Abstract
The study investigated junior secondary school pupils' attitudes towards mathematics. In addition, it investigated gender differences in attitudes towards the subject. The purposive sampling method was used to select nine schools in the Cape Coast Municipality, involving 581 pupils. Questionnaires on attitudes towards mathematics were used to gather data. The data was analyzed using the computer. The analysis involved calculating means, and finding significant differences in means of specific respondents by the Kruskal-Wallis test. The results of these analyses showed that both boys and girls at the JSS level had positive attitudes towards mathematics in all eight attitude dimensions. Both sexes did not see mathematics as a male dominated domain, with girls seeing it less a male domain than boys. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 21-27
Highlights
IntroductionIn Ghana, all pupils in basic and senior secondary schools must study the subject
Mathematics is a subject found in every school curriculum
This implies that much as there were a few respondents with ages falling outside the expected age range of 14 to 16, the majority fell within the range
Summary
In Ghana, all pupils in basic and senior secondary schools must study the subject. Anamuah-Mensah, Mereku, and Asabere-Ameyaw (2004) reported that over 80% of the students in Ghana did not reach the low international benchmark in mathematics, implying that the majority of Ghanaian students have no good grasp of knowledge and conceptual understanding of basic mathematical principles. Frempong and Ayia (2006) found that female students are less successful in learning mathematics. They attributed this to their low interest and confidence in learning mathematics and their low academic expectation
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