CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Mathematics is one of the core subjects in schools, all over the world, in which students are

expected to study throughout their educational lives from the considerably basic level through to

the secondary. According to Murugan and Rajoo (2013), “mathematics was designed to produce

competent people with knowledge of mathematics in their everyday life and enhance effective

problem-solving and decision making among individuals”. Students‟ achievement in

mathematics is often considered necessary for the success of the students and the country.

Therefore, the training and preparation of students to do well in mathematics have become a

fundamental goal of education in most countries (Butakor, 2016). Several education systems all

over the world, require students to have basic mathematical knowledge at early grade levels to

progress to upper classes, secondary school and further to tertiary (Zakaria, Chin, & Daud,

2010). For instance, in the Ghanaian context, senior high students who undertake the West

African Senior School Certificate Examination (WASSCE), are required to get a minimum of C6

(which is from 50% - 54%, representing a pass) in their core mathematics to gain admission into

any university in the country.

Performance of students in Mathematics, relative to other subjects, has generally been low. Such

low achievements in mathematics have been attributed largely to the perceptions students have

towards the subject. Arthur, Addo and Assuah (2017) assert that these perceptions are because of

1
experiences that learners went through at the early stages of their educational lives. According to

Aguilar, Rosas and Zavaleta (2012), perceptions about mathematics are believed to originate

from past experiences. For instance, while some students think of mathematics as a difficult and

uninteresting subject (Zakaria et al., 2010), others have stereotyped the subject to be for males,

and this has generated a mathematics-phobia for female students (Sam, 2002). In addition, some

students have the perception that mathematics, as a subject, is suitable for only engineering and

the natural sciences students. (Ampadu, 2012). Again, students view mathematics as an abstract

subject, although they attest to its importance development in science and technology in any

society (Kiwanuka, Damme, Noortgate, Anumendem & Namusisi, 2015). Zakaria et al. (2010)

emphasised that students who performed poorly in mathematics often felt less confident and

thus, avoided choosing science related courses in furtherance of their education. They would

rather opt for other subjects they consider to be void of mathematics, easier and one they can

easily pass. In Ghana, for instance, mathematics is highly perceived by many students as a

difficult subject even though its importance in disciplines such as engineering, economics and

the sciences cannot be underestimated. This perception about mathematics as being a difficult

subject has resulted in mass failure by students in the study of the subject and has thus resulted in

only few individuals pursuing the subject to the higher level of education (Ampadu, 2012).

The processes which teachers adopt in teaching their students and the expectations of parents

emphasise the memorisation of mathematical facts, and this has been viewed to be a contributing

factor to the negative perception students form about the subject of mathematics. Overtime, this

negative perception tends to have an adverse effect on the students‟ mathematics achievement.

According to Posamentier, Smith and Stepelman (2006), the teaching of mathematics is not

merely to get students to memorise rules, definitions and procedures dispensed by teachers but

2
rather to engage students through the use discussion and collaboration so that students become

active participants during the teaching and learning process. Engaging learners of mathematics in

discussion and collaborations helps students overcome their frustrations with the study of the

subject. Lau, Singh, and Hwa (2009) explain that the mathematics skills required for the youth of

today and adults of tomorrow to function in the workplace are different from that for youth and

adults of yesterday. Thus, in terms of pedagogy, the current education now requires teaching

strategies that gives pre-eminence to students getting actively involved in the learning process.

According to Mutodi (2014), students should be allowed to communicate mathematically, reason

mathematically and develop self-confidence in solving mathematical problems, to improve their

mathematics achievements. A strategy that has been figured out in helping students achieve this

is cooperative learning. Cooperative learning encourages small group studies among students to

achieve the same goals when social skills is used. In the literature, many studies have

demonstrated that cooperative learning can improve performance, long-term memory and

positive attitudes towards mathematics, self-concept, and social skills, which in turn increases

students‟ mathematics achievement (see for example, Isik & Tarim, 2009; Tarim, 2009; Tarim &

Akdeniz, 2008). It is, however, important to treat the individual needs of students accordingly for

teaching and learning to be effective.

In a more recent time, The Trends in International Mathematics and Science Study (TIMSS)

(2015), which also utilises nationally representative samples of fourth- and eighth-grade students

to test students‟ achievements in mathematics and science, reports that students‟ performance in

mathematics are falling. Students have had to drop the mathematics courses and opt for the

courses considered to be much easier and which students feel they can pass because of the

3
difficulties associated with the study of mathematics. In the Ghanaian context, mathematics is

one of the compulsory subjects at all levels in pre-university education. This is intended to

improve mathematical literacy and steer the country towards economic growth and development.

Due to its importance, the Government of Ghana is committed to ensuring the provision of high-

quality mathematics education (Agyei & Voogt, 2011). Various attempts have been made to

improve the achievement of mathematics in schools. The Government of Ghana in collaboration

with various stakeholders in the education sector have introduced a number of initiatives with the

aim of promoting effective teaching and learning of mathematics, in order to make the subject

enjoyable (Ampadu, 2012). According to Addae and Agyei (2018), the latest of these initiatives

was the review of the mathematics curriculum in September 2010, buttressing the importance

that the country attaches to mathematics education. Although the applicability of mathematics is

wide and its importance undeniable, a lot of students consistently perform poorly in the subject.

As a result, Ghana loses economic advantage over other countries, attributed to the fact that its

students lag behind their counterparts in Mathematics and Science. Mathematics achievement

(MA) has therefore become a great concern for researchers, policymakers, educators, teachers,

parents and students.

1.2 Statement of the Problem

The positive achievement of students with respect to mathematics represents one of the desired

outcomes in any educational system. Individuals all around the world encounter different

challenges with respect to various disciplines of study, and mathematics is not an exception. The

growing decline in mathematics achievement (with few making progress) worldwide is of

concern to stakeholders. In Ghana, for instance, the growing inconsistencies in mathematics

and West Africa Senior Secondary Certificate Examination (W.A.S.S.C.E), leave much to be

desired. Although the year 2019 saw a significant improvement in mathematics achievement rate

in the WASSCE taken by senior high students in the country, mathematics achievements have

generally not been encouraging. Considering the negative trend with respect to performance in

mathematics, researchers in the country have given the issue much attention so as to conduct

studies on the subject matter in order to get to the root cause of these inconsistencies in the

mathematics achievements.

