Students’ Perceptions of Mathematics and the Impact on their Achievement among Senior High School Students in Ghana

Source abstract

This study explores the impact of students’ perceptions of mathematics on their academic achievement within the senior high school (SHS) context in Ghana. Mathematics, essential for critical thinking and problem-solving, is often perceived as difficult and irrelevant by many students, contributing to low performance. The research reviews peer-reviewed literature to identify factors shaping these perceptions, including teaching methods, self-efficacy, systemic barriers, and cultural attitudes, with particular attention to gender disparities. The study applies Attribution Theory, Self-Efficacy Theory, and Expectancy-Value Theory to examine the interplay of these factors and their effects on student engagement and success. Recommendations emphasize targeted teacher training, curriculum reform, and mentorship programs to foster positive attitudes toward mathematics. The findings provide actionable insights for educators and policymakers, aiming to enhance mathematics education through inclusive, supportive, and resource-equipped strategies, ultimately contributing to improved student outcomes and societal development.