FACTORS AFFECTING STUDENTS LEARNING OUTCOME IN MATHEMATICS AMONG SENIOR HIGH SCHOOLS IN THE TAMALE METROPOLIS

Abstract

The purpose of this study was to investigated the factors affecting students’ learning outcomes in mathematics among Senior High School (SHS) students in the Tamale Metropolis. The philosophy underpinning this study is the positivism. The descriptive survey design and quantitative approach were adopted for the study. The population consists of 385 students from selected public SHSs through a combination of stratified and simple random sampling techniques. An adapted and modified questionnaire was used for the data collection. Descriptive Statistics (Frequencies and Percentages, Mean and standard Deviation) were used to analysed the data. The findings revealed that high levels of test anxiety negatively impact students’ ability to retain and apply mathematical knowledge. Peer relationships had both positive and negative effects, depending on the nature of peer interaction. A supportive classroom atmosphere, characterized by teacher motivation and effective classroom management, was found to enhance learning outcome. Furthermore, the study found that parental involvement, especially in terms of providing learning materials and maintaining strong relationships with teachers, positively influenced students’ learning outcome. Based on these findings, it is recommended that schools implement support programs such as test anxiety reduction workshops, peer mentoring initiatives, and teacher professional development programs should emphasize inclusive teaching strategies, effective classroom management, and the creation of emotionally supportive learning spaces. Additionally, parents should be encouraged to take a more active role in supporting their children's academic life, regardless of their educational background.