According to Townsend and Wilton (2013), several researchers make claims that students beliefs

about mathematics are formed from a history of experiences. Changing these beliefs presents

huge challenges for instructors, educational policy makers and even parents; and thus, it becomes

imperative to have accurate insights into the factors influencing these perceptions.

Although a lot has been researched into perceptions of students and its impact on mathematics

achievement in Ghana, these studies have not adequately explored the factors which account for

various perceptions of students on mathematics. More so, these studies explore the perceptions

of students from a generalized perspective without looking at it from specific dimensions of

various perception constructs like interest in mathematics, confidence in mathematics,

perceptions on mathematics difficulty, teacher competence, teacher motivation, myth and beliefs

and perception of the usefulness of mathematics. Again, those factors that do influence these

perceptions have not been investigated thoroughly, especially in Ghana. It is upon this backdrop

that researcher has chosen to investigate the proposed topic.

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1.3 Purpose of the Study

The main purpose of this study is to assess the perception and issues that affect students’

performance in mathematics in junior high schools. The specific objectives are:

i. To identify the various perceptions of students on mathematics in junior high schools.

ii. To determine the factors which influence students‟ perception of mathematics.

iii. To assess the relationship between the identified perception constructs and student

performance in mathematics.

1.4 Research Questions

i. What are the various perceptions of students on mathematics in junior high schools?

ii. What factors influence students‟ perception of mathematics?

iii. What relationship exists between the identified perception constructs and student

performance in mathematics?

1.5 Significance of the Study

The significance of this study was assessed along three areas: practice, policy development and

academic. This study in practice serves as a document that aids educational practitioners to know

and address the negative perceptions students form about the subject of mathematics and factors

that impede their mathematics achievement. For policymakers, the findings of this study serve as

a document that provides practical measures and insight that aids in the educational policy

decision making process that would help to improve the mathematics achievement of students. In

the academic field, this study adds up to existing literature which would be used by future

6
researchers and serves as a reference document for potential researchers to draw important

lessons from.

1.6 Scope of the Study

This study was conducted on students in senior high schools and did not extend to students in

basic schools and tertiary institutions, which may also have similar perceptions like those in the

senior high schools. Only 3 Junior high schools were sampled, which include Jilo JHS, Isshakiya

E/A JHS and Wulensi D/A JHS in the Nanumba North District of the Northern Region of Ghana.

The selection of schools in the Greater Accra and the Eastern Region is because, even though

researchers in Accra have done some little study into the matter using students in Accra, it

appears no study has focused on the Eastern part of the nation. Since the researcher seeks to fill

these gaps, this decision was made to also carry out the research in the same region and further

extend it to other regions of Ghana. The study posits that, responses from these students may also

reflect that of students in other regions. Due to the time and the cost of data collection

constraints, the study limits itself to 300 students. One hundred students from JHS 1, 2 and 3

were sampled from the selected schools. The study adopted the quantitative approach to

research. Albeit these limitations do not in any way mar the reliability of the findings of the

study.

1.7 Organization of study

The research will be organized into five chapters. Chapter One focuses on introductory issues of

the research. Chapter two discusses the various scholarly arguments in the literature review.

Chapter three emphasize on the methodology of the research. Chapter four is data presentation

7
and analysis, and the final chapter deals with the conclusion, summary and some

recommendations.

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

In this chapter of the study is a review of relevant literature on the perception and attitudes

students have towards mathematics as a subject. The researcher refers to studies already

conducted in this regard as well as the findings made and assesses them to help give a thorough

understanding of what has been done in the past to get a better view of the findings to be

produced by this study.

2.2 Ghana’s Educational System: An Overview

Education in Ghana is said to have had a series of developments, starting from the mercantile

era, and then the colonial era, to the post-independence era. The country’s educational system

has had a series of changes over the years. The current educational system in the country begins

with basic level education comprising two years of kindergarten, six years of primary school, and

three years of junior high school. The next level is the senior high level and then tertiary (Adu-

Gyamfi, Donkoh, & Addo, 2016). Proceeding from the basic level to the senior level depends on

one passing an exam called the Basic Education Certificate Examination (BECE). Likewise

qualifying for the tertiary level requires passing the West Africa Senior Secondary Certificate

Examination (WASSCE), organised by the West Africa Examinations Council (WAEC).

8
Armah (2017) referred to this educational system as the “2-6-3-3-4” education system, structured

along three progressive levels. This is to say that 2 years of kindergarten, 6 years of primary

education, and then 3 years of junior high education all of which make the basic level; and then 3

years at the senior high level; and lastly 4 years at the tertiary level. The number of years at the

tertiary level varies though, some 2 years, some 3 years, whereas others go beyond 4 years

depending on the course being read or the degree sought after. Ghana’s educational system

however allows for some international exams like the GCE at the senior high level, with which

students might progress to the tertiary level.

Tan and Sosale (2003) assert that educational policymakers are obliged to develop a vision and

strategy for the improvement of education, as well as assemble the relevant support and

cooperation for implementing such policies. This assertion is what has resulted in the various

reforms seen in the educational sector. These reforms, according to Adu-Gyamfi, Donkoh, and

Addo (2016), are aimed at finding lasting solutions to the challenges encountered in the

educational sector. One of such reforms is the number of years spent by students at the second

cycle level of education which for some time now has been changing; the last 4 years batch was

in 2013. Among the very recent reforms in Ghana’s education sector is the free SHS policy. The

free SHS policy was instituted to give school-going children an opportunity to further their

education (Lee, 2018). This is believed to bring a reduction in the rate at which students drop out

of school.

