Exploring Attitudinal Predictors of Mathematics Achievement Among Senior High School Students in Ghana: A Theory of Planned Behaviour Approach

Abstract

This study investigates the impact of attitudes on mathematics performance among senior high school students in Cape Coast Metropolis, Ghana. Despite curriculum reforms and government interventions, students’ performance in mathematics remains suboptimal. The study employs a quantitative research design, utilising an achievement test and a modified Fennema-Sherman Mathematics Attitude Scale questionnaire. Data from 2,575 students reveal a moderate correlation between attitude and achievement scores. Four sub-constructs of attitude—confidence, learned helplessness, enjoyment, and perseverance—were identified, with confidence emerging as the strongest correlate of achievement. The findings suggest that enhancing students’ self-confidence in mathematics could significantly improve their performance. The study recommends targeted interventions to address learned helplessness and promote positive attitudes towards mathematics among students.