problems on their own can affect their output in mathematics.7.1% (n =6) of the

student respondents disagreed with this statement and 3.6% (n= 3) are not sure

whether their inability to practice solving mathematical problems all by themselves

can affect the outcome of their performance in mathematics.

Using of inappropriate study skills or learning styles negatively affects

students’ performance in mathematics. In responding to this statement, 80.9% (n =68)

of the student respondents agreed to the statement. 7.2% (n=6) of the respondents

disagreed and 11.9% (n=10) of the student respondents were not sure whether

inappropriate study skill and style can affect their performance in mathematics

negatively.

The fourth question sought views on the attentiveness of students during

mathematics lessons and its effects on the ability of students to understand lessons. In

responding to this statement, 57.2% (n= 48) of the student respondents agreed to the

statement whiles 33.3% (n=28) disagreed. 9.5% (n=8) of the students were unsure

about the statement. From the teacher’s point of view, 100% (n=10) of them believed

18
that the attentiveness of students during mathematics lessons can affect their level of

comprehension of the subject.

Some of the reasons given by students from the data gathered were “When I

don’t pay attention during mathematics lessons, I get confused along the way.” This

goes to confirm the fact that, when students do not pay attention during lessons they

might end up not understanding the lesson which has been taught.

When the students were asked if their own initiative to solve mathematic

problems could affect their performance, 51.1% (n=43) agreed to the statement whiles

32.2% (n=27) of them disagreed and 16.7% (n=14) of them were not sure about the

statement.

When students were asked about their negative perceptions about core

mathematics, 75% (n=63) of the students agreed that their ill perceptions about core

mathematics has the tendency of affecting their performance in the subject. 10.8% (n=

9) of the students disagreed with this statement and 14.3% (n = 42) of the students

respondents were not sure if their negative perceptions about core mathematics could

affect the outcome of their performance in the subject.

19
The table below shows the views of teachers on how students contribute to their own

poor academic performance in core mathematics.

Table 2: Teachers’ Views on the students’ contribution to their own poor

Academic Performance in Core Mathematics

Statements Respondents (Frequency &Percentage %)

Agree(A) Not Sure(NS) Disagree(D)

1. Poor foundation of students in 10 (100%) 0(0%) 0(0%)
core mathematics
2. Inability of students to practice 10 (100%) 0(0%) 0(0%)
Solving mathematics problems by
themselves
3. Using of inappropriate study skills 10 (100%) 0(0%) 0(0%)
or learning styles
4. Attentiveness of students during 10 (100%) 0(0%) 0(0%)
mathematics lessons affect their
ability to understand lessons
5. Students’ own initiative to solve 10 (100%) 0(0%) 0(0%)
mathematical problems
6. Perceptions about core 9 (90%) 1(10%) 0(0%)
mathematics

Source: Field Data

Table 2 presents responses of teachers on the same questions, gives a similar

opinion. It indicates that, 100% (n = 10) of the teachers agreed that poor foundations

of students in core mathematics could affect their performance in the subject. This is

indicative that, the teachers believe strongly that, for a student to excel in core

mathematics, that student must be well vest in the basic principles and concepts on

mathematics. The position of the teachers is in agreement with Sharks (2004), who

stated that good foundations in mathematics are prerequisites for students who aspire

to excel in the discipline.

20
 With regards to the second question, 100% (n=10), of the teacher respondents

all believed that the inability of students to practice solving mathematical problems by

themselves can affect the output of the students in core mathematics.

In responding to the third question, 100% (n=10) of the teachers believe

strongly that if students do not adopt the right styles and study techniques with

regards to mathematics, it can affect their performance negatively.

From the teachers’ view point, 100% (n=10) of them think that if students take

the initiative to solve mathematical problems, they will end up developing a positive

attitude towards the subject and this can improve their performance positively.

With regards to students perceptions about core mathematics, 90% (n=9) of

the teacher respondents think that negative perceptions of students towards the subject

can affect the performance of the students negatively. Most of the teachers’ and

students’ views conforms to that of Gilloc, (1996) who asserts that students who

perceive themselves as intelligent and well-motivated towards school work had higher

grades in mathematics as compared to those who were not.

21
 4.2 Research Question 2: To what extent do teachers contribute to the poor

performance of students in core mathematics?

Research question two (2) sought to answer teachers’ contribution to the poor

academic performance of students.

The table below shows the views of students on how their teachers contribute to their

poor academic performance in core mathematics.