Regardless of education being free or not, the Ghanaian educational sector has been faced with a

myriad of challenges over the years. Armah (2017) categorised these challenges into 3:

fragmented and overloaded education curriculum, unequal access to education and lifelong

9
learning, as well as a weak and ineffective school management system. Aside the problems

believed to be identified nationally, there is also the challenge faced with respect to the

perception and attitude students have developed towards some subjects or courses. Some believe

that some subjects studied in school are too broad and overloaded (ibid), whereas others wonder

the necessity of studying such subjects - where in life they would apply what they study? The

mathematics subject is one of such subjects that have had to deal with some mixed attitudes from

students. The next subheadings look at the study of Mathematics in Ghanaian schools and the

attitudes and perceived ideas students have about it.

2.3 The Study of Mathematics as a Subject in Ghana

Mathematics is considered an especially important subject in the school curriculum, not just in

Ghana but across the globe. It is one of the most pivotal subjects both in its own right and

because of its relevance in other fields of studies like in the Sciences (UK Essays, 2018; Jones,

2000). For this reason, the way maths is being taught and learnt in schools is of great relevance

to education sectors worldwide (Törner & Sriraman, 2006). The relevance of the subject has

however ensured that attention is drawn to it, and it is this attention that leads to the teachers,

students, parents and educational experts realising the difficulty with which some students study

the subject. It is worth noting that some teachers also have difficulty teaching the subject the way

it ought to be taught.

According to Seah and Wong (2012), the commencement of the Third Wave Project in 2008

expedited the large-scale study of what students value in effective study of mathematics. This

necessitated the need to examine, in international comparative educational assessment in

10
mathematics, what students from less developed countries like Ghana who persistently perform

poorly in the subject value in the study of the subject (Davis, Carr, & Ernest, 2019).

The study of mathematics is compulsory for students at the basic and second cycle levels as it is

believed it forms the basis for study of the other subjects. All second cycle students study core

mathematics, however, there is an additional mathematics course called elective mathematics

which is mostly optional, depending on the course studied- either Business, Science, or the Arts.

This makes the study of mathematics relevant in the diverse study areas of our education system.

Mereku and Mereku (2015) have observed that the use of information and communication

technology in the teaching and learning of mathematics is limited. The teaching and learning of

mathematics at the second cycle level of education allow for the use of calculators, whereas at

the basic level, students have very little exposure to the use of such tools. Perhaps, it is this way

because the system expects students at the basic level to be able to easily perform calculations

without necessarily using calculators since the mathematics subject is not that complex at the

basic level.

Davis, Carr, and Ernest (2019) assert that at the primary level, teachers of the mathematics

subject are generally educated, which is to say that primary school teachers teach almost all

subjects. At the Junior High School level and at the Senior High School level, teachers who take

the mathematics subject are specialised. More often than not, mathematics teachers at the second

cycle institutions are graduates with a Bachelor of Education Degree or its equivalent in

Mathematics. It is however common to find teachers at the second cycle level who do not have

such qualifications but are teaching mathematics mostly because of unavailability or inadequacy

of teachers. Many of these people may be very good in the subject, and based on their grades,

11
they are given a class to teach. The study of mathematics at the tertiary level is far more complex

and requires much knowledge and experience as a lecturer, mostly at the PhD level, while

students who study mathematics study the subject in detail than they did at the Senior High level.

The study of mathematics has proven to be very important in the country as many scholars and

professionals in the Sciences, Banking and Finance, Economics, Business Management, among

other fields and sectors use it every time in their day-to-day activities. Traders, bus conductors,

and the ordinary Ghanaian do basic addition and subtraction in their day-to-day activities, and

this is made possible because of the little mathematics they were taught or learnt on their own.

2.4 Students’ Perceptions and Attitudes towards the Study of Mathematics

Experiences through school present a general impression to students who tend to like some

subjects and not like others. Whereas some students are always on the lookout for a particular

class or subject period, others wish they will escape that class; mathematics class has not been an

exception. Whereas some students always look out for the maths class, others wish they could

avoid such classes. As far back as 1977, Hogan, following his study of students‟ interests in

mathematics utilizing a nationally representative groups of students, found that students lacked

interest in certain mathematics topics, and that, there were variations in students‟ liking for

mathematics. Mostly, a student’s interest in a particular subject could be as a result of some

factors including how interesting or uninteresting the subject or the tutor is, the ease with which

the student is able to grasp what is taught, what the subject entails, the time of the day the subject

is taught, among others. Previous studies have, however, shown that some attitudes of students

towards certain subjects are as a result of some perceived ideas. These perceptions about the

12
subject lead to the development of some attitudes towards its study. Mathematics is one of such

subjects which have had variations of perceptions and attitudes towards its study.

2.5 Developed attitudes towards the study of mathematics

Neale (1969) as cited in Mensah, Okyere, and Kuranchie (2013) defined attitude towards

mathematics as an accumulated evaluation of a like or dislike for mathematics, a likelihood of

getting oneself involved in or avoid activities related to the study or use of mathematics, a belief

that one is good or bad at the subject, and a belief that mathematics is useful or not. Mensah,

Okyere, and Kuranchie (2013) also cited Hart (1989) who from a multi-faceted viewpoint,

describe one’s attitude towards mathematics as an exceedingly difficult situation characterized

by the reactions the individual associates with mathematics, his/her beliefs about mathematics as

well as his/her behaviour towards the subject.

Anthony (2000) in a discussion on the elements influencing success in mathematics emphasized

the role played by motivation. Eshun (2000) believes that an attitude toward mathematics is

inclined to an aspect of mathematics that the individual acquires through his or her beliefs and

experiences. The various explanations given to attitudes towards mathematics all point to the role

being played by one’s beliefs, experiences, motivation, and so on, and they all seem to suggest

that the attitude of people could change once they are made to believe differently or are open to

new experiences. Kidd (2003) asserts that the feeling of dislike, frustration, and failure could

influence the attitudes of people towards mathematics.

Attitude towards mathematics includes the tendency to be fearful of and anxious about

mathematics. An attitude towards mathematics has cognitive, affective, and behavioural

13
components, and like any other kind of attitude, it can be formed through any of the three

processes described above. When an individual associate positive experiences with mathematics,

he/she develops positive attitude towards the subject. Also, positive reinforcement fosters the

development of individuals‟ positive attitude for mathematics.

