The Transitional Experiences of Lower Primary Pupils To Upper Primary and Its Effects on Their Mathematics Performance in the Accra Metropolis

Abstract

This study sought to explore the transitional experiences of pupils when they move from the lower to upper primary and its effects on their mathematics performance in the Accra metropolis of the Greater- Accra region of Ghana. A Sequential explanatory mixed-method design was used to conduct the study. A sub-metro within the Accra metropolis was purposively sampled for the study. Stratified sampling techniques were used to sample the schools and pupils. A total of 275 primary 4 pupils were selected from 12 public primary schools. This was followed by purposive selection of 12 primary 4 teachers. A structured questionnaire survey and semi-structured interview guide were used to obtained information from pupils and teachers on transitional experiences of pupils in mathematics. Secondary data on pupils’ Primary 3 third term and Primary 4 first and second terms mathematics scores were obtained. Descriptive statistics were used to analyse research question one and a follow-up thematic analysis on the qualitative data. Research question two was analysed using Point biserial correlation, Descriptive statistics, ANOVA, follow-up by a post hoc test and linear regressions model were used to analyse the extent to which transitional experiences affect pupils’ mathematics performance. The findings of the study indicated that; there is significant difference between the performance of pupils in primary 3, primary 4 first term And primary 4 second term. The study revealed that the subscales do not have significant effects on performance. This account for 0.3% of the changes in performance. The study recommends that, there should be a gradual shift from the child’s local language to English language in the teaching of mathematics during transition from lower primary to upper primary level as suggested by Davis, Bishop and Seah (2013).