International Journal of Education Learning and Development

Vol.3, No.3, pp.68-74, April 2015

Published by European Centre for Research Training and Development UK (www.eajournals.org)
FACTORS INFLUENCING STUDENTS’ MATHEMATICS
PERFORMANCE IN SOME SELECTED COLLEGES OF EDUCATION
IN GHANA
1Justice
Enu*, 2Osei K Agyman, 3Daniel Nkum
Department of Mathematics and ICT, College of Education, Komenda- Ghana

ABSTRACT: Academic performance is affected by a number of factors including admission grade,

social economic status, school background and many more. Students’ personal factors and school
based factors are the focus of the study described in this paper. The study was a descriptive study
in which a survey research design was adopted. Three Colleges where randomly selected for
the study. A total of 50 students from these Colleges participated in the study. Data for the
study was collected through student’s questionnaire. The findings revealed that inadequate
teaching and learning materials as well as lecturer method of instruction are some of the
factors which affect students’ performance. The study also revealed that teachers and
students’ self-motivation also influence mathematics performance. On the basis of the
findings, the following recommendations were made; interactive method of teaching which
are core to improving students’ holistic understanding of mathematical concepts needs to be
used by mathematics teachers. Also stake holders need to provide adequate teaching and
learning resource to the Colleges of education.

KEYWORDS: Factors, Mathematics, Performance

INTRODUCTION

Mathematics as a subject affects all aspects of human life at different levels. Mathematics is
seen by society as the foundation of scientific technological knowledge that is vital in social-
economic development of a nation. It is in realization of the vast applications of mathematics
that made Eraikhuemen (2003) to posit that a disciplined and ordered pattern of life can only
be achieved through the culture of mathematics. Unfortunately, students’ achievement in this
important subject over the years has not been encouraging at the primary, secondary and
tertiary levels of education in Ghana. According to the institute of Education, University of
Cape Coast (U.C.C) Chief examiners report, the worst performance in the 2013 / 2014
academic year first semester examination for Colleges of Education in Ghana was in
Mathematics (Numbers and Basic Algebra). The reports made available to the Colleges of
Education indicated that 32.9% of the candidates who took the mathematics paper (Numbers
and Basic Algebra) had the grades D or D+ and 20.9% failed in the subjects. Educators,
trainers, and researchers have long been interested in exploring variables contributing
effectively for quality of performance of learners. These variables are inside or outside school
and affect students’ quality of academic achievement. These factors may be termed as student
factors, family factors, school factors and peer factors (Crosnoe, Johnson & Elder, 2004).

It is therefore an irrefutable fact that the successfulness of learning the subject is contingent
on myriad of factors. School, students and teacher factors all impinge on the learning of
mathematics. It is against this the paper seeks to analysis some factors affecting students
mathematics performance in Colleges of Education in Ghana.

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 International Journal of Education Learning and Development
Vol.3, No.3, pp.68-74, April 2015
Published by European Centre for Research Training and Development UK (www.eajournals.org)
Objective of the study
The objectives of the study were to;
1. Establish students’ personal factors that affect their performance in mathematics in
Colleges of Education in Ghana.

2. Determine school based factors that affect students’ performance in mathematics in

Colleges of Education in Ghana.

REVIEW OF RELATED LITERATURE

The figure below shows some of the factors that contribute to students’ poor performance in
mathematics.
Factors

Students Factors: Entry behaviour

Motivation and Attitude
Socio economic factors: Education of
Parents and their Economic status Government Performance in
School based factors: Availability and Policy Mathematics
usage of TLMs, School type and
Teacher characteristics

Figure 1: factors contributing to students’ poor performance in mathematics

Social Economic Status

Social economic status is most commonly determined by combining parents’ educational
level, occupational status and income (Jeynes, 2002). In most of the studies done on
academic performance of students, it is not surprising that social economic status is one of the
major factors studied while predicting academic performance.According to Graetz (1995),
ones educational success depends very strongly on the social economic status of the parents.
Considene and Zappala (2002) argue that families where the parents are advantaged socially,
educationally and economically foster a high level of achievement in their children.

Teacher Quality and Performance

Teachers play important role in the realization of the high standards which are increasingly
emphasized in schools and school systems across the world. Despite the general agreement
about the importance of high quality teachers, researchers, practitioners, policy makers and
the public have been unable to reach a consensus about what specific qualities and
characteristics makes a good teacher.The profession of teaching is becoming more and more
complex and the demands placed upon teachers are increasing with the ever changing world.
Hanushek (1997) estimated that the difference between having a good teacher and having a
bad teacher did exceed one grade level equivalent in annual achievement growth. It is
therefore important that both pre-service and in-service training are essential for the quality
professional development of the teacher.