Table 3: Students’ Views on how their teachers contribute to their poor

Academic Performance in Core Mathematics

Statements Respondents (Frequency & Percentage %)

Agree(A) Not Sure(NS) Disagree(D)
1. The teacher’s approach 51 (60.8%) 9 (10.6%) 24 (28.6%)
of teaching Mathematics
affects Students’ performance
negatively.
2. Teachers do not conduct 32 (38.1%) 8 (9.5%) 44(52.4%)
sufficient exercises in
core Mathematics
3. Teacher’s failure to show 31 (36.9%) 12 (14.3%) 41(48.8%)
interest in students’
performance in core mathematics
4. Teachers’ inability to give feedback 43 (51.2%) 11(13.1%) 30(35.7%)
to students on their performance.
5.The teacher is able to teach 41 (48.8%) 18 (21.4%) 25(29.8%)
to students’ satisfaction.
6.The teacher takes time to go 33 (39.2%) 6 (7.2%) 45(53.6%)
over difficult concepts.
7.The teacher encourages and arouses 45(53.6%) 9(10.7%) 30(35.7%)
students’ interest in core mathematics
Source: Field Data

Table 3 presents students’ views on how teachers contribute to their poor

academic performance in core mathematics. With regards to teacher related

characteristics which affect students’ academic performance, student respondents,

60.8% (n=51) agreed that the teacher’s approach of teaching has the tendency of

22
affecting their performance negatively. 28.6% (n = 24) of the students opposed this

statement and 10.6% (n = 9) were not sure if the teacher’s approach in teaching

mathematics could affect their performance in the subject negatively.

The second question asked whether teachers do not conduct sufficient

exercises in core Mathematics. The statistics reveal that 52.4% (n = 44) of the student

respondents disagreed. This means that teachers conduct enough exercises. 38.1% (n

= 32) of the student respondents agreed meaning they were of the view that their

teachers do not conduct enough exercises with regards to core mathematics. 9.5% (n=

8) of the student respondents were not sure if the exercises conducted by their

teachers were enough.

Responses on the statement “teacher’s failure to show interest in students’

performance in core mathematics is as follows: 36.9% (n=31) of the student

respondents agreed to this statement. On the other hand, 48.8% (n=41) of the students

disagree with the statement which indicates that this percentage of the students think

that their teachers show interest in their performance with regards to core

mathematics. 14.3% (n=12) of the student are unsure if their teachers show interest in

their progress in the subject.

Question four (4) from this section sought the views of respondents on the

teachers’ ability to give feedback to students on their performance. 51.2% (n=43) of

the students respondents said that the teachers’ inability to give feedback to students

can affect their performance adversely. 35.7% (n=30) also think that the inability of

the teacher to give feedback does not affect their performance in mathematics. 13.1%

(n=11) of the students were not sure if the inability of the teacher to give students

feedback on their performance can affect their performance in the subject.

23
 Question five sought to determine the extent of satisfaction derived from

mathematics lessons. 48.8 (n = 41) of the student got satisfied by the way they were

taught.29.8 (n=25) of the student respondents were not satisfied by the way they were

taught core mathematics. 21.4% (n= 18) of the students were unsure if the way they

were taught was satisfactory or not.

The table below shows the views of teachers on how they contribute to their student’s

poor academic performance in core mathematics.

Table 4: Teachers’ Views on how they contribute to the poor Academic

Performance of their students in Core Mathematics

Statements Respondents (Frequency & Percentage %)

Agree(A) Not Sure(NS) Disagree(D
1. The teacher’s approach of 9 (90%) 0 (0%) 1 (10%)
teaching Mathematics affects
Students’ performance
negatively.
2. Teachers do not conduct 2 (20%) 3 (30%) 5(50%)
sufficient exercises in core
Mathematics
3. Teacher’s failure to show 4 (40%) 2 (20%) 4(40%)
interest in students’
performance in core
mathematics
4. Teachers’ inability to give 4(40%) 1(10%) 5(50%)
feedback to students on their
performance.
5. The teacher is able to teach 2 (20%) 7 (70%) 1(10%)
to students’ satisfaction.
6. The teacher takes time to go 9 (90%) 1 (10%) 0(0%)
over difficult concepts.
7. The teacher encourages and 4(40%) 1(10%) 5(50%)
arouses students’ interest in
core mathematics.
Source: Field Data

24
 With regards to question one in the table above, 90% (n=9) of the teacher

respondents are in agreement to the statement that, the approach they use in teaching

can affect students’ performance negatively. 10% (n=1) disagreed with the statement.

