Abstract:
This study focused on the mathematical mindsets of students in some selected
Junior High Schools in the Bongo District of the Upper East Region, Ghana.
Specifically, three research objectives were investigated; to assess the types of
mathematical mindset students at the selected Junior High Schools in Bongo
District possess; to examine assessment practices likely to influence students’
mathematical mindset at the selected Junior High Schools in Bongo District,
and to analyze the effect of mathematical mindsets on the achievement of
students in mathematics. The study used the mixed method concurrent design
with a sample size of 458 students. A structured questionnaire and interview
were used to gather data from respondents of the study. Both descriptive (mean
and standard deviation) and inferential statistics (simple regression) were used
to address the objectives in the quantitative aspect while thematic analysis was
used for qualitative part of the study. The results showed that the students
exhibited more of a fixed mindset than a growth mindset about mathematics.
Again, the study found that the mathematics teachers use effective questioning,
feedback approach and pre-solution procedures as some assessment practices in
the schools and finally, it was found that mathematical mindset has a significant
positive effect on participating students’ mathematical achievements. The study
concluded that approaches aimed at promoting growth mindset of students
should be included in every aspect of classroom practice, calling for a change
in many mathematics norms at the basic level.
