STUDENTS AFFECTIVE FACTORS INFLUENCING MATHEMATICS ACHIEVEMENT IN SENIOR HIGH SCHOOL IN GHANA

The study investigated how senior high school students' Affective Factors (attitudes toward mathematics, mathematics anxiety, classroom climate, and parental involvement) influence their mathematics achievement. A One hundred and eighteen (118) second-year students (64 males and 54 males) and 4 teachers were randomly sampled from four public senior high schools in two municipalities in the then Brong Ahafo region. The explanatory sequential mixed method approach was employed using an achievement test, questionnaire, and semi-structured interview guide to collect both quantitative and qualitative data from the participants. Descriptive, inferential and logistic regression technique were used to analyze the study data. The study found that attitude towards mathematics was the most significantly associated with mathematics achievement of the students. It is recommended that mathematics teachers make their students see the relevance of mathematics in order to boost students’ interest in the study of the subject. This will help the students discard the negative perceptions about the study of mathematics. Also, mathematics teachers in senior high schools must devise some interesting and easy ways to make mathematics more attractive and engaging to their students. Students are also advised to respond positively to the learning process.