Assessment of factors influencing achievement in geometry among senior high school (SHS) students

Abstract

The purpose of the study was to assess the factors influencing achievement in geometry among senior high school students in Agona district in the central region of Ghana. The study was guided by the following objectives: to assess the extent to which teaching strategies, students’ study habits, curriculum implementation and evaluation contribute to students’ level of achievement in geometry, and also to determine some of the problems faced by teachers and students in teaching/learning of geometry. Using a multi-stage sampling procedure (stratified, simple random and purposive sampling techniques), a sample of four schools; two in each zone, 252 respondents comprising 12 mathematics teachers and 240 students were selected for in-depth study. The descriptive survey design was employed for the study in which questionnaire was used for data collection. Students’ level of understanding on the contents of geometric concepts covered in the syllabus was tested using geometric achievement test (GAT). Descriptive and inferential statistics were used to establish the relationship between the aforementioned factors and the achievement of geometric concepts among the SHS students. The key issues postulated in the study revolved around teachers’ teaching strategies, study habits, curriculum implementation and evaluation on students’ level of achievement in geometry The key findings indicated a significant positive relationship between students’ achievement in geometry and curriculum implementation and evaluation with (r=0.402, p=0.000<.01) and (r=0.242, p=0.000<.01) at N=220 respectively. Furthermore, regression analysis showed that teachers’ teaching strategies (β = 0.231, P < 0.01) and curriculum implementation (β = 0.254, P < 0.01) were predictors of students’ achievement in geometry [F=17.399 and P=0.000 (< 0.01)]. In view of these findings, the study concludes that strategies used by teachers, curriculum aids in teaching geometric concepts and students’ learning practices contributed to the poor level of achievement in geometry. On the basis of the findings, the following recommendations were made; interactive methods of teaching which are core to improving students’ holistic understanding of geometrical concepts needs to be used by mathematics teachers. Also ministry of education and umbrella groups should harmonize the policy of teaching mathematics by organizing in-service trainings for mathematics teachers on the use of activity-oriented teaching, resource improvisations and monitoring of students work by teachers and teachers work by HoDs or Head teachers.