Comparing the viewpoints of both teachers and students in this regard confirms that

both parties are of the view that the approach of teaching mathematics can adversely

affect the performance of students.

From the teachers’ point of view, 50% (n=5) thinks that the exercises they give

to students in core mathematics is sufficient whiles 20% (n= 2) disagrees. However,

30% (n=3) were not sure if the exercises they conduct in sufficient.

From the teachers’ point of view, 40% (n=4) thinks that they do not show

interest in students’ performance in core mathematics whiles 40% (n=4) thinks that

they show interest in the performance of their students in core mathematics. However,

20% (n=2) are unsure if they show interest in their students’ performance.

From the teachers’ point of view, 40% (n=4) of the teacher respondents agreed

that if they are unable to give feedback to students on their performance in

mathematics, it could affect them adversely.50% (n = 5) also think that if the teacher

is unable to give feedback to students, it will not affect their performance adversely.

This view point is in opposition to that of the students. However, 10% (n=1) is unsure

of the statement.

Interestingly, 70% (n=7) of the teacher respondents were unsure if lessons

taught were satisfactory. 20% (n=2) thinks that they were able to teach satisfactorily.

Only 10% (n=1) of the teachers respondent thinks teachers are unable to teach to the

satisfaction of students.

Finally, question five sought the views of respondents on whether the teacher

encourages and arouses the interest of learners in core mathematics. 53.6% (n=45) of

25
the student respondents agreed that teachers encourage and arouse their interest in

core mathematics. 35.7% (n=) 30 of the student respondents disagree with this

statement. 10.7% (n=9) of students are unsure about the statement.

4.3 Research Questions 3: To what extent does the school contribute to the poor

performance of students in core mathematics?

The table below shows the views of students on how the school contributes to their

poor academic performance in core mathematics.

Table 4: Students’ Views on the School’s contribution to their poor academic

performance in Core Mathematics

Respondents (Frequency & Percentage %)

Statements Agree(A) Not Sure(NS) Disagree(D)

1. Interference of teaching hours 68 (81%) 5(6.0%) 11 (13%)

with activities which take away
instructional time (teaching ours)
2. Large Class Sizes 53(63%) 10(11.9%) 21(25.1%)
3. Inadequate core mathematics 55 (65.5%) 8(9.5%) 21(25%)
textbooks and learning aids.
4. The school management tackles 40(47.6%) 18 (21.4%) 25(31%)
challenges with regards to core
mathematics with great
seriousness
5. Lack of supervision on the part of 25(29.7%) 4(28.6%) 35(41.7%)
school management
6. The location and size of the 20 (23.8%) 15(17.9%) 49(58.3%)
school affects performance
negatively
Source: Field Data

Table 4 sought to answer school related characteristics which influence the

academic performance of students negatively in core mathematics. The first question

sought to find if there were interference of teaching hours with activities which take

26
away instructional time. Table 4.11 indicates that 81% (n=68) of the student

respondents agreed that there were instances where other school activities interfered

with the instructional hours and affected them negatively. A small section

representing 13% (n=11) of the student respondents disagreed with the statement

whiles 6.0% (n=5) of the students are unsure about the statement.

As indicated in table 4, 63% (n=53) of the students agreed that large class

sizes affects their academic performance negatively. A smaller proportion

representing 25% (n=21) of them disagreed whiles 11.9% (n=10) of the students are

unsure about the statement.

Question three (3) sought the views of respondents on whether textbooks and

learning aids in core mathematics were available to them. Majority of the students

representing 65.5% (n=55) of the student respondents were of the view that learning

aids and textbooks were not adequate. However, 25% (n=21) of the student

respondents disagreed. They were of the view that learning aids and textbooks were

enough for them.

Question four sought the views of respondents to determine whether the

school management tackles challenges with regards to core mathematics with great

seriousness. Most of the student representing 47.6% (n=40) of the respondent agreed

that the school management tackles issues with regards to core mathematics with

seriousness. Contrarily, 31% (n=25) of the students disagreed with this statement

whiles 21.4% (n=18) of the student were not sure.

