Social Sciences and Humanities Open (Jan 2024)
Analyses of algebra knowledge and difficulties among Ghanaian Junior High School learners: Insights from standard-based mathematics curriculum implementation
Abstract
Learners' algebra knowledge significantly determines their performance in mathematics. Based on the critical role of learners’ algebra knowledge in their mathematics achievements, the current study sought to investigate the algebra knowledge and difficulties of Junior High School learners in public and private schools in Ghana. Utilising the learning behaviour dimensions of the recently implemented standard-based mathematics curriculum in the Ghanaian context, the study employed the descriptive survey design and involved the participation of 441 learners using an achievement test instrument. The findings revealed a continuous decline in average scores and the number of learners operating at higher levels of the dimensions. Public school learners demonstrated proficiency up to the Evaluating level, whilst private school learners exhibited proficiency up to the Creating level, with private school learners exhibiting higher knowledge across all six levels and the overall algebra knowledge as compared to their counterparts in public schools. Furthermore, the study identified ten major algebra difficulties among Junior High School learners. The study provides valuable insights into the depth of algebra knowledge and specific difficulties among JHS learners in Ghana. The findings underscore the significance of teacher preparation, professional development and teaching practices in addressing the identified challenges in algebra.
