Students’ Perceptions of Mathematics and the Impact on their Achievement Among Selected Senior High Students in Ghana

Abstract

This study investigated the perceptions senior high students in Ghana have about mathematics and the impact of these perceptions on their mathematics achievements. Specifically, the study identified students‟ perceptions of mathematics in senior high schools, examined the factors that influence these perceptions, and determined the relationship that exists between the perception constructs identified and students‟ performance in mathematics. Additionally, this thesis investigated the influence of other factors such as gender and age on students‟ perceptions about mathematics. The study used three hundred students (300) from three senior high schools. The sample population was drawn from two senior high schools in the Eastern region and one senior high school in the Greater Accra region. The study employed quantitative research method with the use of questionnaire as data collection instrument. Descriptive and inferential statistics were employed to analyse the data. The findings were that students‟ perception of their self-confidence, their interest in mathematics, motivation received from their teachers, competence of the teacher, difficulty of the subject, myths, and beliefs, as well as the usefulness of the subject do exist. However, three of these constructs which are students‟ interest in learning mathematics, usefulness of mathematics, and difficulty in learning mathematics were significantly related to the students‟ performance. It is recommended that mathematics teachers make their students see the relevance of mathematics to boost their interest for the study of the subject. This will help the students discard the negative perceptions about the study of mathematics. Also, mathematics teachers in the senior high schools must devise some interesting and easy ways to make mathematics more attractive and engaging to their students. Students are also advised to respond positively to the learning process.