Daniel Gbormittah

2 Publications in AERD

Author Publications

Effect of test anxiety on students’ academic performance in mathematics at the senior high school level

By Christopher Yarkwah

The study explored the sources of mathematics test anxiety that affect students’ performance, the level of mathematics test anxiety among senior high school students, the effect of test anxiety on students’ academic performance in mathematics, and gender differences relating to test anxiety among students. The researchers used a descriptive survey design with a quantitative methodology. Multi-stage sampling technique (stratified and simple random) was used to select a sample size of 66 students from public senior high schools in the Cape Coast Metropolis. Data was collected using the test anxiety scale, a self-developed mathematics achievement test and a questionnaire. Data were analysed using both descriptive and inferential statistics. The study found that factors such as misunderstandings of mathematical concepts, fear of failure and embarrassment, exam preparedness, quality of mathematics instruction, and others significantly contribute to students’ anxiety while taking mathematics assessments. The results showed a significant negative correlation between anxiety levels and academic performance. Female students were found to have higher levels of test anxiety compared to male students. Teachers should prioritise improving students’ comprehension of mathematical concepts and create a nurturing learning atmosphere that promotes experimentation and minimises the fear of making mistakes. © The Author(s) 2024.

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Senior High School Mathematics Teachers’ Perceptions and Use of Continuous Assessment

By Ernest Kofi Davis

This study sought to ascertain how Senior High School mathematics teachers perceived Continuous Assessment (CA) and used CA scores. It also explored relationships between teachers’ perceptions of CA and their use of CA scores as well as the difficulties mathematics teachers faced administering CA. One hundred sixty (160) Senior High School mathematics teachers from two districts in the Central Region of Ghana participated in the study. Questionnaires were administered to the research participants in 16 Senior High Schools (SHSs) across the two districts. The data collected was analyzed, using both descriptive and inferential statistics. The results from the study revealed that the participants perceived CA primarily as a means of generating grades and providing feedback. The majority of the participants used their students’ CA scores for the purpose of generating end-of-term grades. Teachers’ teaching experience and professional status were found to have effect on their perception of CA and the use of CA scores. A strong positive correlation was found to exist between teachers’ perception and their use of CA as well as their teaching experience and the use of CA scores. The implications of the findings for policy and continuous professional development of mathematics teachers have been provided. © The Author(s) 2023.

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