Investigating the influence of students’ perception in the learning of mathematics and its effects on performance among girls’ at the shs level.

Abstract

This study investigated perception and its effects on academic performance in the study of Mathematics among girls’ at the SHS level in the Hohoe Municipality of the Volta Region of Ghana. The study employed Convergent Parallel survey Design which used mixed method approach to collect data for investigation. The design was concerned with describing the degree of relationship among the independent variables and the dependent variable. Convenient and purposive sampling techniques were used to select Hohoe E.P Senior High School and participants of the study respectively. A total number of 320 students’ were selected from second and third-year groups in the school, however, 296 questionnaires were properly responded, representing 92.5% response rate. The study used structured and semi-structured interview guide questionnaires, to investigate the effect and impact of perception on performance in the study of Mathematics among girls’. The quantitative data collected were analyzed using descriptive and inferential statistics and interview data was analyzed qualitatively. The students’ perception towards Mathematics was determined on the basis of 35 self-evaluative statements involving five points Likert scale questionnaire categorizing into seven perception constructs in the study of Mathematics to answer the research question guiding the study. Among the seven perception constructs were; perceived difficulty, perceived interest, perceived peer influence, perceived misconceptions, perceive cultural beliefs and perceived value (usefulness) were considered as perception determinants on students’ academic performance. The study concluded that performance of female students’ in the study of Mathematics is a function of perception as well as teacher related factors. The analysis of the qualitative data collected for the study suggest respondents admittedly perceived Mathematics to be difficult and felt nervous during Mathematics lessons. The study recommended for Mathematics educators in practice to employ teaching methods that inculcates motivation to help reduce negative perception to optimize performance