Tackling Mathematics Underperformance: A Roadmap for SOS Herman Gmeiner School in Asiakwa

Ransford Ganyo, PeterPaul Issah and Benedict Nii Ayi Armah
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Ransford Ganyo: Department of Mathematics, University of Cape Coast, Ghana.
PeterPaul Issah: Department of Computer Science, Kwame Nkrumah University of Science and Technology, Ghana
Benedict Nii Ayi Armah: Department of Computer Science, Kwame Nkrumah University of Science and Technology, Ghana

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 11, 128-143

Abstract: This study examines the underlying causes of poor performance in mathematics among pupils at SOS Hermann Gmeiner Basic School in Asiakwa, Eastern Region of Ghana, and proposes effective strategies to address these challenges. Basic education serves as a crucial foundation for lifelong learning, equipping students with essential skills in literacy and numeracy, which are vital for personal and national development. Despite its importance, many students struggle with mathematics, leading to significant educational disparities. Employing a descriptive case study design, the research utilized questionnaires and unstructured interviews to gather data from students, teachers, and the head teacher. The analysis revealed several contributing factors to poor performance, including inadequate teaching methods, lack of qualified mathematics teachers, and negative student attitudes towards the subject. Additionally, environmental factors such as classroom conditions and parental involvement were found to play a significant role in shaping students’ academic experiences. The study highlights the necessity for targeted interventions to improve mathematics education. Recommendations include the recruitment of qualified teachers, provision of adequate teaching resources, and the implementation of in-service training programs focused on innovative teaching methodologies. Furthermore, fostering a positive learning environment through the use of pupil-centred approaches and engaging activities can significantly enhance students’ interest and performance in mathematics. By addressing these issues, the research aims to contribute to the broader discourse on educational reform in Ghana, providing insights that can inform policy decisions and teaching practices. Ultimately, this study seeks to empower students with the mathematical skills necessary for their future academic and career pursuits, thereby promoting overall educational equity and national development.

Date: 2024
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