Please Wait! Your file will start to download within 10 seconds automatically. Otherwise click here Download

Influencing Factors of Senior High School Students Performance in Mathematics in the Accra Metropolis of Ghana


Han Xianglin , Guamah Raphael Kwame ,

Download Full PDF Pages: 14-27 | Views: 529 | Downloads: 161 | DOI: 10.5281/zenodo.5066205

Volume 10 - April 2021 (04)


The main purpose of this study is to investigate the influencing factors of senior high school students’ performance in mathematics in the Accra metropolis of Ghana A close-ended questionnaire was used to collect the data for our analysis. A total of 120 teachers were involved in the study of which 120 questionnaires were returned by them and used for further analysis. IBM SPSS version 25 software was used to analyze the survey data. The study found that a significant number of the students in senior high school in the Accra Metropolis performed better in mathematics. The study further found that teacher factors, school factors and home factors significantly influence students’ academic performance in mathematics at the senior high school level. Findings of the study revealed that teacher, school and home factors significantly and positively influence students’ performance in mathematics examination. However, the study found that there is a significant negative effect of home factors on students’ academic performance in mathematics in the Accra metropolis.  


Academic Achievement, Influencing Factors, Mathematics, Accra, Ghana 


       i            Abubakar, B, (2013). Effort of teachers’ qualification on students performance in mathematics among senior secondary schools in Kaduna State, unpublished dissertation, ABU Zaria.

        ii            Adamson, K. A., & Prion, S. (2013). Reliability: Measuring Internal Consistency Using Cronbach's α. Clinical Simulation in Nursing, 9, 79-180

      iii            Agyemang, D. K. (2005). Sociology of education for african students. Accra: Black Mask Ltd.

       iv            Akey, T. M. (2006). School Context, Student Attitudes and Behaviour, and Academic Achievement: An Exploratory Analysis.

         v            Akey, T. M. (2006). School context, student attitudes and behaviour, and academic achievement. MDRC: An Exploratory Analysis. New York, NY.

       vi            Akkoyunlu, B. (2002). Educational Technology in Turkey: past, Present and Future. Educational Media International, 2 (39), 165-174.

     vii            Akunga, A. & Attfield, I. (2010). Northern Nigeria: approaches to enrolling girls in school and providing a meaningful education to empower change. United Nations Girls Education Initiatives, Dakar, Senegal

   viii            Ali, R., Altcher, A. & Khan, A. (2010). Effect of Using Problem Solving Method in Teaching Mathematics on the Achievement of Mathematics Students: Bannu, (NWFP): Pakistan.

       ix            Allen, J. M., Wright, S., Cranston, N., Watson, J., Beswick, K. and Hay, I. (2018). Raising levels of school student engagement and retention in rural, regional and disadvantaged areas: Is it a lost cause? International Journal of Inclusive Education, 22(4): 409-25.

         x            Ampadu, E. (2012). Students’ perceptions of their teachers’ teaching of mathematics, The case study of Ghana. International Outline Journal of Educational Sciences, 4(2).

       xi            Anamuah-Mensah, J., Asabere-Ameyaw, A. and Dennis, S. (2005). Bridging the gap, Linking school and the world of work in Ghana. Journal of Career and Technical Education, 23(1): 13.

     xii            Anamuah-Mensah, J., Mereku, D. K. and Asabere-Ameyaw, A. (2004). Ghana junior secondary school students’ achievement in mathematics and science, Results from ghana’s participation in the 2003 trends in international mathematics and science study. Ministry of Education, Youth, and Sports: Accra.

   xiii            Ankomah, Y.A. (2002). The Success of Private basic Schools in Ghana. The case of three Schools in Cape Coast. Journal of Educational Management (4), 14

   xiv            Applegate, K. (2003). The relationship of attendance, socio-economic status, and mobility and the achievement of seventh graders, unpublished doctoral dissertation. St. Louis, MO: Saint Louis University.

     xv            Asamoah, E. (2009). An investigation into teachers’ job satisfaction in selected special schools in Ghana.

