Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward

Abstract

The trends in students’ performance in science and mathematics at secondary school level were examined within a decade-long interval in Ghana. Using West African Examinations Council (WAEC) data from approximately 20% of schools countrywide, it was observed that the results did not provide a definitive pattern. Factors such as teachers’ inability to complete between 50% and 75% of the curricula, insufficient-time to enact and complete the curriculum, lack of enough qualified teachers, and use of poor teaching approaches accounted for the trends. This study in Ghana has implications in teacher recruitment deployment in general as well as duration of secondary education globally to examine their efficacy.

Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest

“…In the Sub-Saran Africa, mathematics is a key subject in the school curriculum and most countries consider it as must-pass subject to gain admission into tertiary institutions (Abreh et al, 2018). However, over the years, mathematics has been one of the poorly performed subjects in the West Africa Senior Secondary Certificate Examination (WASSCE) (Abreh et al, 2018).…”

“…In the Sub-Saran Africa, mathematics is a key subject in the school curriculum and most countries consider it as must-pass subject to gain admission into tertiary institutions (Abreh et al, 2018). However, over the years, mathematics has been one of the poorly performed subjects in the West Africa Senior Secondary Certificate Examination (WASSCE) (Abreh et al, 2018). Great effort has been initiated by school leaderships and educational stakeholders for the adoption of appropriate teaching and learning methods that stimulate learners' interest in mathematics to improve their performance and achievement.…”

The Effect of PowerPoint Instruction on High School Students’ Achievement and Motivation to Learn Geometry

“…Studies (Abreh, Owusu & Amadahe, 2018;Kalhotra, 2013;Sa'ad et al, 2014) into the causes of these abysmal performances of students in mathematics especially their performances in WASSCE in the sub-region, have identified factors such as students' entry grade, inappropriate or poor teaching strategies and lack of motivation as some of the causes. Consequently, mathematics educators are in constant search for innovative ways to teaching mathematics for understanding to improve students' achievement and performance.…”

‘Mathematics Achievement in Crisis’: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana

“…Considering the national outcry in Ghana over the students' poor mathematics performance in national assessments, which prevents a bulk of SHS graduates from pursuing further studies, it is obvious that this problem is critical, and requires investigation to understand which variables seem to negatively impact on students' mathematics achievement and performance. Many studies have been conducted on the factors influencing mathematics performance at the SHS level (see Abreh, Owusu, & Amedahe, 2018;McCarthy, McCarthy, Gyan, Baah-Korang, 2015;Appiagyei, Joseph & Fentim, 2014;Enu, Osei, & Nkum, 2015;Fletcher, 2018). These studies highlight the role variables (such as students' attitude towards mathematics, interest in the subject, inadequate teaching and learning materials, insufficient mathematical practice by students, home factors, and peer factors) play in students' mathematics performance.…”