A thesis in the Department of Mathematics Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Mathematics Education) in the University of Education, Winneba SEPTEMBER, 2021

Abstract

This study explored the school-based factors that contribute to Senior High School (SHS) students‟ performance in core mathematics in Tamale metropolis in the northern region, Ghana. It examined teacher‟s academic qualification and teaching experiences in mathematics, availability of teaching and learning resources in relation to mathematics and other subjects, students‟ interest and attitude towards the learning of mathematics and the extent to which school administration influence students‟ learning through inspection and policies, and how these affect performances in mathematics at examinations. In all, 338 SHS Form 3 students, 30 mathematics teachers and 4 heads of SHSs from four schools were involved in this study. The study used both quantitative and qualitative approach, using interviews, mathematics achievement test and well-structured questionnaire. Descriptive statistics, binary logistics and thematic approach, were used in data analysis. The major findings were related mostly to student‟s interest and attitude towards the learning of mathematics, as some of the students were found spending more time on other things than learning mathematics. For the null model, the output revealed a correct overall percentage of prediction as 91%. From the model with all predictors the p – value was less than 0.05, which means the model was statistically significant which helped significantly increased ability to predict the decisions made by the subject. Therefore, the data fit the model well in the Hosmer-Lemeshow tests of the null hypothesis. Apart from these factors, also teaching and learning resources were a problem; mathematics textbooks were not readily available for students use. On top of these, few classrooms were readily available for students use; there were no classrooms for some classes thereby compelling the authority to collapse two classes into one. However, most teachers have the academic qualification to teach at their respective schools, they lacked seminars and in-service training. These added to lack of intrinsic motivation among teachers. The study recommended several remedies for that situation.