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 International Journal of Education Learning and Development
Vol.3, No.3, pp.68-74, April 2015
Published by European Centre for Research Training and Development UK (www.eajournals.org)
Availability of Teaching Resources
The availability, provision and the use of teaching and learning materials go a long way to
improve quality teaching which enhances academic performance. Adedjei and Owoeye
(2002) found a significant relationship between the use of recommended textbooks and
academic performance. According to Douglass and Kristin (2000), in a comprehensive
review of activity based learning in mathematics in kindergarten through grade eight,
concluded that using manipulative materials produces greater achievement than not using
them. They also note that the long term use of concert instructional materials by teachers
knowledgeable in their use improves students’ achievement and attitudes.
Opare (1999) also asserted that the provision of the needed human and material resources
goes a long way to enhance academic performance.Ankomah (1998) noted that effective
teaching and learning greatly lied on the competences of its human resources as well as
material resources which were needed for the impartation of knowledge

Motivation
A highly motivated person puts in the maximum effort in his or her job. According to Farrant
(1968); “Today the relationship between teachers and pupils is often up-side down; pupils
come because they must and teachers teach because they are paid to. Teachers mourn that
their profession is not respected and complain that they are inadequately paid for the duties
they are required to do. They look over their shoulders at others professions and conditions
of services for a better life’’ (pg 125).

This assertion by Farrant (1968) exhibited lack of motivation on the part of both teachers and
students. More so, it may contribute to ineffectiveness and inefficiency in academic work and
its effects- poor performance. Studies by Lockheed (1991) cited in Etsey (2005) revealed that
lack of motivation and professional commitment produce poor attendance and unprofessional
attributes towards students which in turn affect the performance of students academically.

Students Attitudes towards Mathematics

Students’ attitude towards mathematics influences the efforts they put in understanding and
practising mathematical concepts and skills. According to the National Research Council
(2000) as cited in Akey (2006), Students’ beliefs about their competence and their
expectations for success in school have been directly linked to their levels of engagement, as
well as to emotional states that promote or interfere with their ability to be academically
successful. Thus attitudes determine the effort a student is likely to put in his learning of the
subject (mathematics).It is therefore necessary for mathematics teachers to strive and sustain
positive attitudes towards mathematics for good performance in the upper classes (Benson,
1999).

METHODOLOGY

The population for the study consisted of all Colleges of Education in the Central and
Western Region of Ghana. The sample however consisted of 50 students selected randomly
from three Colleges of education from the Central and Western Region. The study was a
descriptive study in which a survey research design was adopted.
The instrument used for the study was a questionnaire and data obtained was analyzed
using a descriptive statistics.

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 International Journal of Education Learning and Development
Vol.3, No.3, pp.68-74, April 2015
Published by European Centre for Research Training and Development UK (www.eajournals.org)
RESULTS

Are there identifiable factors amongst students in Colleges that may affect their academic
performance in mathematics?

Students’ Attitude towards mathematics

Students selected for the study were asked of their opinions towards learning and
performance of mathematics on an 11 item likert scale. This helped in detecting the kind of
attitudes they had formed towards the subject. Their responses are presented in table 1. The
table shows that majority of students 66% with a mean of 2.3 indicated that they strongly
disagree (36%) or disagree (30%) to the statement that they are always under terrible strain in
mathematics class. It is also therefore not surprising that 70% of respondent strongly disagree
(38%) or disagree (32%) that they do not like mathematics. Majority of respondents (70%)
with mean 4.1 see that mathematics is useful in life. More than half of the students prefer
doing mathematics to other subjects. They indicated that they strongly agree (20%) or agree
(50%) to the statement. The mean responses also indicate that students had positive attitude
towards mathematics. The result therefore disagree with Benson (1999) who found that
majority of the sampled students had negative attitudes towards mathematics. Mwamwender
(1995) also noted that the achievement of a student in a subject is determined by their
attitudes rather than inability to study.
Table 1: Students’ Attitude towards Mathematics
Statement SD D U A SA
F (%) F(%) F(%) F(%) F(%)
I am always under a terrible 18(36%) 15(30%) 1(2%) 11(22%) 5(10%)
Strain in mathematics class

I do not like mathematics and 19(38%) 16(32%) 2(4%) 9(18%) 4(8%)

it scares me to have to take it

Maths is very interesting to me 6(12%) 6(12%) 2(4%) 24(48%) 12(24%)

and i enjoy maths course

My mind goes blank and I am 22(44%) 17(34%) 2(4%) 7(14%) 2(4%)

unable to think when working maths

I never liked maths and it is my 26(52%) 13(26%) - 7(14%) 4(8%)

most dreaded subjects
I feel a sense of insecurity when 17(34%) 15(30%) 4(8%) 13(26%) 1(2%)
attempting mathematics