2.6 The anxiety with the study of mathematics

Anxiety refers to the state of arousal triggered by one’s wellbeing being threatened or

intimidated (Abotowuro, 2015). This feeling of anxiousness influences the way one behaves

towards what is triggering the anxiety or activities around the person. Abotowuro (2015) asserts

that anxiety is common human experience although in some circumstances, it disorganizes the

mental functioning of some people. Even though, some anxieties can be encouraging, leading to

a positive outcome, extreme anxiety can lead to downshifting in which the brain’s normal

functioning mechanisms start to alter by diminishing discernments, preventing short term

memory and behaving in more primitive reactions (McKee, 2002). The study of mathematics

could also be impacted greatly by anxiety, and this could be positive or negative.

To Russell (2008), the anxiety with the study of mathematics is the fear of mathematics. It is the

fear, defenselessness, paralysis, and intellectual disorganization that arise among some people

when they are required to solve mathematical problems. (Preis and Biggs as cited in Abotowuro

2015), described a cycle of mathematics avoidance which are as follows: the first is the

individual experiencing unhelpful reactions to situations involving mathematics which may be

due to past experiences with the subject. It then moves to the next phase where the individual

chooses to escape from or excuse him or herself of all encounters with mathematics. Avoiding

situations regarding mathematics then leads to phase three which has to do with poor
14
preparations towards the subject, leading to poor performance (phase four). All of these generate

negative experiences with the subject hence, leading to phase one, and the cycle continues.

Studies including Awanta (2004), Eshun (2000) and Nordin (2008) have shown that there is

some form of correlation between the anxiousness of students about Mathematics and their

performance in Mathematics. Nonetheless, like Beck (2012) wrote, anxiety could bring out the

best in a person, but this is somewhat rare.

2.7 Confidence and its impact on mathematics Learning

Self-confidence is among the attitudinal variables identified to influence the participation of

students and their performance in mathematics. Hannula, Maijala, and Pehkonen (2004) in their

longitudinal study on self-confidence indicated that the learning of mathematics is influenced by

the beliefs of the student regarding Mathematics, especially self-confidence. Thus, they argued

that mathematics learning is influenced by students who have confidence in their abilities in

terms of being self-confident.

Bae, Choy, Geddes, Sabble, and Snyder (2000) also argue that gaps in achievement appear more

closely related to attitudes than to course-taking. Based on their analysis of data trends from the

National Assessment of Educational Progress (NAEP), Bae et al. (2000) found out that females

are less likely than males to think they were good at mathematics.

A study conducted by Cann (2009) revealed that in all the schools in Wales, girls were more

likely than boys to report feelings of anxiety and a lack of confidence in mathematics. This is not

so different from the situation in Ghana. Lack of confidence is obviously the reason why most

15
people, especially girls, choose not to have anything related to Mathematics, thus they avoid

Mathematics. Sometimes, students will have to be given a reason to be confident about the

learning of mathematics.

Although self-confidence plays a major role in students‟ performance, other studies have

revealed otherwise. Kunhertanti and Santosa (2018) investigated the influence of self-confidence

on mathematics learning. The results, contrary to what most researches find (that self-confidence

influence performance), showed an insignificant relationship between self-confidence and

performance. Vancouver and Kendal (2006) assert that “self-confidence can reduce goal

discrepancy perceptions, which in effect, lead to overconfidence; thus, when people perceive

themselves as close to attaining their goal, their confidence may induce a degree of complacency

about the task at hand”. The negative results of self-confidence and performance could therefore

be a result of complacency from the students, although they have confidence in the study of

mathematics.

2.8 Students’ perceptions of Myths, Beliefs and Mathematics Achievement

The perceptions and beliefs students have about the study of mathematics according to Aguilar,

et al. (2012) come from past experiences made up of cognitive and affective dimensions. Their

study asserts that “from a reasoning point of view, it relates to a person’s knowledge, beliefs, and

other cognitive representations while from an affective domain, it refers to a person’s attitudes,

feelings and emotions about mathematics”. There are claims suggesting that opinions and myths

of mathematics are predominantly negative among students worldwide (Gadanidis,2012).

Whereas some students have developed phobia for mathematics and feel defeated in the presence

16
of mathematics ideas, many others see mathematics as hard, austere, abstract, and largely as

masculine in many cultures. (Mutodi, 2014).

In Kimball and Smith (2013), there is a claim that seems to suggest that if you are not clever,

mathematics is not for you. Therefore, teachers or instructors of the subject make attempts to

explain this occurrence over the general dogmas or myths in mathematics that the study of

mathematics is a question more of capability than of effort. Many students admittedly believe

this poor mathematics achievement as a permanent state beyond their control. According to

Aguilar et al. (2012), several adults miss professional and personal opportunities because of the

fear they associate with the studying of mathematics and these negative experiences remain

throughout their lives. A study by Farooq and Shah (2008) in Pakistan revealed that students’

attitudes towards the subject greatly influence their success in mathematics. In addition to that,

the study found out that students‟ beliefs and mythical opinions had the potential to either

facilitate or inhibit mathematics learning. This makes it a particularly important factor to

consider in the assessment of the impact of perception and attitude on mathematics achievement

in Ghana.

2.9 Challenges of Students in the Learning of Mathematics

The learning of mathematics is undoubtedly one of the most challenging subjects many people

would agree have come across. According to Bawuah (2013), the difficulty associated with the

teaching and learning of the subject is worse when the community where students are taught, do

not consider school as a very important factor in their lives; a community where education is not

valued; where parents and guardians prefer their wards farming or staying at home to going to

school. In such a community, honestly, there is very little a teacher can do to help school
17
children, as he or she may not be sure what the abilities of the student is, how knowledgeable the

student is and what their capabilities are with regard to their education. Such people are not

consistent in their behaviour towards their education making it difficult for them to follow

through with what they are learning, especially when the subject being taught is one considered

to be the most difficult and feared.

Many people within our societies are of the view that mathematics is a very difficult subject to

treat and study, as compared to the many academic subject areas. In Mesler (2004), it was

reported that students described mathematics as difficult, dull, abstract, and disliked in a survey

that sought to ascertain the perception of students about the subject. It is also not surprising that

many students describe the subject as difficult as many grown-ups who are out of school, in

recounting their experience in the classroom, associated mathematics with fear and trembling.

