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A comparative study of senior high school students WASSCE achievement in core and elective mathematics from 2016 to 2018

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dc.contributor.author Owusu, P
dc.date.accessioned 2023-01-16T14:59:03Z
dc.date.available 2023-01-16T14:59:03Z
dc.date.issued 2020
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/790
dc.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. May, 2020 en_US
dc.description.abstract This study compared Senior High School Students’ achievements in core and elective mathematics from 2016 to 2018. The study employed an explanatory sequential mixed method, and used a sample of three hundred and two (302) WASSCE results of past students who studied both Core and Elective Mathematics. Stratified, purposive, simple random and snowball sampling techniques were used for the research. Seventy-eight (78) past students and sixteen (16) teachers were also sampled for the study. The instruments used to collect data were questionnaire, semi-structured interview guide, and WASSCE results. The results indicated that students who offered both subjects performed better in Elective Mathematics than the Core Mathematics. It also showed that majority of students developed negative attitude to the study of Core Mathematics than the Elective Mathematics because they believed the former is superior to the latter. Co-curricular activities were found to deny students and teacher of precious instructional hours. The results also indicated that some Core Mathematics teachers skipped some important topics with the view that the Elective Mathematics teachers would teach them. The study recommended that students should be counselled to develop positive attitude towards the study of both subjects because they boosted their chances of gaining admission into tertiary institutions. Besides, school managements, heads of mathematics departments should intensify their monitoring activities so that mathematics teachers would not skip any topic. Furthermore, co-curricular activities should be planned in such a way that they would not interfere with the academic work. en_US
dc.publisher University of Education,Winneba en_US
dc.subject WASSCE achievement en_US
dc.title A comparative study of senior high school students WASSCE achievement in core and elective mathematics from 2016 to 2018 en_US
dc.type Thesis en_US


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