Assessment of Factors Influencing Geometry Achievement in Senior High Schools in Ghana

Abstract

Geometry is a fundamental aspect of mathematics, essential for problem-solving, critical thinking, and spatial reasoning. Despite its importance, geometry achievement among Senior High School (SHS) students in Ghana remains low, hindering their future academic and professional prospects in STEM fields. This study investigated the determinants of geometry achievement among selected SHS students in the Central Region of Ghana, focusing on teacher, student, curriculum and assessment factors. The study employed a descriptive-correlational research design. The population consisted of all students in public Senior High Schools in the two local government areas of Agona in the Central Region of Ghana. A sample of 248 final-year students was selected using stratified random sampling techniques. Data collection involved a self-developed survey questionnaire and a standardized geometry achievement test, analyzed using descriptive statistics, Pearson’s r correlation, and multiple regression analysis. The findings showed a moderate level of geometry achievement (mean score = 53.3%), with students generally having positive perceptions of the factors under study. Correlation analysis revealed significant positive relationships between all predictor variables and geometry achievement, with students’ study habits exhibiting the strongest correlation (r=0.52, p<0.01). Multiple regression analysis confirmed that all four factors significantly influenced geometry achievement with students’ study habits (β=3.12, Beta=0.38, P=0.000<0.01) being the most influential predictor, followed by curriculum implementation (β=2.85, Beta=0.34, P=0.000<0.01), teachers’ pedagogical strategies (β=2.32, Beta=0.31, P=0.000<0.01), and assessment practices (β=2.25, Beta=0.28, P=0.000<0.01). The overall regression model was statistically significant (F(4, 295)=26.38, p<0.01), explaining 38.8% of the variance in students’ geometry achievement. Based on these findings, the study recommends the development of targeted interventions aimed at enhancing teacher pedagogy, promoting effective study habits, regularly reviewing and updating the curriculum, and incorporating more formative assessments to provide ongoing feedback. These strategies are expected to foster better educational outcomes in geometry and contribute to overall academic success.

Keywords: Geometry achievement, teacher pedagogy, study habits, curriculum implementation, assessment practices, Senior High Technical School, Ghana.

DOI: 10.7176/JEP/15-9-02

Publication date: September 30th 2024