Perceptions of issues and challenges contributing to pupils’ poor performance in mathematics in some rural schools in the new Juaben municipality: the perceptions of stakeholders in education

Abstract

The main purpose of this study was to investigate the key issues and challenges perceived by Pupils, Mathematics teachers, Headteachers and Circuit supervisors as contributing to pupils’ poor performance in mathematics in some rural schools in the New Juaben Municipality. It was to find out how stakeholders of mathematics education perceive teachers’ support for the learning of mathematics. Also, the study sought to find out the perceptions of stakeholders about schools’ support and motivation for the learning of mathematics. Finally, the study sought to determine whether rural mathematics teachers and pupils’ perceptions toward mathematics contribute significantly to pupils’ achievement in the subject. The study used simple random, the stratified and the purposive sampling techniques. The simple random sampling was used to select 300 pupils and the stratified technique was used to put the classes into various strata, thus JHS 1, JHS 2 and JHS 3, while the purposive was used to select the 30 other respondents for the study. The instruments used to collect data for the this study were three sets of perceptions questionnaires and one interview guide. The data gathered were analysed statistically using means, frequencies and percentages. The study among other things found that the support pupils get from teachers, headteachers, and the school in general with respect to teaching and learning is inadequate. It was recommended that stakeholders in education should provide opportunities that would encourage pupils to attend school regularly and study mathematics with interest.