Examining female students’ achievement in geometry using instructional strategies the determinants and the way forward in senior high schools in Wa Municipality

Abstract

Ghana Education Service (2018) report, indicates that, mathematics is the most poorly performed WASSCE core subject since 2006. It also showed that the female students’ yearly achievement in geometry and mathematics in general has been very poor. According to Yarkwah (2018), female students’ difficulties in geometry influenced their smaller enrolment into Science related programs i.e. medicine, mathematics and engineering and in the field of work and is a matter of concern. The purpose of this study was to examine female students’ achievements in geometry using varied instructional strategies and find the determinants that influenced their achievement in geometry in SHS. The theoretical framework, the study adopted was a Self-Concept Theory. The study was an action research. The mixed method approach was used (both quantitative and qualitative). Four research questions were designed for the study. The research instruments used for qualitative data were Questionnaires and analyzed using descriptive statistics. The research instruments used for quantitative data were test and were analyzed using the independent sample t-test and also one sample t-test. The sampling technique used for the study was both purposive and simple random sampling techniques. A sample size of 180 i.e. 90 male and 90 female students. Major findings were that, instructional strategies of teaching improve female students’ achievement in geometry when used in teaching. The major determinants that influenced female student’s achievements in geometry were: inadequate exercises, lack of attention towards female students in class, lack of variety in teaching methods, laziness in learning, lack of motivation, lack of confidence and interest. The implication of the findings for the study was that more female students would further their education and contribute to national development if they are taught using instructional strategies. In conclusion, the study recommends that mathematics teachers, adopts the instructional strategies in teaching and learning to help improve female student’s achievement in geometry and mathematics in general in the WASSCE.