Research Proposal: The Impact of Free Senior High School on Mathematics Anxiety and Performance of Students in Ghana
Chapter One
Background to the Study
Education is universally recognized as a powerful tool for social and economic development. In Ghana, like many other developing countries, access to quality education has been a challenge for many years (Abreh et al., 2018; Akinoso, 2020). To address this issue, the government of Ghana introduced the Free Senior High School (SHS) policy in September 2017 (Ansah et al., 2020). Under this policy, the government covers the cost of tuition, textbooks, and other essential educational materials for students at the senior high school level (Ghana Statistical Service, 2014). This bold initiative aimed to remove financial barriers and increase enrollment in senior high schools across the country (Fokuo et al., 2022).
While the Free SHS policy has made education more accessible, its impact on various aspects of education, such as student performance and psychological well-being, remains a subject of debate (Bruce, 2016; Karikari et al., 2020). Mathematics, as a core subject in the curriculum, is of particular interest due to its relevance in shaping future career opportunities and overall cognitive development (Al-Shannaq & Leppavirta, 2020). Mathematics anxiety, a psychological phenomenon characterized by fear, tension, and apprehension when dealing with mathematical tasks (Chang & Beilock, 2016), can have a significant impact on students’ mathematics performance (Appiah Essuman et al., 2021).
The introduction of the Free SHS policy in Ghana was a significant step towards achieving universal access to education, aligning with the Sustainable Development Goal of ensuring inclusive and equitable quality education for all (UNESCO, 2015). The policy aimed to eliminate financial constraints that often prevented students, especially those from disadvantaged backgrounds, from pursuing senior high school education (Abreh et al., 2018). By covering the costs of tuition and providing essential educational materials, the government sought to increase enrollment rates, thereby improving the overall educational attainment of the population (Ansah et al., 2020). This move was in line with the government’s commitment to equipping the youth with the knowledge and skills needed to contribute effectively to the country’s socio-economic development (Fokuo et al., 2022).
One of the critical areas of concern regarding the impact of the Free SHS policy in Ghana is its effect on student performance in mathematics, a subject recognized for its significance in shaping future career opportunities (Alam, 2018). As mathematics is a core subject in the curriculum, it plays a pivotal role in preparing students for various fields such as science, technology, engineering, and mathematics (STEM) disciplines (Ayebale et al., 2020). The policy aimed to provide equal opportunities for all students, regardless of their socio-economic background, to excel academically (Brezavšček et al., 2020). However, concerns have been raised about whether the policy has had a positive or negative impact on mathematics performance.
Mathematics anxiety is a psychological phenomenon that can have a significant impact on students’ mathematics performance (Dodongan, 2022). It is characterized by feelings of fear, tension, and apprehension when faced with mathematical tasks (Chang & Beilock, 2016). Studies have shown that mathematics anxiety can lead to poor performance in mathematics-related tasks and may even deter students from pursuing STEM disciplines (Daker et al., 2021; Gupta & Maji, 2022). Therefore, it is crucial to examine whether the Free SHS policy has influenced the levels of mathematics anxiety among students in Ghana and how this might be related to their mathematics performance.
Research conducted by Appiah Essuman et al. (2021) in the Bongo District of Ghana highlighted the impact of mathematics anxiety on the academic performance of junior high school pupils. The study found that students with higher levels of mathematics anxiety tended to perform poorly in mathematics. This suggests that if the Free SHS policy has led to an increase in mathematics anxiety among students, it could potentially hinder their mathematics performance, undermining the policy’s objective of improving overall educational outcomes.
On the other hand, the removal of financial barriers to education through the Free SHS policy may have had a positive impact on students’ psychological well-being and confidence in their academic abilities. Studies have shown that financial stress can contribute to anxiety and hinder academic performance (Iyamuremye et al., 2022). By alleviating the financial burden on students and their families, the policy may have created a more conducive learning environment, potentially reducing anxiety levels among students (Karikari & Achiaa, 2020).
However, it is essential to recognize that the relationship between the Free SHS policy, mathematics anxiety, and mathematics performance is complex and multifaceted. Factors such as the quality of teaching, teacher knowledge and experience (Ansah et al., 2020), and students’ characteristics, including their self-efficacy in mathematics (Cuevas & Berou, 2016), can also influence the outcomes. Therefore, a comprehensive analysis of the impact of the policy should consider these factors to provide a more accurate picture of its effects on education in Ghana.
In conclusion, the Free Senior High School policy in Ghana represents a significant step towards improving access to education and enhancing the overall educational attainment of the population. However, its impact on various aspects of education, including mathematics performance and mathematics anxiety, remains a subject of debate. While the policy aims to remove financial barriers and increase enrollment, its influence on students’ psychological well-being and academic performance in mathematics is complex and requires careful examination. Further research, taking into account various factors that may influence outcomes, is necessary to provide a comprehensive understanding of the policy’s impact on education in Ghana.
