The purpose of the study was to investigate the factors influencing the attitude of students towards the study of mathematics in selected Junior High Schools in Asokore in the Sekyere East District of the Ashanti Region of Ghana. The study was based on the ABC Attitude Model. Random sampling was used to select 102 respondents (students) in Asokore in the Sekyere East District for the study. A questionnaire was the sole instrument employed in the study. Descriptive statistics were used to analyze the data. It was found that school administrators and the mathematics teachers in JHSs in Asokore in Sekyere East District are doing well to motivate students’ to improve their achievement in mathematics, whereas most parents are not complementing the effort of the schools and the teachers by providing for their wards needs and encouraging them to learn mathematics. It was also found that even though most students agreed that mathematics is useful even at work places, they still think that mathematics is boring and makes them nervous, and therefore do not like to learn it. In addition, it was established that mathematics is not the students’ favorite subject; therefore, they do not like mathematics classes and solving mathematics questions.

This study investigated the effect of inquiry-based teaching approach on students’ achievement in Circle theorems in Senior High Schools. The study used sequential exploratory mixed method research design to collect quantitative and qualitative data to answer the various research questions. A sample of 105 students and 6 mathematics teachers from the two schools were randomly and conveniently selected respectively for the study. Circle Theorems Achievement Tests (CTAT) was administered to both intact classes (control and experimental) as pre-test and after the intervention a similar CTAT was administered as post-test. During treatment, the experimental group were taken through inquiry- based teaching approach instruction while the traditional instruction was applied to the control group. Results from paired sample t-test showed that participants in the experimental group had increment in their post-test as compared to the pre-test. However, independent samples t-test results revealed that students in the experimental group achieved better in the post-test as compared to those in the control group. Interview data showed students negative attitudes and teachers’ teaching methods (use of traditional teaching method) were the main cause of students’ poor performance in circle theorems. The observation data also revealed that time factor was challenging since inquiry class activities needed more time to complete and also forming the small groups was a challenge in the class due to large class size and classroom not spacious. In conclusion, inquiry-based teaching approach was found to increased students’ achievement in circle theorem than the traditional instruction and hence recommended for teachers to implement it in their teaching.