Abstract:
The students’ performance in Mathematics has been of great concern among parents,
educators and general society. Students’ performance in Mathematics may be affected
by students’ interest towards Mathematics. The study modeled the Ghanaian Senior
High School students’ interest in Mathematics by using quantitative research approach.
The study used stratified simple random sampling technique to select ten schools and
1263 respondents in the Ashanti region. The structured questionnaire used for data
collection was self-designed to suit the study objectives. The study presented three
structure equation models: students-oriented model, teacher-oriented model and
combined student and teacher factors-oriented model. The student-oriented model
predicted 28.9% of students’ interest in Mathematics, the teacher-oriented model
predicted 71.8% of students’ interest in Mathematics and the combined model predicted
71.1%. A logistics regression model predicted 45% of students’ interest while multiple
linear regression model predicted 65% of the total variability in students’ interest in
Mathematics. The study revealed that students’ interest in Mathematics is independent
on the type of basic school attended, age, class level of student as well as parental
motivation, however, the study found that students’ interest depend on gender,
compulsion in studying Mathematics, future career influenced by Mathematics, parents
interest, parents level of education, the programme of study and the agents of students’
motivation. The study concluded that teacher-oriented factors are dominant factors
needed for predicting students’ interest in Mathematics. The study concluded further
that teachers’ ability to connect Mathematics to real life problems remain the most
important predictor of students’ interest in Mathematics. A recommendation of this
study is for policy makers to consider early inclusion of guidance and counseling
courses into the senior high school curricula to educate students on the importance of
courses in their career.
Description:
A THESIS IN THE DEPARTMENT OF MATHEMATICS EDUCATION,
FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF THE
DOCTOR OF PHILOSOPHY (MATHEMATICS EDUCATION) DEGREE