This indicates how long mathematics has been considered as a difficult subject to learn, hence,

the challenge also faced by teachers in teaching the subject; because the student whose duty it is

to learn the subject has already given up due to his/her perception that mathematics is difficult.

Thus, the teacher is challenged because the student has no interest in the subject. Some students

also argue that the subject is not taught to their understanding. Montague (2003) identified the

peculiar areas of mathematics teaching and learning that makes it difficult and challenging for

students and teachers to play their roles effectively. The challenges identified include the

inability for some people to remember the formulas for solving some mathematics problems,

especially when those formulas make no sense to them. Others, in preference, put pen or pencil

on paper to pay attention to details in the classroom yet not able to see what those steps in the

problem-solving lead to. Yet, some others see what the big picture is and are insightful about the

patterns involved in solving the question but are poor at computing and unable to remember the

18
steps involved. Some understand the concepts being taught in the classroom but always give

wrong answers to the questions. These are but a few of the problems encountered in the

mathematics classroom. The individual experiencing these difficulties will therefore conclude

that mathematics is difficult because they do not have any such challenges in their Literature or

Social Studies class.

Inasmuch as this is a student’s problem, the teacher is to blame as well for his or her inability to

understand the problems of students so as to adopt the best of means to meet their needs. Some

studies also suggest that the language of and the concept associated with mathematics also make

the teaching and learning of the subject difficult. I will agree with those who argue that

mathematics is difficult. I understand the challenges faced by students and teachers, however, the

relevance of the subject to our academic system makes it impossible for it to be excluded from

the education curriculum. It is therefore relevant that studies are conducted into the challenges

faced by students in order to ascertain the causes and subsequently provide solution to the

problem identified.

2.10 Conclusion

This chapter reviewed the relevant studies already conducted regarding the teaching and learning

of Mathematics, not just in Ghana but in other parts of the world. The chapter presented an

overview of Ghana’s educational system and the teaching and learning of the mathematics

subject. It discussed the perception and attitudes of people towards the teaching, learning and

application of mathematics. The various factors accounting for these perceptions and attitudes

were also discussed.

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 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter introduces us to the discussion on the methodology employed and used for the

study. It involves the research approach and design, study population, sample size and sampling

technique, sources of data, data collection instruments, data analysis methods and ethical

considerations.

3.2 Research Approach

According to Yates (2004), there are three most dominant research approaches namely, the

quantitative research approach, the qualitative research approach, and the mixed method research

approach which entails a combination of both quantitative and qualitative research approaches.

In general, the choice of any research approach depends on the nature of the research problem

and the objectives that the research intends to achieve. This study made use of the quantitative

approach. According to Creswell and Creswell (2017) quantitative research methods generally

20
attempt to determine the relationship between two variables traditionally referred to as dependent

and independent variable using statistical models and formula. Saunders, Lewis and Thornhill

(2012) similarly opine that the quantitative research study is one that helps in ensuring accuracy,

reliability as well as generalizations of research findings. It does so by developing testable

hypothesis and theories which lend themselves to generalization. Quantitative research methods

are noted to generate greater objectivity in research findings. This is simply attributed to the fact

that the researcher does not have any impact on research outcomes, unlike qualitative research

approach. Data collected under quantitative research approach are external to the researcher and

the researcher derives results based on statistical tools not on subjective interpretations

(Creswell, 2015). Synthesizing these methodological approaches, the current study employed the

quantitative research approach.

3.3 Research Design

This study made use of descriptive survey design under quantitative research designs. This

implies that the four research questions in this study would be analysed quantitatively. According

to Saunders, Lewis and Thornhill (2012), a quantitative research design is one that helps in

ensuring accuracy, reliability as well as generalizations of research findings. Quantitative

research does so by developing hypothesis and theories that are testable which allows for

generalization. This research technique, however, is normally employed to collect numerical data

in order to demonstrate how the variables are related with the objective in mind (Ofori &

Dampson, 2011). A further collection of data with this approach could either be obtained through

questionnaires, surveys, personality test as well as the use of a standard research instrument

(Creswell,2012). The quantitative research method also helps researchers collect information
21
from individuals through their responses from carefully selected questions (Check & Schutt,

2012). One type of design under these quantitative designs is the descriptive survey design.

According to (Kothari, as cited in in Wasike, Ndurumo and Kisilu,2013) descriptive survey

designs offer efficient means of collecting descriptive data regarding the characteristics of

populations, current practices and conditions or needs. By employing the use of samples, these

designs also help collect information from large cases hence cutting down on costs. The

justification for the use of this research design is because it makes it possible for both numeric

descriptions to be made easily with respect to the movements, attitudes, assertions, and the

opinion of a certain population by making use of a sample from the population under

consideration.

3.4 Description of Study Area

The study was conducted in the Nanumba North Disrtict. The Nanumba North District is one of

the twenty-six districts in the Northern Region of Ghana. It was created as a separate district in

2004 under LI 1754 when the then Nanumba District was split into two, North and South, with

an area of 2260.8 sq/km. It is found in the eastern part of the Northern Region and lies between

latitudes 8.5º N and 9.25º N and longitudes 0.57º E and 0.5ºE. The district shares boundaries

with East Gonja to the west, Yendi Municipal to the north. To the east, it shares its boundary

with Zabzugu, the south with Kpandai and to the south east the Nanumba South Districts. The

administrative district capital is Bimbilla. (Ghana Statistics Service, 2010).

Figure 3.1: Map showing study area of Nanumba North District (Ghana Statistics service,

2010)

22
3.5 Educational Background of the Area

Literacy generally refers to a person’s ability to read and write with understanding in any

language. The ability to read and write is essential to the development of the population and the

nation, as literacy not only enables people to access information on what goes on in all spheres of

life, but also enhances vertical mobility in society. In the 2010 PHC, a person was considered

literate if he/she could read, write, and understand a simple statement in any language. The

question relating to literacy was asked of persons 11 years and older. The distribution of various

levels of literacy in the Nanumba North district is presented in the table below.

