The Contexts for Learning and Instruction Influencing Ghanaian JSS2 Students\' Dismal Performance in TIMSS-2003

Abstract

In 2003, Ghana for the first time participated in TIMSS in order to find out how the performance of her eighth graders (JSS2) in science and mathematics compared with those of other countries. This involved a total of 5,114 JSS2 students in 150 schools sampled across the country. The Ghanaian JSS2 students' overall attainment in the TIMSS-2003 in mathematics and science was poor. This dismal performance placed Ghana at the 45th position on the overall mathematics achievement results table in the two subjects. This paper discusses some of the contexts for learning and instruction within and outside the school that had influenced such an abysmal performance. The analysis indicated that science and mathematics, which are key curriculum areas that are fundamental to the development of technologically literate societies, are subjects that are highly valued by Ghanaian students. The analysis also revealed that higher students' achievement in science and mathematics was associated with higher levels of parents' education. Also many of the students who had high expectations for university education were from parent who had university education. The analysis further revealed that homes where students had their own study table, had access to books and had the opportunity to speak English positively affected achievement in science and mathematics. Finally, it revealed that teachers emphasized methods that focus on knowledge and understanding of basic facts and principles and used instructional strategies that gave students little opportunity to design experiments (or investigations) in science and decide procedures for solving problems in mathematics. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp.15-31