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<p>Drawing on Walberg’s Theory of Productivity as a conceptual lens, this qualitative case study examines the interrelated factors shaping poor mathematics word-problem performance among senior high school (SHS) students at Amaniampong in Ghana. Data were generated through in-depth interviews with 5 mathematics facilitators and 20 learners drawn from diverse academic programmes, using purposive sampling. Deductive thematic analysis revealed four interdependent domains influencing performance: student aptitude attributes, instructional factors, social-psychological environment, and cultural variables. The study demonstrates that learner anxiety and low prior achievement were intensified by overcrowded classrooms, limited instructional time, and programme-specific teaching approaches, while facilitator attitudes and peer cultures further mediated learners’ engagement with word problems. Additionally, culturally embedded gender stereotypes were found to shape confidence and participation in mathematics learning in contextually specific ways. The findings underscore the importance of addressing poor mathematics performance through integrated, learner-centred interventions that attend simultaneously to instructional quality, school conditions, cultural beliefs, and students’ study practices. Recommendations include continuous teacher professional development, improved resourcing, reduced class sizes, and targeted support for learners across academic programmes.</p>

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Factors influencing poor performance in mathematical word problems among senior high school students a qualitative case study guided by Walberg’s theory of educational productivity

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  • 出版模式：

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  • 发表日期：

    2026年6月18日

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  • Ebenezer Kwesi Lotey,
  • Benedicta Ofosua

摘要

Drawing on Walberg’s Theory of Productivity as a conceptual lens, this qualitative case study examines the interrelated factors shaping poor mathematics word-problem performance among senior high school (SHS) students at Amaniampong in Ghana. Data were generated through in-depth interviews with 5 mathematics facilitators and 20 learners drawn from diverse academic programmes, using purposive sampling. Deductive thematic analysis revealed four interdependent domains influencing performance: student aptitude attributes, instructional factors, social-psychological environment, and cultural variables. The study demonstrates that learner anxiety and low prior achievement were intensified by overcrowded classrooms, limited instructional time, and programme-specific teaching approaches, while facilitator attitudes and peer cultures further mediated learners’ engagement with word problems. Additionally, culturally embedded gender stereotypes were found to shape confidence and participation in mathematics learning in contextually specific ways. The findings underscore the importance of addressing poor mathematics performance through integrated, learner-centred interventions that attend simultaneously to instructional quality, school conditions, cultural beliefs, and students’ study practices. Recommendations include continuous teacher professional development, improved resourcing, reduced class sizes, and targeted support for learners across academic programmes.