While many researchers have investigated the causative factors of students’ poor academic performance, the extent to which teachers’ individual characteristics affect students’ performance in mathematics, to the best knowledge of the researcher, has received little academic attention. This necessitated the study. The study adopted a convergent parallel mixed methods design involving three hundred and seventy-two (372) respondents who were sampled through Simple Random Sampling and purposive sampling techniques. Questionnaires and interview guides were used to collect primary data and this was complemented by an extensive literature review. The analysis of the collected data revealed that teachers’ qualifications, teachers’ choice of methodology, teachers’ mastery of content, teachers’ punctuality to class and teachers’ relationship with students affect students’ performance in mathematics in Sagnarigu Municipality. It was recommended among other things, that the stakeholders in education should ensure that only teachers who are qualified to teach mathematics are assigned to do so in all Senior High Schools within the Sagnarigu Municipality.
The study employed the Explanatory Sequential design of the Mixed-Methods approach to investigate the factors that affect female students’ performance in mathematics. Stratified and Simple Random Sampling techniques were used to sample three hundred and fifty-six (356) participants from four different Senior High Schools within the Northern Region to participate in the survey while 12 key informants were selected using the Expert Purposive Sampling technique for key informant interviews. Questionnaires and interview guides were the main instruments used for data collection. Inferential statistics were used to analyse the quantitative data while inductive thematic analysis was used in analysing the qualitative data. The results of the analyses showed that gender stereotypes, the socio-economic status of parents, self-motivation by the female students, the social environment in which the female students find themselves and teacher efficacy were the main factors affecting female students’ performance in mathematics.
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