Exploring impact of student attitude, parental involvement, and teacher competence on mathematics performance in selected schools in Northern Ghana

Abstract

The purpose of this study was to see how students’ attitudes towards mathematics influenced their academic achievement in the Savelugu Municipality in the Northern Region of Ghana. The study employed the pragmatic paradigm and quantitative methodology. A 41-item semi-structured questionnaire rated using 5-points Likert scale, and document reviews were used to collect data. A combination of purposive and simple random sampling procedures was used to select 35 junior high school (JHS) in the Savulugu Municipality, questionnaires were administered to 350 JHS students, however, 315 questionnaires were returned. Data obtained from questionnaire were analyzed using Pearson product moment correlation coefficient, t-test, means, standard deviation, and percentages. The results revealed that educational institutions should develop programs to help parents become more active in their children’s education. To influence students’ attitudes towards mathematics study, policymakers and the Ghanaian Educational Service should promote programs such as National Mathematics Day to raise students’ awareness of the importance of mathematics in their daily lives. The Ministry of Education and non-governmental organizations should endeavor to offer enough instructional resources and financial incentives to instructors to help them make teaching relevant in the classroom.