Relational factors influencing teacher coverage of senior high school mathematics syllabus in Savannah Region of Ghana

Abstract

The study investigated factors affecting the coverage of the Senior High School Mathematics Syllabus in Ghana’s Savanna Region, emphasizing the syllabus’s role as a critical educational tool that outlines responsibilities, content, student expectations, and assessment methods. Using a descriptive survey design, the study sampled 96 mathematics teachers (76 male, 20 female) from five Senior High/Technical Schools, along with head teachers overseeing academics. Data revealed that only 60.4% of the mathematics syllabus was covered in the region. Key factors contributing to incomplete coverage included teacher competency, teaching methods, time management, attitudes of teachers and students, and availability of resources. Through factor analysis, 19 variables were reduced to seven key factors: teacher and student interest, institutional factors, teacher attitudes, pedagogical approaches, resource availability, time constraints, and unfavorable classroom conditions. Further analysis highlighted specific issues, such as teacher absenteeism, students’ lack of interest in mathematics, student laziness, and weak foundational knowledge in mathematics, as significant barriers to syllabus coverage. The study concluded that these relational factors significantly hinder effective syllabus completion. To address these challenges, it is recommended that educational stakeholders in the Savanna Region take proactive measures to reduce teacher absenteeism, enhance student engagement, and improve foundational mathematics skills. By tackling these issues, stakeholders can improve syllabus coverage, ensuring better educational outcomes for students in the region.