   xvi            Askhia, O. A. (2010). Students and teachers’ perception of the causes of poor academic performance in ogun state secondary schools. European Journal of Sciences, 13: 229-42.

 xvii            Barker, D. and Jansen, J. (2000). Using groups to reduce elementary school absenteeism. Social Work in Education, 22: 46-53.

xviii            Bartlett, L. (2008). Paulo Freire and Peace Education. Department of International & Transcultural Studies Teachers College, Columbia University. Biotenbeck, J. C. (2011). Teaching Practices and Student Achievement: Evidence from TIMSS. Madrid.

   xix            Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4): 28-37.

     xx            Biggs, J. B. (1991). Approaches to learning in secondary and tertiary students in Hong Kong: Some comparative studies. Educational Research Journal, 6, 27-39.

   xxi            Booher-Jennings, J., (2005).  Below the Bubble: ‘Educational Triage’ and the Texas Accountability System. American Educational Research Journal, 42, 231-68.

 xxii            Burt, R. S. (2017). Structural holes versus network closure as social capital. Social capital. 31-56.

xxiii            Butakor, P. K. (2016). Hierarchical linear modeling of the relationship between attitudinal and instructional variables and mathematics achievement. International Journal of Research in Education Methodology, 7(5): 1328-36.

xxiv            Butakor, P. K., Ampadu, E. and Cole, Y. (2017). Ghanaian students in timss 2011, Relationship between contextual factors and mathematics performance. African Journal of Research in Mathematics, Science and Technology Education, 21(3): 316- 26.

  xxv            Carey, E.; Hill, F.; Devine, A.; Sz ˝ucs, D. The Modifified Abbreviated Math Anxiety Scale: Valid and Reliable Instrument for Use with Children. Front. Psychol. 2017, 8.

xxvi            Carlson, D., and Cowen, J., (2015). Student Neighborhoods, Schools, and Test Score Growth: Evidence from Milwaukee, Wisconsin. Sociology of Education 88 (1), 38–55.

xxvii            Clements, D. H. (2013). Instructional Practices and Student Math Achievement: Correlations from a study of math curricula. University of Denver Morgridge College of Education.

xxviii            Cohen, L., Manion, L. & Morison, K. (2005). Research Methods in Education (5th Edition). Routledge Falmer: USA

xxix            Considine, G. & Zappala, G. (2002). Influence of social and economic disadvantage in the academic performance of school students in Australia. Journal of Sociology, (38) 129-148.

  xxx            Creswell, J. W. (2003). Research Design: Qualitative, quantitative and mixed method approaches (2nded.). California: Sage.

xxxi            Crosnoe, R., Johnson, M.K., & Elder, G.H. (2004). School size and the interpersonal side of Education: An examination of race/ ethnicity and organization context. Social Science Quality, 85(5), 1259-1274.

xxxii            Davies, P. J., & Hersh, R. (2012). The Mathematical Experience. Boston. Mifflin Company

xxxiii            Dawson, C. (2002). Practical Research Methods, A user-friendly guide to mastering research techniques and projects. How To Books Ltd, 3 Newtec Place: United Kingdom.

xxxiv            Dee, T. S. & Jacob, B. A. (2011). The impact of No Child Left Behind on student achievement. Journal of Policy Analysis and Management, 30 (3), 285-313

xxxv            Elias, N., Awang, A. Mohamed, M.N. (2005). Examining religiosity and its relationship to self-control, procrastination and academic achievement. Malaysian Journal of Learning and Instruction, 2, 1-16.

xxxvi            Eng, T.H.; Li, V.L.; Julaihi, N.H. The Relationships Between Students’ Underachievement in Mathematics Courses and Inflfluencing Factors. Procedia Soc. Behav. Sci. 2010, 8, 134–141.