27
The table below shows the views of teachers on how the school contributes to their

own poor academic performance in core mathematics

Table 5: Teachers’ Views on the School’s contribution to their poor academic

performance of students in Core Mathematics

Statements Respondents (Frequency & Percentage %)

Agree(A) Not Sure(NS) Disagree(D)
1. Interference of teaching hours 10 (100%) 0 (0%) 0 (0%)
with activities which take away
instructional time (teaching hours)
2. Large Class Sizes 9(90%) 0(0%) 1(10%)
3. Inadequate core mathematics 6(60%) 1 (10%) 3(30%)
textbooks and learning aids.
4. The school management tackles 5(50%) 4 (40%) 1(10%)
challenges with regards to core
mathematics with great
seriousness.
5. Lack of supervision on the part of 5(50%) 3(30%) 2(20%)
school management
6. The location and size of the 3(30%) 1 (10%) 7(70%)
school affects performance
negatively
Source: Field Data

Question one from table 5 sought the view of respondents on the interference of

teaching periods with activities. In responding to this statement, 100% (n=10) of the

teachers agreed that some activities interfere with the instructional hours hence

contributes to poor academic performance in core mathematics.

Question two from the table above investigated if class size affects the

performance of students in core mathematics. Majority of the teacher respondents

28
representing 90 % (n=9) agreed that large class sized affects the performance of

students in core mathematics negatively.

With regards to the provision of core mathematics textbooks and learning

materials, 60% (n =6) of the teacher respondents believed that inadequate textbooks

and learning materials affects the performance of students negatively in core

mathematics.

Half of the teacher respondents representing 50% (n=5) believed that the

school management tackles challenges with regards to core mathematics with great

seriousness which has the tendency of bettering the performance in core mathematics.

On the other hand, 10% (n=1) of the respondents disagreed whiles 40% (n =4) were

indifferent about this statement.

Deducing from question five, 50% (n=5) of the teachers believes that the

school management does not supervise teachers with regards to the teaching of

mathematics. In opposition to this view, 20% (n=2) of the respondents disagreed

while 30% (n=3) were indifferent about the statement.

29
The table below shows the views of students on how their parents contribute to their

poor academic performance in core mathematics.

Table 6: Students’ views on their Parents’ contribution to their poor academic

performance in Core Mathematics

Statements Respondents (Frequency & Percentage %)

Agree(A) Not Sure(NS) Disagree(D)
1. Inadequate financial support 44(52.3%) 12 (14.3%) 28(33.4%)
from parent to student
2. Failure of parents to provide 49(58.4%) 12(14.3%) 23(27.3%)
learning materials
3. Lack of supervision on the 52(61.9%) 11(13.1%) 21(25%)
part of parent
4. 0Student does not live with 40(47.6%) 17(20.2%) 27(32.2%)
both parents
Source: Field Data

Question one from table 6 sought the views of respondents on whether

inadequate financial support from parents to students affects their academic

performance negatively. In relation to this question, 52.3% (n=44) of the student

respondent agreed that inadequate financial support from parents affect students’

performance negatively. Contrarily, 33.4% (n=28) of the student respondents

disagreed whiles 14.3% (n=12) are not sure if inadequate financial support from

parents contributes to poor performance in mathematics.

Question two from table 6 asked if failure of parents to provide the needed

learning materials in core mathematics affect the performance of students in the

subject. In response to this, 58.4% (n= 49) of the student respondent agreed to the

30
statement and 27.3% (n=23) of them disagreed whiles 14.3% (n=12) of the

respondents were indifferent about the statement.

Finally, the last question in table 6 sought to determine if the lack of

supervision on the part of parents affects students’ performance negatively. Majority

of the students representing 61.9% (n=52) agreed to the statement whiles 25% (n=21)

of them disagreed with the statement. In addition, 13.1% (n=11) of them were

indifferent about the statement.

The table below shows the views of teachers on how parents contribute to the poor

academic performance of their wards in core mathematics.

Table 7: Teachers’ Views on Parents’ contribution to the poor academic

performance in Core Mathematics

Statements Respondents (Frequency & Percentage %)

Agree(A) Not Sure(NS) Disagree(D)
1. Inadequate financial support 7 (70%) 1 (10%) 2(20%)
from parent to student

2. Failure of parents to provide 10(100%) 0(0%) 0(0%)

learning materials
3. Lack of supervision on the 8(80%) 1(10%) 1(10%)
part of parents
4. Student does not live with 1(10%) 5(50%) 4(40%)
both parents
Source: Field Data

Question one from table 7 sought the views of respondents on whether

inadequate financial support from parents to students affects their academic

performance negatively. In responding to this statement, 70% (n=7) of the teacher

31
respondents believe that inadequate financial support from parents affect’s the

academic performance of students in mathematics. This statement was opposed by

20% (n=2) of the teacher respondents. However, 10% (n=1) of the teachers

respondents was indifferent on this statement.

