Trends in mathematics achievement among Ghanaian senior high school students: an analysis of performance patterns and contributing factors
- 1Department of Mathematics Education, Akenten Appiah Menka University of Skills Training and Entrepreneurial Development (AAMUSTED)
- 2Department of Mathematics Education, Université de Lomé
Abstract
Mathematics performance among Ghanaian senior high school (SHS) students has been inconsistent, with empirical evidence showing periods of improvement and decline. In addressing the fluctuations in mathematics achievement of SHS students in Ghana, this study examined the effects of curriculum reform, digital learning platforms, and socio-economic status on Ghanaian senior high school students’ mathematics achievement. The population size was 785 students, and a sample of 265 was drawn for analytical purposes. Data was collected through systematic questionnaires and analyzed by SPSS and AMOS to verify structural equation modeling. The results revealed that curriculum reform and digital learning platforms positively influence the achievement of students in mathematics to a great degree, with socio-economic status having no effect. The results underscore the importance of relating changes in the curriculum with pedagogy and involving digital platforms to enhance learning outcomes. The statistically non-significant socio-economic status findings suggest that equity-increasing policies, such as Ghana’s Free Senior High School policy, can reduce achievement gaps typically associated with home background. Ultimately, this study contributes to the literature by demonstrating how the collective interplay of systemic reforms and technology can neutralize traditional socio-economic predictors of achievement.
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BibTeX
@article{davor2026trends,
title = {{Trends in mathematics achievement among Ghanaian senior high school students: an analysis of performance patterns and contributing factors}},
author = {Isaac Davor and Francis Ohene Boateng and Joseph Hamenu},
journal = {Cogent Education},
year = {2026},
month = jun,
doi = {10.1080/2331186x.2026.2689785},
url = {https://doi.org/10.1080/2331186x.2026.2689785},
note = {CC BY},
}
RIS
TY - JOUR
TI - Trends in mathematics achievement among Ghanaian senior high school students: an analysis of performance patterns and contributing factors
AU - Isaac Davor
AU - Francis Ohene Boateng
AU - Joseph Hamenu
PY - 2026
DA - 2026/06/21
JO - Cogent Education
DO - 10.1080/2331186x.2026.2689785
UR - https://doi.org/10.1080/2331186x.2026.2689785
AB - Mathematics performance among Ghanaian senior high school (SHS) students has been inconsistent, with empirical evidence showing periods of improvement and decline. In addressing the fluctuations in mathematics achievement of SHS students in Ghana, this study examined the effects of curriculum reform, digital learning platforms, and socio-economic status on Ghanaian senior high school students’ mathematics achievement. The population size was 785 students, and a sample of 265 was drawn for analytical purposes. Data was collected through systematic questionnaires and analyzed by SPSS and AMOS to verify structural equation modeling. The results revealed that curriculum reform and digital learning platforms positively influence the achievement of students in mathematics to a great degree, with socio-economic status having no effect. The results underscore the importance of relating changes in the curriculum with pedagogy and involving digital platforms to enhance learning outcomes. The statistically non-significant socio-economic status findings suggest that equity-increasing policies, such as Ghana’s Free Senior High School policy, can reduce achievement gaps typically associated with home background. Ultimately, this study contributes to the literature by demonstrating how the collective interplay of systemic reforms and technology can neutralize traditional socio-economic predictors of achievement.
SN - 2331-186X
ER -