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All Journal International Journal of Educational Innovation and Research
Narh-Kert, Millicent
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject Asomah, Richard Kyere; Narh-Kert, Millicent; Abdul-Malik , Sakara; Enu, Justice; Koomson, Anthony
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.9254

Abstract

Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was used for the qualitative data. The findings showed that, SHS students perceived elective mathematics as a difficult subject. Nonetheless, they perceived the teacher-learner activities employed by their teachers in elective mathematics classroom as motivating. Further, they perceived as constructive, the teaching methods used by their elective mathematics teachers. In addition, the study revealed that students’ performance in elective mathematics was not significantly influenced by their perceived difficulty of elective mathematics, teacher motivation and teaching methods although the students expressed favourable dispositions towards these attributes. Thus, the need for Heads of High Schools, to do background check of students’ prior performance, interest and motivation in mathematics as a prerequisite condition for students to pursue elective mathematics is implied in this study. This could stem the tide in the students’ abysmal performance in elective mathematics. Implications for policy, practice and further research are discussed.
The Influence of Gender Differences in Mathematics Anxiety on Mathematics Performance Asomah, Richard Kyere; Magurd Kwabena , Joshua; Assamah, Gabriel; Narh-Kert, millicent; Nusrat Manu, Harriette
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.10565

Abstract

Mathematics anxiety is a recurrent issue that has profound effect on students, particularly females. This study is aimed at exploring the effect of gender differences in mathematics anxiety on mathematics performance among students in some selected Senior High Schools (SHS) in Ghana. A cross-sectional survey was employed as the research design for the study. A total of 370 SHS students (185 males and 185 females) were sampled through Stratified sampling technique. An Abbreviated Mathematics Anxiety rating scale (AMAS) and Mathematics Achievement Test (MAT) were adapted to measure student’s anxiety levels and mathematics performance respectively. Means and standard deviations, percentages, independent sample t-test and Pearson correlation coefficient were employed in the data analysis. The results showed a notable gender-based variations (high, moderate and low) with both males and females exhibiting high prevalence of moderate levels in mathematics anxiety. Further, the study found disparities in the performance of the students in the MAT conducted with male students exhibiting a higher level of performance in comparison with the female counterparts. Finally, a moderate negative relationship between students' mathematics anxiety level and their mathematics performance was found. Thus, the higher the levels of mathematics anxiety, the lower the mathematics performance and vice versa. Therefore, efforts to reduce mathematics anxiety should be directed towards both males and females, with specific attention given to addressing the unique experiences of female. Implications for practice, policy and further research are discussed.
Co-Authors Abdul-Malik , Sakara Asomah, Richard Kyere Assamah, Gabriel Enu, Justice Koomson, Anthony Magurd Kwabena , Joshua Nusrat Manu, Harriette