23
Table 3.1 Population 11 years and older by sex, age and literacy status (PHC, 2010)

The table shows the distribution of the population aged population 11 years and over by sex and

literacy status. The total population of illiterates is 56,548, while that of literate is 28,900.

However, the age group 25-29 years has the highest number of the illiterates in the district,

followed by those aged 30- 34 years and 20- 24 years in that order. Also, 31.4 percent of the

literate population can read, write and understand English language only, and the 11- 14 age

24
group reported the highest percentage (40.3%) in this category while those aged 55- 59 years

reported the least (19.5%). Overall, 43 percent are literate in Ghanaian language only, with the

older age groups recording higher percentages than the younger age groups. Close to two-thirds

(64.2%) are literate in English and Ghanaian language. The highest literacy rates are reported for

these two languages combined, with the highest of rate of 73.3 percent by age group 35- 39 years

and the lowest of 54 percent by 11- 14 years age group. The lowest (none or negligible) literacy

rates are reported for the following language combinations: English and French and English,

Ghanaian Language and French. No rates were recorded for the languages classified as “other”.

For the sex distribution by literacy and age, 24,602 of the male population are non-literates and

16,926 are literates whiles 31,946 of the females are non-literate and 11,974 are literates. Though

it is clear that the literacy rate of both sexes is lower than that of the illiteracy, relative to the

male population, the female illiterate population is more, which vividly show a picture of gender

discrimination in terms of education as the population structure is female dominated but less

privileged in terms of education. Hence educational policies should target high enrollment of the

girl child.

3.6 Data Collection

Qualitative method has been utilised in this study in order to allow for a more in-depth

understanding of the respondent’s views or experiences. In addition to this, the context of these

respondents is a central aspect in informing the various ways in which they perceive the effective

strategies in the teaching of science. As Ritchie and Lewis, (2003) point out, “those practicing

qualitative research have tended to place emphasis and value on the human, interpretivist aspects

of knowing about the social world. Understanding the social and psychological phenomena

25
which are so central to this study from a perspective of meaning making and understanding, is

important if this research is to make any contribution whatsoever to understanding of the

strategies of teaching science effectively. As Patton, (2002) puts it, qualitative research methods

give an understanding of the situation in its uniqueness, presenting what respondents perceive

about the situation and what their meanings are. Scholars contend that qualitative research can

be distinguished from quantitative methodology by numerous unique characteristics that are

inherent in the design. Such characteristics according to Creswell, (2007) include:

 Qualitative research occurs in a natural setting, human behaviour and events occurs.

 The researcher is the key instrument because the researchers collect data themselves

through examining documents, observing behaviour or interviewing respondents.

 It makes use of multiple forms of data such as interviews, observations and documents

rather than rely on a single data source.

 Qualitative research is a form of interpretive inquiry in which researchers’ make an

interpretation of what they see, hear and understand.

 It involves a holistic account. Thus, researchers try to develop a complex picture of the

problem or issue under study.

3.7 Sample Frame and Respondent Selection

Due to the specific nature of the respondents group required, purposive sampling method was

used to select respondents. The idea behind qualitative research is to purposively select

respondents or sites that will help the researcher understand the problem and the research

questions. Neuman (1994) suggests that for purposive sampling to be deemed appropriate the

sample should involve subjects who will be particularly informative, and who have been

26
identified for the purpose of in-depth investigation. The purposive nature of the sampling

procedure relates directly to the fact that the selection criteria for this particular sample are fairly

specific in nature. The criteria for the sample frame for the research include

 Students of Mathematics

3.8 Study Population

Target population describes a collection of individuals the researcher would like to generalize his

result on. In many cases, the study population involves entire members of a distinct class of

inhabitants, objects and events selected because their responses are significant to the research

questions (Michael and O'Muircheartaigh, 2008).

The target population for this research consisted of 300 students from three Junior High Schools

in the Nanumba North district. These schools include Jilo JHS, Isshakiya E/A JHS and Wulensi

D/A JHS.

3.9 Data Collection Techniques

This study used both primary and secondary sources of data. The use of secondary data provided

a useful understanding to key concepts in relation to effective methods of teaching science.

Secondary information relevant to the study (both published and unpublished) was mostly

obtained from online articles, journals, reports, books and theses.

Primary data was collected during field survey conducted by the researcher involving all 300

respondents. Data was collected on February, 2023. Data was collected through the use of

individual semi-structured questionnaires. As Ritchie and Lewis (2003) point out, this form of

27
interview is most useful if a key objective of the study is to understand how respondents‟

conceptions emerge through their narrative.

In order to facilitate a greater degree of expression regarding narrative, the questions used in the

semi-structured questionnaires were mainly open-ended. This was used to encourage the

respondents to give a more in-depth and informative answer and to allow for deeper exploration

of particular points of interest as is the general procedure for a semi-structured questionnaire

(Ritchie and Lewis, 2003). However, few closed-ended questions were also included to avoid

unnecessary responses and to save time.

3.10 Data Collection Procedure

The questionnaires were administered personally to the respondents and also face-to-face

interview by the researcher. To maximize response level, the researcher emphasized the

importance of the study and the need for their contribution and concerns.

3.11 Data Analysis

After all the data had been collected, data cleaning followed for the purposes of identifying any

incomplete, inaccurate or unreasonable data. Coding of the data thereafter followed. Quantitative

data was imputed and analyzed using descriptive statistics such as percentages; and they were

presented in tables and graphs. Qualitative data obtained from the research instruments and was

analyzed according to themes and patterns formed. They were presented in narrative and

verbatim quotation marks.

28
3.12 Reflexive Considerations

The researcher was aware that pertinent issues with regards to reflexivity required attention as far

as this particular piece of research is concerned. Firstly, in terms of the way in which respondents

and the researcher related to each other it is important to acknowledge the fact that the researcher

is a male and that as such, female and male respondents related to me in a specific way in terms

of how they talked.

