This study used motivational and gender-sensitive approaches to improve the participation of girls in mathematics at Dormaa Akwamu R/C Primary School, with a specific focus on three basic (3) pupils. The research utilized an action research approach and qualitative research design, and employed convenient and purposive sampling methods to gather data. The data was collected using observation, test, and interview methods, and was analyzed using descriptive statistics such as frequencies and percentages. The accessible population for the study was 27 pupils in Basic three (3). The study revealed that female students in Basic three (3) at Dormaa Akwamu R/C Primary School had a negative attitude towards mathematics, resulting in a lack of interest in the subject and poor participation, which affected their academic performance. Also, the study found that the low perception of the class teacher towards girls and the socioeconomic status of the girls’ families significantly impact girls’ performance in mathematics. However, using motivational and gender-sensitive approaches in mathematics instruction helped enhance female students’ performance. Based on the results, the researchers suggest that teachers should use motivational and gender-sensitive approaches to improve the academic performance of their pupils. This study will serve as a guide for how girls can effectively learn mathematics and related subjects in Ghanaian classrooms.