Evaluation of Factors affecting Students’ Performance in Mathematics at Ledzokuku Municipality of the Greater Accra Region of Ghana

Abstract

This study evaluated the factors affecting mathematics performance among 400 students from Senior High Schools in Ledzokuku Municipality of the Greater Accra Region of Ghana. The research aimed to identify and analyze various teacher-related, student-related, and school environment-related factors, as well as parental involvement and support. Descriptive statistics revealed moderate perceptions of inadequacies in teacher qualifications, differentiation in teaching, and workload. However, regression analysis indicated that these factors were not statistically significant predictors of mathematics performance, suggesting the influence of more complex or unaccounted factors. Principal Component Analysis (PCA) was used to address potential multi-collinearity and to reduce dimensionality. The PCA results highlighted four principal components: inadequate integration of creativity and differentiation, absence of continuous assessment and inappropriate methods, inadequate time allocation and limited access to technology, and inadequate emphasis on problem-solving and excessive workload. These components represent underlying structures that significantly influence mathematics performance. The findings contribute to the literature by emphasizing the need for a multifaceted approach to improving mathematics performance. This includes continuous professional development for teachers, better integration of technology, inclusive practices, and effective teaching methods. The study concludes that future research should consider these components for a more nuanced understanding and to inform potential intervention strategies.