Maths makes me feel uncomfortable 21(42%) 16(32%) 6(12%) 4(8%) 3(6%)

restless, irritable and impatient

Maths is something which I enjoy 6(12%) 8(16%) 6(12%) 23(46%) 7(14%)

a great deal

I feel ease in maths and I like it 4(8%) 11(22%) 3(6%) 24(48%) 8(16%)
very much

I am happier in maths class 5(10%) 17(34%) 2(4%) 19(38%) 7(14%)

than in any other class

I feel a definite positive 5(10%) 7(14%) 3(6%) 25(50%) 10(20%)

reaction to maths its enjoyable

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 International Journal of Education Learning and Development
Vol.3, No.3, pp.68-74, April 2015
Published by European Centre for Research Training and Development UK (www.eajournals.org)
Students were also given options to indicate who they thought motivate them to learn
mathematics. Table 2 reports on the distribution of students responses on people who
motivate them to study mathematics. This was to determine the extent to which their coping
strategies in studying mathematics are influenced by people.

Table 2: Percentage distribution of students’ responses on people who encourage them

to study mathematic
Responses Frequency Percentage
Teacher 23 48%
Myself 17 34%
Friends 7 14%
Parent 3 4%

The result from table 2 show that a very high proportion (48%) of the respondents were
encouraged by their teachers, followed by self-encouragement (34%), friends (14%) but
rarely by parents (4%). Hill and Rowe (1998) affirmed that teachers have major effect on
student’s achievement.

Entry grades of students’

Table 3: Frequency distribution of entry qualification of students’ in Mathematics
Entry Grade Frequency Percentage (%)
A1 3 6%
B2 / B3 14 28%
C4 /C5/C6 33 66%

Table 3 indicate that 66% of the students’ sampled for this study, were admitted into the
College with a credit pass in mathematics. However 6% and 28% of the students sampled
also indicated that they had A and B respectively upon which they obtained admission into
the college. “Learning is a cumulative process, thus a student admitted with higher entry
requirement will be well prepared for the course material compared to a student admitted
based on the bare minimum qualification” Mlambo (2011). This result also suggests that
several of our pre-service teachers who are being trained to handle the basic level already had
fragile foundation in mathematics.

Gender
The opinions of the participants vary on the issue related to the relationship between gender
and mathematics achievement. 60% of the students believe boys are better than girls while
40% believe previously boys used to perform better than girls but nowadays there is no
significant difference. Therefore in trying to find out if there is any significant difference in
mathematics achievement of boys and girls; mock examination scores of 20 students made up
of 9 boys and 11 girls selected randomly was analyzed using SPSS. The result is shown in
table 4.
Table 4: Independent sample t-test of Mock scores of males and females
Sex N mean t-value df p-value
Male 9 8.18
1.402 18 0.493
Female 11 7.72

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 International Journal of Education Learning and Development
Vol.3, No.3, pp.68-74, April 2015
Published by European Centre for Research Training and Development UK (www.eajournals.org)
Table 4 shows no significant difference between males (M= 8.18, SD = 1.98) and female (M
= 7.72, SD = 2.40); t(18) = 1.402 , 𝜌 = 0.493. Since 0.493> 0.05, there was no evidence to
suggest that significant difference existed between males and females.
School Based factors that Influence Mathematics Performance

Teachers Attitude towards Mathematics

Most of the teachers had positive attitude towards mathematics. They believe mathematics is
not difficult by nature.

Method of Teaching Mathematics

Expository approach of teaching mathematics which limits students’ classroom activities to
just listening to teacher’s words and copying notes from the board was the major method of
instruction by most tutors. The results indicates that 88% of mathematics teachers uses
lecturer method of instruction, 10% also uses questioning and answering method of
instruction while heuristic methods of teaching which are strongly believed to enhance
students’ performance in mathematics such as small group discussion was the least method
used by tutors representing 2%. Fletcher (2003) noted that indeed, irrespective of the level at
which mathematics is taught; the task of the Ghanaian mathematics educator has almost
always been that of a lecturer and interpreter, communicating the structure of mathematics
methodically.

Teaching and Learning Materials

Result obtained from the data on availability of TLM in teaching mathematics in the Colleges
of Education in Ghana showed that text book lead with 78%. However, most of the teaching
resources that enhance students’ understanding of mathematics concepts like geometrical set
and mathematics models were minimal representing 2% and 20% respectively. Others like
projectors and computers were never used. According to Akkoyunlu (2002), instructional
materials motivate students, and encourage them to study lesson providing them with
opportunity to have an access to information and to evaluate it.

CONCLUSION

The study was carried out to explore the factors influencing College of Education students’
performance in mathematics. It was concluded based on the findings that; factors such as ,
lecture method of instruction which turns the learner into passive participants in the learning
process as while as inadequate teaching and learning material affect students’ performance in
mathematics.

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Vol.3, No.3, pp.68-74, April 2015
Published by European Centre for Research Training and Development UK (www.eajournals.org)

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