Question two sought the view of respondents on the ability of parents to

provide learning materials for their ward as a contributor to the poor performance of

students in core mathematics. In responding to this statement, 100% (n=10) of the

teacher respondents agreed that the inability of parents to provide learning materials

for their wards affects performance in core mathematics negatively.

Again, in responding to the lack of supervision on the part of parents, 80%

(n=8) of the teachers agreed that lack of supervision on the part of parent can

adversely affect the performance of students in core mathematics.

32
4.5 Research Question 5: In what way can the students be supported to improve

their performance in core mathematics?

The table below shows the views of respondents on how to improve academic

performance in core mathematics.

Table 8: Respondents’ Ranking on ways of Improving Academic Performance in

Core Mathematics

Statements Teachers and Students

Frequency Rank
1. Provision of modern teaching and 51 1st
learning materials in core mathematics
2. Adoption of practical and interesting 47 2nd
teaching methodology to teach core
mathematics
3. Effective monitoring and supervisory 38 3rd
practice by management
4. Extension of duration for completion of 38 3rd
syllabi by policy makers
5. Award best performing teacher/student 30 5th
in core mathematics
6. Establishment of mathematical 25 6th
laboratory

Table 8 shows the ranking of how students’ academic performance in core

mathematics and how they could be improved. Student and teacher respondents

numbering 94 were asked to rank proposed ways by which students’ performance in

core mathematics could be improved in Wa Senior High Technical School. The

suggestion “Provision of modern teaching and learning materials in core

mathematics” was ranked as first among the other five (5) statements by 51 of the

respondents. This means that both teachers and student think that if teachers are

provided with modern teaching and learning materials, academic performance in core

mathematics will be improved. This supports research work by Hanushek (1995) who

33
states that inputs such as provision of modern teaching and learning materials increase

the learning outcomes of students in developing countries.

Adoption of practical and interesting teaching methodology to teach core

mathematics was ranked second by 47 of the respondents. This means that the

respondents are of the view that teachers’ method of teaching is highly linked to the

academic performance of students in core mathematics.

Interestingly, effective monitoring and supervisory practices by management

and the extension of duration for completion of syllabi by policy makers were both

ranked third by 38 of the respondents. Supervision is key when productivity is to be

considered. When school managers do not supervise their subordinates, it paves the

way for laziness and truancy to set in. This goes a long way to support McGregor’s

theory X assumption on motivation which stipulates that most people by nature are

lazy, not ambitious and have little desire to take up responsibility and therefore must

be directed and led. In addition, looking at the loaded nature of the syllabi used by

school, most schools are not able to finish the syllabi before students complete school.

This also contributes to their poor performance in core mathematics. This assertion is

supported by the proposals of the Anamuah-Mensah committee (2002) which

proposed four years duration for senior high schools.

Award best performing teacher and student in core mathematics was ranked

fifth by 30 respondents. This falls in line with a research conducted by Bawuah

(2010), which shows that awarding students and teachers motivates and arouses their

interest to learn and teach respectively since they feel recognised and commended.

Lastly, 25 respondents ranked the provision of mathematics laboratories as the

sixth important means of improving the performance of core mathematics in OLA

senior high school.

34
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

The study sought to determine the perceived causes of poor academic

performance of students in core mathematics at Wa Senior High Technical School and

thus sought to find answers to the following questions;

1. To what extent do students contribute to their poor performance in core

mathematics?

2. To what extent do teachers contribute to the poor performance of students in

core mathematics?

3. To what extent does the school contribute to the poor performance of students

in core mathematics?

4. To what extent do parents contribute to the poor academic performance of

their wards in core mathematics?

5. In what way can the students be supported to improve their performance in

core mathematics?

The respondents in this study were strictly mathematics teachers and students

from Wa Senior High Technical School. The student respondents were composed of

both form two and form three student. The research methodology adopted in this

research was a descriptive survey. Proportional simple random sampling techniques

were adopted in selecting student respondents. The teachers were however selected

through convenience and purposive techniques. The questionnaires administered were

composed of similar questions. This gave the researcher the freedom to match the

response from both teachers and students in the analysis of data. An electronic

35
software (SPSS) was used to thoroughly analyze the data in frequencies and

percentages derived from 33 items and were represented in tables.