The researcher also needed to be very aware of personal opinions and understanding of the

matters being explored in the study and aimed at all times not to allow these opinions to be

reflected to research respondents, as this may have directly impacted on the answers or

information provided. As Hook (2004), points out, the ability of a researcher to reflect on their

own emotional investment and any power dynamics which may influence the research, should be

regarded as having a positive rather than a negative impact on the work. Bearing this in mind and

armed with the knowledge of any personal impact upon the study the researcher aimed to do the

utmost to understand respondents from their point of view, rather than imposing a personal

interpretation upon them.

3.13 Ethical Consideration

Key ethical issues were highly considered in the research. Participation of respondents was

voluntary in nature and respondents were pre-informed of no direct benefit or reward for

participating in the study. These prevented respondents from feeling obliged to participate in the

study. Other ethical considerations including Respect for Privacy, confidentiality and anonymity

of respondents were considered.

29
 CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 Introduction

This chapter presents data collected in the study and conducts analysis of the data presented. The

researcher chose three Junior High Schools (Jilo JHS, Isshakiya E/A JHS and Wulensi D/A JHS)

as a case for the study. This chapter analyses data gathered from 50 teachers and students from

the schools.

4.2 Data Presentation and Analysis

Research Question 1: What are the various perceptions of students on mathematics in

Junior high schools?

This question was to ascertain the various perceptions of students that do exist. The perceived

ideas that students‟ performance in mathematics is dependent on factors including self-

confidence of students, their interest in the subject, motivation from the teacher, competence of

the teacher, difficulty of the subject, myths and beliefs, as well as the perceived usefulness of

subject do exist.

From the responses gathered from the data, students revealed that their level of confidence

towards the learning of mathematics is high. Most students believe they can learn maths and do

well in the subject area. This is a good perception they have towards the subject which should be

able to translate into their performance.

30
Regarding the interest perceptions, students again responded in the affirmative. The responses

revealed that they have a high interest in maths that pushes them to study the subject. However,

for some of the students, their high interest in maths is just to make a passing score in the

subject. Kan and Fabrigar‟s (2017) theory of planned behaviour comes to play here considering

the fact that interest in making the passing score alone is enough to make students invest time

and effort into preparing and taking part in maths activities.

The teachers’ actions and inactions are considered as a particularly important factor in ensuring

students‟ performance in mathematics. The teacher’s effort to instil in the students some hope

makes them believe that they can do that which they have set their minds to do. Majority of the

students essentially side with the fact that the motivation that the teachers provide on the study of

the subject helps them in studying the subject. LaMorte (2019) examined Kan and Fabrigar‟s

(2017) theory of planned behaviour, which he claims comprises 6 constructs; one of these

constructs is perceived power. According to LaMorte (2019), perceived power has to do with the

presence of factors that may facilitate or impede performance of a behaviour. Words are believed

to have an effect and can be impactful and as such, if a teacher plays the role of a motivator to

his or her student, the student is most likely to be encouraged and to believe in the possibility of

doing better. The competence of teachers is very much necessary in ensuring that those on the

receiving end (students) are benefiting appropriately. The present study reveals students‟

acknowledgement of the competence of their teachers in helping them study maths. Majority of

the students believe that their teachers are able to articulate maths contents. This suggests that the

competence of teachers is essential in the study of the maths subject.

Research Question 2: What factors affect students’ perception of mathematics?

31
Research question two was geared towards finding out the factors that influence the perceptions

identified in the study. Some possible ways by which these perceptions could be formed were

presented to the respondents; they were to indicate their agreement or disagreement with the

constructs believed to have influenced the formation of these perceptions about mathematics.

The results of this present study showed that most students mainly formed the perceptions they

have about mathematics and its achievement from past experiences of their early educational

lives and not by the influence of parents, teachers, or their peers. The assertion made by Aguilar,

et al. (2012) attest to this. They posited, that students form perceptions based on their past

experiences in their early educational lives, comprising cognitive and affective dimensions. Their

study asserts that from a reasoning point of view, these perceptions relate to a person’s

knowledge, beliefs, and other cognitive representations, while from an affective domain, they

refer to a person’s attitudes, feelings and emotions about mathematics. When people gain a

certain foundation on a particular issue or subject matter, it helps them in performing very well

and vice versa.

Research Question 3: What relationship exists between the identified perception constructs

and student performance in mathematics?

Under research question three, the relationship between perception constructs of students’ and

their performance in maths was ascertained. Among the perception constructs, students’

perceptions of interest in maths, perceptions on maths difficulty as well as perceptions on

usefulness of maths were found to be significantly related to their performance in mathematics.

Students‟ interest in mathematics is both positively related and significant with their

performance. This finding is consistent with the that of Quek (2006) who found a positive
32
relationship between interest and performance in math which is attributed to the dedication and

efforts of students in learning the subject. Thus, as students like the subject, they tend to study

the subject very well and with other factors constant, lead to better performance in the subject.

Perceptions on difficulty encountered with the subject of maths were negatively related with

performance though significant. This essentially implies that the more difficult the subject is, the

poorer their performance and vice versa. This can be attributed to the reason that as students face

difficulty in studying the maths subject, they give up with time (as some indicated earlier on).

They no longer give the subject attention. With respect to difficulty in maths, Bawuah (2013)

argues that when students have a challenge in learning maths, it negatively impacts their

performance. The theory of constructivism plays a role here as well as reveals that teachers need

to find ways to make students understand concepts better which will in effect influence their

performance positively.

Finally, perceptions relating to the usefulness of maths is positive and significantly related with

performance in maths. The implication of this result is that as students perceive maths as a very

useful subject, they tend to have improved performance, while a less perceived usefulness results

in poor performance in the subject. This result can be ascribed to the reason that as students see

maths as an especially useful subject, they take it very seriously hence study it to the best of their

ability which eventually leads to improved performance. However, when students do not see the

usefulness of the subject, less attention is paid to the subject and less attention, all things being

equal, means that there will be poor performance in the subject. The finding is in conformity

with Ampadu (2009) who revealed that most students see mathematics as one of the most

important subjects in the school curriculum which will help them in their daily lives.

