Abstract:
The study explored the perceived causes of low academic performance of
Senior High School students in core mathematics in the Kumasi Metropolis.
The study used the descriptive survey design with quantitative approach.
Multi-stage sampling procedures were used to select a sample of 439
respondents which included 381 students and 58 core mathematics teachers.
Students and teachers’ questionnaires were used to collect data for the study.
Means and standard deviations were used to analyse the data that was
gathered. The findings of the study revealed that school-environment factors
such as inadequate teaching and learning materials and unavailability of core
mathematics textbooks were contributors to the low academic performance in
core mathematics. The study also revealed that teacher-related factors such as
lateness and absenteeism, inability of teachers to complete their syllabus and
prepare their lesson notes contributed to the low academic performance in core
mathematics. The study further revealed student-related factors such as
lateness and absenteeism, students being unhappy in core mathematics classes,
low self-esteem and poor attitudes toward core mathematics as contributors to
the low performance in core mathematics. The findings of the study did not
show any home-based factors as contributors to the low academic performance
in core mathematics. Further analysis showed that students being unhappy and
teachers’ absenteeism in core mathematics classes had the highest factor
loadings. Recommendations were made based on enforcing the necessary laws
by stakeholders in education to curb lateness and absenteeism, provision of
TLMs, exhibition of good attitudes towards core mathematics and good
academic relationship among students and teachers.