Statement of Problem
The introduction of the Free SHS policy in Ghana represents a significant educational reform aimed at enhancing access to quality education for students across the country. However, despite its transformative potential, there exists a notable gap in research concerning the policy’s impact on students’ mathematics anxiety and their performance in mathematics. This gap in understanding the intricate relationship between free education and mathematics outcomes is of paramount importance, not only for educators but also for policymakers and stakeholders involved in the education sector.
Comprehensive research on the effects of the Free SHS policy on mathematics anxiety and performance is crucial for several reasons. First and foremost, mathematics is a fundamental subject with wide-ranging implications for students’ future academic and career prospects (Ayebale et al., 2020). It plays a pivotal role in preparing students for STEM disciplines, which are critical for technological and economic advancement. Therefore, any policy that influences students’ mathematics abilities is of great significance.
Secondly, mathematics anxiety, as a psychological phenomenon, can significantly impact students’ performance in mathematics-related tasks (Daker et al., 2021). It has the potential to hinder students’ confidence, deter them from pursuing STEM disciplines, and ultimately affect their overall academic success (Gupta & Maji, 2022). Understanding how the Free SHS policy may influence mathematics anxiety levels is crucial for designing effective interventions and support mechanisms to mitigate its negative effects.
Finally, as the Free SHS policy continues to shape the educational landscape in Ghana, policymakers need to have empirical evidence of its impact (Ansah et al., 2020). This knowledge can inform evidence-based decision-making and the refinement of educational strategies to maximize positive outcomes and address any potential challenges arising from the policy’s implementation.
Consequently, the dearth of research on the relationship between the Free SHS policy, mathematics anxiety, and mathematics performance in Ghana underscores the need for rigorous investigation. This research is not only essential for gaining a comprehensive understanding of the policy’s impact on education but also for facilitating evidence-based decision-making, enabling the development of targeted interventions, and ultimately ensuring that the policy’s objectives are met effectively.
Objectives of the Study
This research aims to investigate the impact of the Free SHS policy on mathematics anxiety and performance among senior high school students in Ghana. The specific objectives are as follows:
- To assess the level of mathematics anxiety among senior high school students before and after the implementation of the Free SHS policy.
- To examine the academic performance of senior high school students in mathematics before and after the introduction of the Free SHS policy.
- To explore the factors that may mediate or moderate the relationship between the Free SHS policy and mathematics anxiety and performance.
Research Questions
To achieve the above objectives, the study will address the following research questions:
- What is the level of mathematics anxiety among senior high school students in Ghana before and after the implementation of the Free SHS policy?
- Has there been a significant change in the academic performance of senior high school students in mathematics following the introduction of the Free SHS policy?
- What are the potential mediating or moderating factors in the relationship between the Free SHS policy and mathematics anxiety and performance among senior high school students?
Research Hypotheses
The study will test the following hypotheses:
- The implementation of the Free SHS policy has not led to a significant reduction in mathematics anxiety among senior high school students in Ghana.
- The academic performance of senior high school students in mathematics has not significantly improved following the introduction of the Free SHS policy.
- Socioeconomic and demographic factors, such as parental education level and household income, do not significantly moderate the relationship between the Free SHS policy and mathematics anxiety and performance among senior high school students.
Scope of the Study
This study will focus on senior high school students in Ghana who have experienced the Free SHS policy. The research will include students from both public and private senior high schools to provide a comprehensive view of the impact of the policy. Data collection will cover multiple regions within Ghana to ensure diversity and representation.
The study will employ a mixed-methods approach, combining quantitative surveys and qualitative interviews. It will examine mathematics anxiety levels and academic performance in mathematics over a specified period, comparing data before and after the implementation of the Free SHS policy. Socioeconomic and demographic variables will be considered as potential moderators or mediators.
References
- Iyamuremye, J., Ntukabumwe, A., & Habineza, C. (2022). Financial stress and academic performance among Rwandan university students. International Journal of Educational Development, 87, 102573.
- Karikari, T. K., & Achiaa, D. M. (2020). Financing senior high school education in Ghana: Exploring stakeholder perspectives. International Journal of Educational Development, 76, 102190.
- Khadijat, K., & Saidat, S. A. (2022). Impact of free education policy on access to education in Nigeria: A case study of Kano State. International Journal of Educational Development, 91, 102749.’
- Khaliq, S. (2020). The free Senior High School Policy in Ghana: A Blessing or a Burden? International Journal of Educational Development, 77, 102158.
- Luu-Thi, T. H., Nguyen, D. T., & Nguyen, T. H. (2021). Mathematics anxiety and academic performance in Vietnamese high school students: The mediating role of self-efficacy in mathematics. International Journal of Educational Development, 84, 102499.
IF YOU CAN'T FIND YOUR TOPIC, CLICK HERE TO HIRE A WRITER»