xxxvii            Eraikhuemen, L. (2003). The influence of Gender and School location on Students’ academic Achievement in Senior Secondary School Mathematics. Life Journal of Theory and Research in Education. 7(2), 99-112

xxxviii            Etsey, K., (2005) Causes of low academic performance of primary school pupils in the Shama Sub-Metro of Shama Ahanta East Metropolitan Assembly (SAEMA) in Ghana. Cape Coast. Paper presented at a Regional Conference on Education in West Africa, Senegal, Dakar

xxxix            Fan, L., & Zhu, Y. (2004). How Chinese students performed in mathematics? A perspective from large scale international mathematics comparisons. In L. Fan, N. Y. Wong, J. Cai, & S. Li, How Chinese learn mathematics: Perspectives from insiders (pp. 3-26). Singapore: World Scientific

       xl            Jennings, J. & Sohn, H. (2014). Measure for Measure: How Proficiency-based Accountability Systems Affect Inequality in Academic Achievement. Sociology of Education,  87, 125-41.

     xli            Konstantopoulos, S. & Borman, G.D. (2011). Family Background and School Effects on Student Achievement: A Multilevel Analysis of the Coleman Data. Teachers College Record 113, 97-132.

   xlii            Konstantopoulos, S. & Hedges. L.V. (2008). ‘‘How Large an Effect Can We Expect from School Reforms?’’ Teachers College Record 110:1613-40.

 xliii            Mbugua, Z.K, Kibet, K., Muthaa, G.M. & Nkonke, G.R. (2012). Factors contributing to students’ poor performance in mathematics at Kenya certificate of secondary education in Kenya: A  case of Boringo County, Kenya. American International Journal of Contemporary Research.  2(6), 86-91.

 xliv            Morris, P. (1985). Teachers’ perceptions of the barriers to the implementation of a pedagogic innovation: A South East Asian case study. International Review of Education, 3-18.

   xlv            Mullis I. V. S. et al. (2001). TIMSS 1999 International Mathematics Report. Boston: International Study Centre. Boston College: Lynch School of Education.

 xlvi            Naamara, W. Nabasumba, S. & Nabadda, C. (2017). Educational inequality and quality of life: a comparative study of secondary schools in central and northern Ugadan. Art and Social Sciences Journal, 8, 316. Doi:10.4172/2151-6200.1000316.

xlvii            OECD. (2001). Knowledge and skills for life: First results from PISA 2000. Paris: Author.

xlviii            Osuala, E. C. (2001). Introduction to research methods. Onitsha African: FEP Publishers.of their job performance. Journal of Educational Focus, 7, 1-11.

 xlix            Pridmore, P. & Jere, C. (2011). Disrupting patterns of educational inequality and disadvantage in Malawi, Compare: A Journal of Comparative and International Education, 41(4), 513-531, doi: 10.1080/03057925.2011.581518

          l            Quintano, C., Castellano, R. & Longobardi, S., (2009). L’influenza dei fattori socio-economici sulle competenze degli studenti italiani. Un’analisi multilevel dei dati PISA 2006”. Rivista di Economia e Statistica del territorio, 2, 109-149.

        li            Robitaille, D. F., & Garden, R. A. (1989). The IEA study of mathematics II: Contexts and outcomes of school mathematics. Oxford, UK: Pergamon.

      lii            Taghavinia, M. & Motavassel, M. (2015). The Relationship between religiosity and academic achievement in students of Tehran University of Medical Sciences. Iranian Journal of Medical Education, 15(1), 19-26.

    liii            Umameh, M. A. (2011). A Survey of Factors Responsible for Students’ Poor Performance in Mathematics in Senior Secondary School Certificate Examination (SSCE) in Idah Local Government Area. Retrieved from Government_Area_Of_Kogi_State_Nigeria

     liv            Wahid, S.N.S.; Yusof, Y.; Razak, M.R. Math anxiety among students in higher education level. Procedia Soc. Behav. Sci. 2014, 123, 232–237.

       lv            Watkins, D. A., & Biggs. (2001). The paradox of the Chinese learner and beyond. In A. Watkins, & J. B. Biggs, Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 3-26). Hong Kong: Comparative Education Research Centre: University of Hong Kong

Cite this Article: