Abstract:
Poor academic performance in Mathematics among public basic school pupils has
attracted a lot of attention among stakeholders in education in Ghana including Hohoe
Municipality. Therefore, this pragmatist study sought to investigate factors contributing
to poor academic performance in Mathematics among junior high school (JHS) pupils
in the Hohoe Municipality. The study adopted sequential explanatory mixed methods
design within mixed methods approach. A sample of 311 (291 pupils, 10 Mathematic
teachers and 10 parents) was be selected for the study. Systematic random and
convenience sampling techniques were used to selected respondents in this study.
Questionnaire and interview guide were used to collect data. Descriptive statistics were
used to analyse the quantitative data while the qualitative data were analysed using
themes and direct quotes. It was found that pupil negative attitudes towards the studying
of Mathematics contributed to their poor academic performance. Also, Mathematics
teachers’ negative attitudes towards teaching contributed to poor academic
performance of JHS pupils. However, home factors did not contribute to the poor
academic performance of JHS pupils. Again, school factors did not contributeto the
poor academic performance of JHS pupils. It was concluded that poor academic
performance of JHS pupils in Mathematics was as a result of mathophobia. Again, it
was concluded that the way and manner Mathematics teachers teach the subject
contributed to poor academic performance of JHS pupils. Additionally, parents
provided the necessary home support for their children’s education in Mathematics.
Finally, the school created a conducive learning environment for JHS pupils to improve
their learning in Mathematics. It was recommended that in-service training on factors
contributing to poor academic performance of pupils should be given to all
Mathematics teachers in the Hohoe Municipality by the personnel in-charge of training
and supervision at the Municipal Education Directorate, Hohoe.
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of
Graduate Studies, in partial fulfilment of
the requirement for the award of the degree of
Master of Philosophy
(Mathematics Education)
In the University of Education, Winneba
NOVEMBER, 2023