Abstract:
The study focused on female teacher trainees’ perceptions and attitudes towards mathematics in some selected colleges of education in Ghana's Western and Central regions. A descriptive research design was used in this study. A purposive sampling technique was used to select 293 female students to participate in the study. The questionnaire was used to collect data from the research participants. The data was analysed using inferential statistics such as the Pearson Moment Product Correlation Coefficient test, t-test and descriptive statistics involving means and standard deviations. Data sources from the open ended items in the questionnaire were analysed using thematic analysis and presented as narrative descriptions with some illustrative examples. The findings from the study showed that female teacher trainees had a favourable perception of cohesiveness, tutor support, involvement, co-operation, and equity as far as the teaching and learning of mathematics at the college level of education. Again, the result indicated a positive disposition towards the affect, behaviour and cognition of female teacher trainees in learning mathematics. Consequently, a significant positive correlation between perception and attitude was revealed in the current study. Finally, the perception and attitude of students from mixed CoEs were more favourable than those in single-sex CoEs. It is recommended that GTEC consider reorienting mathematics curriculum planners to emphasise a sense of equity, inclusivity, equal treatment, cohesiveness, and cooperation to create a positive and supportive mathematics learning environment. Implications of the study for policy, practice and further research have been discussed.
