Exploring Factors that Hinder Senior High School Students’ Academic Performance in Mathematics

Abstract

The study explored factors affecting senior high school students' academic performance in the Kassena-Nankana Municipality. Eighty-one (81) students, fifty-one (51) males and thirty (30) females were used to gather cross-sectional data on demographics and factors influencing their mathematics ability. They came from two senior high schools in the municipality, which were randomly sampled. Students in the chosen schools were asked to fill out questionnaires. The mixed-methods research approach was used and the descriptive design was adopted. The data was examined using a qualitative study that used a survey design to carry out the investigation. The findings showed that students' attitudes play a significant role in determining how well they succeed in mathematics. These include pupils who don't find mathematics very intriguing and who aren't motivated to learn the subject, among other things. Again, there was evidence of significant teacher-related variables that hampered student performance in mathematics. Examples include teacher absenteeism and inadequate time allotted for mathematics classes. Findings revealed that parents' inability to provide their children with necessary mathematics learning materials, parents' unwillingness to encourage their children to study mathematics, and parents' failure to monitor their children's progress in mathematics performance were all factors that hampered students' performance. It is recommended that, the creation of an environment that is conducive to learning and teaching, including individual studies by students should be inculcated. To boost their students' interest in mathematics, math teachers should develop the usage of teaching aids and mathematical models. Parents, instructors, the ministry of education, and school administrations should encourage pupils to study mathematics.