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 the problem-based learning approach on students’ achievement in Trigonometry in Senior High Schools in the Hohoe Municipality of Volta region in Ghana. The research was a mixed method that employed a quasi-experimental non-equivalent comparison group design to compare the achievements of students exposed to a problem-based learning approach and that of the traditional approach. A convenient sampling technique was used to select two Senior High Schools in the Hohoe Municipality which served as comparison and experimental groups respectively. Data was collected using instruments such as questionnaires, trigonometric achievement tests, and semi-structured interviews. A sample of 94 students comprising of 45 in the comparison group and 49 in the experimental group was used for the study. The findings revealed that the problem-based learning approach is very effective for teaching and learning of trigonometry since it promoted students’ active participation in the instructional process, content mastery and improved their creative thinking and independent problem-solving skills.

This action research sought to address the problem-solving difficulties of students in circle geometry problems using activity method of teaching and learning. The study in investigated students’ difficulties in solving circle geometry problems. It also found out how activity method of teaching and learning helped address the students’ difficulties of solving circle geometry problems. Finally, it established the extent to which the activity method of teaching and learning affected the performance of students in circle geometry. The accessible population was all form two students at Zion College in the Volta Region of Ghana. It numbered 499. The sample was general science 2B students. The sample size was 27 students made up of 10 girls and 17 boys. The instruments for data collection were pre- and post-test. The pre-test was conducted to establish the existence of the difficulties of students in solving circle geometry problems. After establishing the problems, activity method of teaching and learning was used as an intervention to remedy the situation. A post-test was administered to measure the improvement. The data was presented using tables and figures. Inferential statistics was also used to analyze the data. From the analysis, activity method help the students solve complex questions, which demand multiple circle theorems to solve. It was recommended that mathematics teachers should always use activity method of teaching and learning in teaching circle geometry.