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Students’ Perceptions of Mathematics and the Impact on their Achievement among Senior High School Students in Ghana

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Listed:
  • Robert Akpalu

    (School of Education, Valley View University, Ghana)

  • Peter Agyekum Boateng

    (School of Business, Valley View University, Ghana)

  • Emmanuel Ayisi

    (School of Education, Valley View University, Ghana)

  • Jeanette Owusu

    (School of Business, Valley View University, Ghana)

Abstract

This study explores the impact of students’ perceptions of mathematics on their academic achievement within the senior high school (SHS) context in Ghana. Mathematics, essential for critical thinking and problem-solving, is often perceived as difficult and irrelevant by many students, contributing to low performance. The research reviews peer-reviewed literature to identify factors shaping these perceptions, including teaching methods, self-efficacy, systemic barriers, and cultural attitudes, with particular attention to gender disparities. The study applies Attribution Theory, Self-Efficacy Theory, and Expectancy-Value Theory to examine the interplay of these factors and their effects on student engagement and success. Recommendations emphasize targeted teacher training, curriculum reform, and mentorship programs to foster positive attitudes toward mathematics. The findings provide actionable insights for educators and policymakers, aiming to enhance mathematics education through inclusive, supportive, and resource-equipped strategies, ultimately contributing to improved student outcomes and societal development.

Suggested Citation

  • Robert Akpalu & Peter Agyekum Boateng & Emmanuel Ayisi & Jeanette Owusu, 2025. "Students’ Perceptions of Mathematics and the Impact on their Achievement among Senior High School Students in Ghana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(1), pages 3829-3840, January.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:1:p:3829-3840
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    References listed on IDEAS

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    1. Gevrek, Z. Eylem & Gevrek, Deniz & Neumeier, Christian, 2020. "Explaining the gender gaps in mathematics achievement and attitudes: The role of societal gender equality," Economics of Education Review, Elsevier, vol. 76(C).
    2. Jie Gong & Yi Lu & Hong Song, 2021. "Gender Peer Effects on Students’ Academic and Noncognitive Outcomes: Evidence and Mechanisms," Journal of Human Resources, University of Wisconsin Press, vol. 56(3), pages 686-710.
    3. Babawande Emmanuel Olawale & Vusi Mncube & Clive Harber, 2021. "Critical Social Pedagogy in Mathematics Teacher Education," International Journal of Higher Education, Sciedu Press, vol. 10(6), pages 1-93, December.
    4. Susana Rodríguez & Bibiana Regueiro & Isabel Piñeiro & Antonio Valle & Benigno Sánchez & Tania Vieites & Carolina Rodríguez-Llorente, 2020. "Success in Mathematics and Academic Wellbeing in Primary-School Students," Sustainability, MDPI, vol. 12(9), pages 1-11, May.
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