Open AccessCAUSES OF STUDENTS POOR PERFORMANCE IN MATHEMATICS. A CASE OF SEFWI BONWIRE D/A JUNIOR HIGH SCHOOL IN THE WESTERN REGION OF GHANA
Author(s) -
Abraham Karikari,
Ellen Afia Achiaa,
Juliet Adu,
Emmanuel Opoku Kumi
Publication year - 2020
Publication title -
international journal of advanced research
Language(s) - English
Resource type - Journals
ISSN - 2320-5407
DOI - 10.21474/ijar01/11740
Subject(s) - mathematics education , quality (philosophy) , staffing , reform mathematics , connected mathematics , core plus mathematics project , mathematics , political science , philosophy , epistemology , law
This study sought to examine the causes of students poor performance in Mathematics. A case of Sefwi Bonwire D/A Junior High School in the Western Region of Ghana. The study was a survey in which questionnaires were administered to 80 respondents. Data analysis and interpretation was conducted through frequency tables and percentages. The study revealed that, students study habits was the major cause of their poor performance in Mathematics. It was also revealed that, problem-based learning was the main activity-based teaching method that could improve upon Mathematics education in the school. It was finally revealed that, teaching effectiveness was the major factor that affected Mathematics education in the school. Attainment of the goals of Mathematics education is largely dependent on the quality of teachers. Therefore, there should be quality teacher development. Opportunities to enrich teachers practices and competencies through in-service training, conferences, seminars and workshops should be provided on a regular basis to help them keep abreast with recent developments in the field of Mathematics education and broaden their knowledge of the subject matter. There should be proper staffing of schools in terms of quality and quantity. Good practices for effective implementation of inquiry-based Mathematics education must be identified and properly implemented. There should also be provision of modern teaching-learning resources in terms of quality and quantity as students need a variety of materials to engage in inquiry-centered learning environment. Finally, if Mathematics courses are properly taught from the lower level, this will lay a sound foundation for Mathematics education at the higher level.