ABSTRACT
The study explored the perceived causes of low academic
performance of Senior High School students in core mathematics in the Kumasi
Metropolis. The study used the descriptive survey design with quantitative
approach. Multi-stage sampling procedures were used to select a sample of 439
respondents which included 381 students and 58 core mathematics teachers.
Students and teachers’ questionnaires were used to collect data for the study.
Means and standard deviations were used to analyse the data that was gathered.
The findings of the study revealed that school-environment factors such as
inadequate teaching and learning materials and unavailability of core
mathematics textbooks were contributors to the low academic performance in core
mathematics. The study also revealed that teacher-related factors such as
lateness and absenteeism, inability of teachers to complete their syllabus and
prepare their lesson notes contributed to the low academic performance in core
mathematics. The study further revealed student-related factors such as
lateness and absenteeism, students being unhappy in core mathematics classes,
low self-esteem and poor attitudes toward core mathematics as contributors to
the low performance in core mathematics. The findings of the study did not show
any home-based factors as contributors to the low academic performance in core
mathematics. Further analysis showed that students being unhappy and teachers’
absenteeism in core mathematics classes had the highest factor loadings.
Recommendations were made based on enforcing the necessary laws by stakeholders
in education to curb lateness and absenteeism, provision of TLMs, exhibition of
good attitudes towards core mathematics and good academic relationship among
students and teachers.
CHAPTER ONE
INTRODUCTION
In the Kumasi Metropolis, it has been noticed that the
academic performance of Senior High School students in core mathematics is low
as compared to their academic performance in other core subjects (Educational
Management Information System, 2012-2016). With reference to the relevance of
core mathematics, the low academic performance in the subject in the metropolis
poses relevant questions regarding its cause. This is because, core mathematics
is recognised as a core subject in Ghana and thus, students’ inability to pass
will result in difficulties in progressing to the next educational level. The
problem is worth studying because, a lot of concerns have been raised in the metropolis
regarding the low academic performance of students in core mathematics. For
example, the Metropolitan Director of Education in the Kumasi Metropolis from
time immemorial, has been emphasising that the relatively low academic
performance of Senior High School students in core mathematics must be taken
serious, and come out with the factors that are responsible for it (Educational
Sector Performance Report, 2015).
Mefor, (2014), Mensah, Okyere and Kuranchie (2013), Enu,
Agyemang and Nkum (2015), among others, have stressed that factors originating
form students, teachers, school environment and home affect students’ academic
performance in mathematics and other subjects. The study is therefore important
because it seeks to provide evidence of these and other factors that are
perceived as causing the low academic performance of Senior High School students in core mathematics in the Kumasi Metropolis. This
would serve as a policy guideline to curb the problem.
Background to the Study
Globally, education is seen as one of the key components of
human and national development (Wambugi, 2014). This is because, education
plays a significant role in the political, economic and social development of
every country. As noted by Wambugi (2014), education is considered as a
critical resource in that it helps a country to particularly equip the youth
with respect to knowledge, skills and expertise in enabling them to be actively
involved in the development of that country.
In this sense, the ability of a nation to develop largely
depends on the availability of quality education to its citizens. The relevance
of education that has been underscored globally has paved the way for the
Ghanaian economy to put measures in place in ensuring that, its citizens are
educated to acquire the necessary skills, knowledge and expertise to aid in the
development of the country. The manifest function of education for a developing
country like Ghana, therefore, is for the citizens to acquire the skill of
literacy and numeracy (Baafi-Frimpong, Yaquarh, & Milledzi, 2016).
Looking at the manifest function of education in Ghana, it is
very clear that numeracy, which emphasises computational skills and
particularly mathematics, is very important. This is because, mathematics as a
subject has a direct relationship with other subjects that are technical and
scientific in nature. It is in this view that Umameh (2011) and Tshabalala and
Ncube (2013) stressed that mathematics is the bedrock and a tool for
scientific, technological and economic advancement of any country. Mathematics
is very vital not only because of the academic qualification one
obtains, but also prepares the individual for the future irrespective of the
work of life he or she chooses (Davis & Harsh, 2012). It must be pointed
out that, mathematics relates to everything in the universe which is connected
to the daily life of individuals and thus, it remains the subject that
education and humans cannot function meaningfully without (Mefor, 2014).
