Abstract:
This study sought to explore the transitional experiences of pupils when they move
from the lower to upper primary and its effects on their mathematics performance
in the Accra metropolis of the Greater- Accra region of Ghana. A Sequential
explanatory mixed-method design was used to conduct the study. A sub-metro
within the Accra metropolis was purposively sampled for the study. Stratified
sampling techniques were used to sample the schools and pupils. A total of 275
primary 4 pupils were selected from 12 public primary schools. This was followed
by purposive selection of 12 primary 4 teachers. A structured questionnaire survey
and semi-structured interview guide were used to obtained information from pupils
and teachers on transitional experiences of pupils in mathematics. Secondary data
on pupils’ Primary 3 third term and Primary 4 first and second terms mathematics
scores were obtained. Descriptive statistics were used to analyse research question
one and a follow-up thematic analysis on the qualitative data. Research question two
was analysed using Point biserial correlation, Descriptive statistics, ANOVA,
follow-up by a post hoc test and linear regressions model were used to analyse the
extent to which transitional experiences affect pupils’ mathematics performance.
The findings of the study indicated that; there is significant difference between the
performance of pupils in primary 3, primary 4 first term And primary 4 second
term. The study revealed that the subscales do not have significant effects on
performance. This account for 0.3% of the changes in performance. The study
recommends that, there should be a gradual shift from the child’s local language to
English language in the teaching of mathematics during transition from lower
primary to upper primary level as suggested by Davis, Bishop and Seah (2013).
