Abstract:
The purpose of the study was to examine teachers’ and students’ perception of
resources availability, learning activities and motivation to learn as factors that inhibit
the performance of students in West African Senior School Certificate Examination in
Senior High Schools in the Asuogyaman District of Ghana. The study, which employed
a descriptive survey design, involved a sample of 720 students and 34 mathematics
teachers selected from four schools in the district. A questionnaire was developed to
solicit for information from the respondents. The study revealed that the trend in
performance in West African Senior School Certificate Examination in mathematics
has not been consistent from 2014-2017. The study further revealed that resources were
unavailable and can be considered a contributing factor to the decline in students’
performance in mathematics. Results indicated that both teachers and students agree
that the motivation to learn is a factor inhibiting performance. The study recommends
that classroom teachers should use motivation as a major tool in instruction. The goal
for this strategy should be to build a stronger student perspective on both intrinsic and
extrinsic motivation as an incentive for learning. The government should provide the
necessary teaching and learning resources to improve learning.
Description:
A Thesis in the Department of Mathematics Education, Faculty of Science
Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
JULY, 2019