Authors :
Amoah Kingsley Joseph; Amoah, Tetteh Ruth.; Wiredu-Minta Mavis
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/5fkazrhr
DOI :
https://doi.org/10.5281/zenodo.8167243
Abstract :
The study aimed to investigate the attitudes of
Junior High School students and teachers toward
mathematics achievements in the Akuapem-North
municipality of Ghana. The research design involved
qualitative methods to gather a comprehensive
understanding of students’ and teachers’ attitudes in the
learning and teaching of Mathematics. In-depth
questionnaires were used for both students and teachers
to gather rich descriptions of their experiences, Data was
analyzed was qualitatively. The study was conducted at
Basic schools 2021-2022. The study's results revealed
that students and teachers’ attitudes affects students
achievement in mathematics. They also found it
challenging to ask questions, seek help, and participate
in class discussions in face-to-face classes. Additionally,
they reported feeling less motivated and engaged in face-
to-face classes. The findings of this study will provide
valuable insights for instructors and education
policymakers in developing effective strategies to
support learners and teachers build good attitudes for
math learning.
Keywords :
Factors, Affecting, Students, Performance, Mathematics.
The study aimed to investigate the attitudes of
Junior High School students and teachers toward
mathematics achievements in the Akuapem-North
municipality of Ghana. The research design involved
qualitative methods to gather a comprehensive
understanding of students’ and teachers’ attitudes in the
learning and teaching of Mathematics. In-depth
questionnaires were used for both students and teachers
to gather rich descriptions of their experiences, Data was
analyzed was qualitatively. The study was conducted at
Basic schools 2021-2022. The study's results revealed
that students and teachers’ attitudes affects students
achievement in mathematics. They also found it
challenging to ask questions, seek help, and participate
in class discussions in face-to-face classes. Additionally,
they reported feeling less motivated and engaged in face-
to-face classes. The findings of this study will provide
valuable insights for instructors and education
policymakers in developing effective strategies to
support learners and teachers build good attitudes for
math learning.
Keywords :
Factors, Affecting, Students, Performance, Mathematics.
