Abstract:
One cannot dispute the fact that the home plays a critical role in the mathematics
learning of children. Pupils in school are exposed to the same instructional activities
but their performances differ. Differences in home environments contribute much to
their performances in school. This study, therefore, sought to explore how home factors
of Basic School pupils contribute to their academic achievement in mathematics in the
Amansie West District of Ghana. The purpose of this study was to explore the influence
of home factors of basic school pupils on their academic achievement in mathematics
in the Amansie West District. The study was conducted in the district to check whether
parental supervisory roles in the house, parental educational status, parental financial
status and home environment and household chores affect pupils learning of
mathematics. The study adopted a case study research approach. The qualitative
approach of data collection was employed. A sample of 12 people comprising six Class
3 pupils and their respective parents were used for the study. The sample was drawn
from Manso Nkwanta, Manso Dominase and Manso Suntreso. Data collection
instrument used was an interview, document analysis and observation. The audiotape
recording of interview sessions was transcribed and thematic approach used to analyse
data for all the research questions. From the study, it was revealed that Parental
supervisory roles contributed to the performance of pupils in mathematics. Parental
academic status motivated pupils to learn in order to go higher than their parents on the
educational ladder. Also, it contributed to the poor performance of pupils in
mathematics. Parental financial status contributed the contributed to their performance
of pupils in mathematics. The study also revealed that pupils play too much in their
environment hence their poor performance. The study further revealed that household
chores do not have any influence on pupils’ academic achievement in mathematics.
Pupils’ home environment accounted for their poor performance. From the study, it was
concluded that home differences of pupils account for the effectiveness of their
performance in school. This is because pupils are exposed to the same curriculum in
their classrooms but their performance varies. Following from the findings, some
recommendations are made.
Description:
A thesis in the Department of Basic Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
In the University of Education, Winneba
SEPTEMBER, 2019
