The relationship between female students’ attitude and their mathematics achievement

Abstract: There is a great effort in curriculum reforms in Ghana to create opportunities to close the gender gap in mathematics
achievement for Senior High School (SHS) students. However, it remains unclear how female students are ready to bridge this
gap in other to take-up mathematics related programs at the tertiary level. The purpose of this study was to investigate the
relationship between senior high school female students’ attitude and their mathematics achievement. The study was grounded in
a pragmatic paradigm, using a sequential explanatory mixed-method design with questionnaires and interview guide as the
research instruments to collect data from the respondents. A simple random sampling technique was used to select 331 female
students. The findings showed that, self-confidence, r =.13, n = 331 and P < 0.05 (.016 <.05), enjoyment of mathematics, r =.22,
n = 331 and P < 0.01 (.000 <.01), and value of mathematics r =.11, n = 331 and P < 0.05 (.04 <.05) had a positive and
significant relationship with mathematics achievement whiles motivation r =.07, n = 331 and P > 0.05 (.20 >.05) have no
relationship with mathematics achievement. The implication of the study to teaching and learning is that teachers should use
instructional strategies that would meet the needs of all female students. Teachers must also take into account students' learning
differences and assist them with the counselling they need to increase the students’ motivation towards mathematics.

Keywords: Attitude, Mathematics, Female Students’ Learning, Achievement