Ghanaian public and private junior high school mathematics classroom learning environment: A look at students’ attitudes

  • Richard Kyere Asomah Faculty of Education, University of Cape Coast
  • Hager Dennis Ola College of Education, Cape Coast
  • Mohammed Nurudeen Alhassan OLA College of Education, Cape Coast
  • Joseph Kofi Aseidu OLA College of Education, Cape Coast
Keywords: normality of mathematics, attitude towards mathematics inquiry, adoption of mathematics attitude, enjoyment of mathematics


The public outcry about students’ poor performance in mathematics can be said to have gained currency in recent times, in the dailies in Ghana. The outcry has been fueled by the fact that Ghanaian eight graders have always been among the least performing in international assessments such as TIMSS. Since available literature is replete with the fact that students’ attitudes of their mathematics classroom environment influence their attitudes to their classroom activities and hence their mathematics achievement, this study was designed to determine the attitudes of junior high school pupils towards their mathematics classroom learning environment. A total of 350 eighth and ninth graders (i.e., forms two and three junior high school students) from four public and two private randomly selected schools in a metropolitan community in southern Ghana participated in the study. The study adapted the mathematics attitude questionnaire (MAQ) instruments, a questionnaire designed to measure students’ attitudes of their classroom environment on four different subscales. The results revealed that, though in general, the attitudes of students were positive, that of the private school students were relatively more positive than their public-school counterparts in each of the subscales. Implications of this are discussed and recommendations for classroom teachers and future research are also presented. 

Author Biographies

Richard Kyere Asomah, Faculty of Education, University of Cape Coast
Department of Mathematics and ICT Education
Hager Dennis, Ola College of Education, Cape Coast
Department of Mathematics and ICT

Journal Identifiers

print ISSN: 2508-1128