Mathematics as a discipline is therefore held in high esteem
due to its presence in all scientific discoveries (Akinyi, 2003). Notably,
radio, television, telegrams, satellites, computers and calculators, among
others, would not have come to being without the numerous results in pure
mathematics (Akinyi, 2003). The importance of school mathematics is emphasised
by its usage in various contexts and thus, people working in the public and
private sectors require some basic (core) knowledge of mathematics in their
daily endavours. United Nations Educational, Scientific, and Cultural
Organisation’s report in science and technology in Africa (1999) maintains
that, the development of knowledge and skills in mathematics is quintessential
as it holds the key to Africa’s industrialisation and poverty alleviation.
In Ghana, mathematics and more specifically, core mathematics
is given all the necessary importance regarding the curriculum and all
educational policies from the basic level to the secondary level. Sa’ad, Adamu
and Sadiq (2014) explain that core mathematics helps the individual to develop
basic computational skills which foster the desire and the ability to be
accurate in problem-solving and also prepares the mind of the individual to
appreciate and understand further mathematics.
In addition, the study of core mathematics helps the individual
to develop logical and abstract thinking, recognise problems and provide
solutions to, with related mathematical knowledge and also inculcate in the
individual the ability to be creative and curious in discovering solutions in
their daily lives (Sa’ad at al., 2014). The vital role core mathematics plays
has been recognised and that is why in Ghana, core mathematics is a compulsory
subject in both basic and secondary schools.
It is worth noting that, in Ghana, core mathematics is a
prerequisite subject of study in all tertiary educational institutions that
offer scientific and business courses and as a requirement for most employment
opportunities. In this regard, a student must obtain a grade from A1 to C6 in
West African Senior Secondary School Certificate Examination in order to
satisfy the admission requirement in core mathematics into the tertiary
institutions. This suggests that, there is the need for students who want to
pursue their education in tertiary institutions and secure attractive employment
opportunities to perform well in core mathematics. There is therefore the need
to put in measures in boosting students’ academic performance in mathematics
and especially core mathematics.
Unfortunately, in all the priorities attached to core mathematics
and the relevance placed on the subject in the academic lives of the students,
it remains one of the core subjects in which students perform poorly especially
in the West African Secondary School Certificate Examination, and thus, Senior
High School students in the Kumasi Metropolis are of no difference (Chief
Examiner’s Report in Core Mathematics, 2016). As indicated in the Educational
Sector Performance Report (2015), students achieve significantly lower pass rates in core mathematics as compared to Social
Studies, Integrated Science and English Language throughout the country of
which the Kumasi Metropolis is included.
As indicated in the Educational Management Information
System’s Report from 2012 to 2016, comparing the pass rate of core mathematics
to the pass rate of other core subjects like Social Studies, Integrated Science
and English Language, students’ academic performance in core mathematics has
been very low over years. Specifically, the reports have shown an undesirable
and low students’ academic performance regarding core mathematics in Senior
High Schools and instances where there are appreciations, they are not
significant as compared to the other core subjects (EMIS, 2016).
Particularly, it was uncovered that students’ performance in
core mathematics was not encouraging in 2015 as compared to 2014 and the
performance was very low in 2014 as compared to 2013 and this is applicable to
years past (Chief Examiner’s Report in Core Mathematics, 2016). In addition, in
the Kumasi Metropolis, the pass rate of Senior High School students in core
mathematics is low as compared to the other core subjects (EMIS, 2016). Specifically,
Table 1 depicts the pass rates of Senior High School students in all the core
subjects in WASSCE from 2012/2103 academic year to 2015/2016 academic year in
the Kumasi Metropolis.
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