Abstract:
This paper reports on a study which sought to investigate how social and
political influences affect students’ preference for language of instruction in mathematics in
Ghana, where the language of instruction from grade 4 onwards in school is not the students’
main language. 4 focus group interviews were carried out with 16 primary school students,
randomly selected from 4 primary schools, comprising a mix of average, above average and
below average achieving schools in the Cape Coast metropolis of Ghana. Qualitative analysis
of the results brought to light evidence of social and political influences on students’
preference for English as the language of instruction in mathematics.
