Why A Lot of Ghanaians Fail in Maths at WASSCE Level

Ghanaian students continue to struggle significantly with mathematics at the West African Senior School Certificate Examination (WASSCE) level.

Recent data from the West African Examinations Council (WAEC) highlights this ongoing challenge: only 41.10% of candidates passed Mathematics with grades between A1 and C6, while a concerning 33.28% failed, scoring an F9 in the 2022 WASSCE for Private Candidates – Second Series.

This trend is not a new phenomenon in Ghana’s education system but a persistent issue that has been addressed over the years.

Why Do Candidates Find Mathematics Difficult

Several factors contribute to this problem:

1. Lack of Qualified Mathematics Teachers: Ghana faces a significant shortage of qualified mathematics teachers, with over 12,000 vacancies in the country’s basic schools. This shortage means many students are taught by unqualified or underqualified teachers, impacting the quality of mathematics education.
2. Inadequate Resources and Infrastructure: Many schools, especially in rural areas, lack basic amenities like electricity or computers, hindering the incorporation of modern teaching methods and technology in mathematics education.
3. Perception of Mathematics as Difficult: There’s a general perception among students and parents that mathematics is a challenging subject. This mindset can discourage students from exerting the needed effort to excel in mathematics.
4. Deficiencies in Basic Numeracy and Critical Thinking Skills: Many students lack fundamental numeracy and critical thinking skills essential for success in mathematics.

How Can Mathematics Education Improve in Ghana

Government and Stakeholder Initiatives

1. Science, Technology and Mathematics Education (STME) Programme: This initiative aims to foster skills of innovation, creativity, and imagination in students. It is supported by organizations like the US Embassy (Ghana), the British Council, and the Vodafone Ghana Foundation.
2. Professional Development and Resource Enhancement: Efforts have been made to equip teachers with better resources and training. For instance, the Science Resource Centre Project aims to provide modern laboratories and equipment to 300 schools, and 1,000 special mathematics and science teachers have been re-trained.
3. Incorporating Information and Communication Technology (ICT): Education reforms advocate for the use of ICT in teaching all subjects, including mathematics. Initiatives like the Ghana e-Transform Teacher Professional Development Programme and the Senior High School ICT Connectivity Project aim to enhance teachers’ ICT competencies in teaching Mathematics, English, and Integrated Science.

Recommendations for Students and Steps Forward

1. Embrace Technology and Online Resources: Students should leverage online resources and educational platforms to supplement their classroom learning.
2. Engage in Math Camps and Workshops: Participating in mathematics-focused camps and workshops can help demystify the subject and build confidence.
3. Focus on Foundation Skills: Students should concentrate on strengthening their basic numeracy and problem-solving skills.
4. Collaboration and Peer Learning: Group studies and peer teaching sessions can be beneficial.
5. Regular Practice and Application: Mathematics requires regular practice. Applying mathematical concepts in real-life situations can also aid understanding and retention.

For Students Who Have Failed

1. Retake the Examination: Students can consider retaking the WASSCE to improve their grades in mathematics.
2. Alternative Pathways to University: Explore other courses or programs that might have different entry requirements, or consider foundation courses that can lead to university admission.
3. Vocational and Technical Training: Consider vocational and technical education, which can offer alternative career paths and sometimes have different entry requirements.
4. NovDec Remedials: Engage in adult remedial programs that offer the opportunity to improve mathematics skills and potentially retake your paper through NovDeec.

Conclusion

In conclusion, the persistent challenge of poor performance in mathematics among Ghanaian students at the WASSCE level requires a multi-faceted approach. This approach should involve improving the quality of teaching, enhancing resources and infrastructure, changing the general perception of mathematics, and focusing on developing foundational skills among students. By addressing these key areas, there is potential for significant improvement in mathematics education in Ghana.