33
On the contrary, self-confidence, teacher competence, teacher motivation, and myths and beliefs

were insignificant to students’ performance. Regarding self-confidence as a perception construct,

the results show a negative and insignificant relationship between self-confidence and

performance. This suggests that although most students are confident about learning

mathematics, it did not influence their performance. This finding is in conformity with

Kunhertanti and Santosa (2018), who revealed an insignificant relationship between self-

confidence and performance. The reason for this result also could be explained by Vancouver

and Kendal’s (2006) assertion that when people perceive themselves as close to attaining their

goal, self-confidence may induce a degree of complacency about the task at hand. So, although

students believe in their ability to do mathematics, there is a possibility of complacency in the

learning of mathematics as it should be learnt, hence affecting their performance negatively.

Teacher competence is insignificantly related to performance. This is as opposed to the finding

by Adediwura and Tayo (2007) who indicated that the perception of students about a teacher’s

knowledge of a subject matter, as well as his or her attitude towards teaching it significantly

affect the performance of student. Evans (2009) also holds the assertion that learning of

mathematics is tied closely to the competence of the teacher. The results from this present study

indicate that although the competence of the teacher is necessary, it really has no implication of

the performance of the student.

Teacher motivation is positively related but insignificant in influencing students’ performance

per this present study. The study conducted by Pantziara and Philipou (2014) to investigate the

relationship between motivation and other affective constructs and students’ performance

revealed the value of motivation in performance. Thus, motivation and performance are related

34
and significant. However, this study posits that although teacher motivation is good, it is not

enough to influence the performance of students, contrary to the study by Pantziara and Philipou

(2014). The students will need to motivate themselves as well.

Myths and beliefs have negative and insignificant relation with performance. When myths and

beliefs, especially negative ones, increasingly become a part of the students, they have the

potential to influence their performance negatively. However, this study reveals that these myths

and beliefs held by the students had no influence on their performance.

4.3 Conclusion

This chapter of the study covered the analysis of data collected in the field. The findings as

presented were done based on the purpose and objectives of the study; it was therefore done

according to the research questions the study sought to answer. The study collected data. The

researcher analyzed the data and presented the results using descriptive and statistical inferences.

35
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter presents a summary of the study, discussion of the findings made based on the

results gathered, the conclusions drawn, and the recommendations suggested.

5.2 Summary of Study

This study assessed the perceptions that affect student’ performance in mathematics in Junior

high schools in Ghana. It did so with the objectives of identifying the various perceptions of

students on mathematics in senior high schools, examining the factors that influence these

perceptions, assessing the relationship between the identified perception constructs and student

performance in mathematics.

Mathematics is one of the core subjects in schools, all over the world, in which students are

expected to study throughout their educational lives from the considerably basic level through to

the secondary. Therefore, the training and preparation of students to do well in mathematics have

become a fundamental goal of education in most countries. Several education systems all over

the world, require students to have basic mathematical knowledge at early grade levels to

progress to upper classes, secondary school and further to tertiary. For instance, in the Ghanaian

context, senior high students who undertake the West African Senior School Certificate

Examination (WASSCE), are required to get a minimum of C6 (which is from 50% - 54%,

representing a pass) in their core mathematics to gain admission into any university in the

36
country. The processes which teachers adopt in teaching their students and the expectations of

parents emphasize the memorization of mathematical facts, and this has been viewed to be a

contributing factor to the negative perception students form about the subject of mathematics.

Overtime, this negative perception tends to have an adverse effect on the students’ mathematics

achievement.

Due to its importance, the Government of Ghana is committed to ensuring the provision of high-

quality mathematics education. Various attempts have been made to improve the achievement of

mathematics in schools. The Government of Ghana in collaboration with various stakeholders in

the education sector have introduced a number of initiatives with the aim of promoting effective

teaching and learning of mathematics, in order to make the subject enjoyable.

5.3 Conclusion

The study revealed that although students have high confidence towards the study of maths, it

did not lead to high achievements in the subject. Teachers must ensure that students develop

more confidence in mathematics. Where confidence is present among students, teachers must

ensure students do not become complacent in their learning of the subject so that their

confidence in the study of the subject truly leads to higher achievements in mathematics.

Teachers, school authorities and parents have the responsibility of helping students to overcome

negative perceptions about mathematics from the incredibly early stages of their educational

lives. As indicated in this study, most students revealed they formed negative perceptions

towards the subject at the early stages of their lives. If students develop positive attitude towards

the subject at the early stages, it can help them overcome the fears that accompany the study of

37
the subject and hence reflect in their performance in mathematics. Those already affected by

these negative experiences, must be encouraged to do away with them.

5.4 Recommendations

i. The study showed that, students’ perceptions of usefulness of maths significantly affected

their performance. Teachers, parents, society and government must work towards making

students appreciate the relevance and application of mathematics as a subject. This will

go a long way to enhance perception of students on the usefulness of mathematics and

hence influence their performance positively.

ii. There could be workshops and seminars for the students on how to cultivate positive

mindset about Mathematics.

iii. Efforts should be made to change the mind-set of students that students of certain ethnic

background are good at mathematics than the others.

iv. School authorities and GES should regularly organize workshop for Mathematics on

simple, but effective ways of teaching of the subject at that level.

38
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 APPENDIX A

Interview Questions for Teachers

(1) Do you give equal opportunity to boys and girls in your class? Yes No

If yes how do you do it? ……………………………..

If no why? ……………………………….

(2) Do you motivate females to learn your subject? Yes No

If yes, how?....................................... ………………………

If no, why?.......................................

(3) Which comments do you make about your pupils?

Positive comments Negative comments

If positive how?..........................................

If negative why?..........................................

(4) Which methods and strategies do you employ during lesson delivery?

Please explain briefly your methods and strategies.

44
 APPENDIX B

Interview guid for pupils and Parents

(1) Do you encourage your wards to learn mathematics? Yes No

If yes, how?................................................

If no, why? ………………………..

(2) Do you have equal expectations for your male and female wards? Yes No

If yes, how do you show it?.................................

If no why? ……………………………….

(3) Is mathematics gender related? Yes No

Explain briefly.

45