SUMMARY OF FINDINGS

In relation to perceived student characteristics which causes poor academic

performance in core mathematics, both the teacher and student respondents admitted

greatly that poor foundation of students in core mathematics, inability of students to

practice solving mathematical problems by themselves, using of inappropriate study

skills or learning styles, inattentiveness of students during mathematics lessons and

negative perceptions about core mathematics contributes largely to the poor academic

performance of students in core mathematics

With regards to perceived teacher characteristics which cause poor academic

performance in mathematics, both teacher and student respondents indicated that, the

teachers’ approach of teaching core mathematics affects students’ performance

negatively. The student respondents also indicated that the teachers’ inability to give

feedback to students on their performance in core mathematics and the inability of the

teacher to take time and go over difficult concepts in mathematics contributes largely

to poor performance of students in core mathematics.

In the case of school and parent related characteristics that contribute to poor

performance of students in core mathematics, the respondents indicated that

interference of teaching hours with activities which take away instructional time

(teaching hours), large class sizes, Inadequate core mathematics textbooks and

learning aids and the inability of the school management to tackles challenges with

regards to core mathematics with great seriousness were factors responsible for the

poor academic performance of students in core mathematic. However, all the

36
respondents indicated that the location and size of the school does not affect

performance negatively in core mathematics.

In relation to the perceived parent related causes of poor performance of

students, the respondents indicated that inadequate financial support from parent to

student, failure of parents to provide learning materials for their wards and the lack of

supervision on the part of parents contributes greatly to the poor academic

performance of students in core mathematics.

Finally in relation to the means by which performance could be improved in

core mathematics, the respondent ranked in order of importance some measures as :

the provision of modern teaching and learning materials in core mathematics,

adoption of practical and interesting teaching methodology to teach core mathematics,

effective monitoring and supervisory practices by management and the extension of

duration for completion of syllabi by policy makers, and the award of best

performing teacher/student in core mathematics and finally the establishment of

mathematical laboratory.

CONCLUSIONS

From the findings, this study draws the following conclusions:

The methodology of teaching employed by teachers in core mathematics

greatly affects the interest of the students in the subject hence their poor performance.

The student’s negative attitude towards the subject as the result of lack of

interest and negative perceptions about the subject contributes greatly to the poor

performance of students in core mathematics.

37
 The study found out that the interference of teaching hours with activities

which take away instructional time (teaching hours) denies students instructional

hours hence their poor performance in core mathematics.

The study further concluded that large class sizes, inadequate core

mathematics textbooks and learning aids adversely affect the academic performance

of students in core mathematic. This confirms the views by Githua (2002) who went

further to mention that the quality of textbooks, students’ negative attitude towards

mathematics and unsuitable teaching methods as responsible factors for dismal

performance of students in core mathematics.

RECOMMENDATIONS

It emerged from the finding that, the students, the school, the teacher and

parents contributes enormously to the poor performance of students in core

mathematics. Therefore the following recommendations are based on the

aforementioned factors. They are:

1. The school must provide modern teaching and learning materials to core

mathematics teachers and students to improve teaching and learning. This will

offer students from poor family background the opportunity to have access to

learning materials.

2. It came out from the study that teachers are not thoroughly supervised and that

contributes to the poor performance of students therefore core mathematics

teachers must be monitored to unsure that appropriate methodologies are

employed in teaching core mathematics.

3. It also emerged from the study that students have developed negative attitudes

towards mathematics. Therefore such students must be encouraged to develop

38
 positive attitudes towards the study of core mathematics. This can be achieved

by organizing periodic mathematical seminars for students to disabuse their

negative perception about core mathematics.

4. The study indicated that teacher’s do not arouse the interest of core

mathematics in their student which affects their performance in the subject.

Therefore teachers should keep on motivating their students in mathematics by

making their lessons more interesting.

SUGGESTIONS FOR FURTHER STUDIES

This study noticed and examined the perceived causes of poor academic

performance of SHS student in core mathematics. The study was limited to student

related causes, teacher related causes, school and parent related causes. Further

studies could be extended to government policy related causes. In addition further

studies could be done in elective mathematics to ascertain if the findings in this

research are applicable.

39
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