Mathematics Achievement in Ghana: Exploring Multilevel Factors Using TIMSS 2011

Background Mathematics achievements play a vital role in national development; however, Ghanaian students have consistently underperformed in both national and international assessments. This study explores the influence of student- and school-level factors on eighth-grade mathematics achievement using data from the 2011 Trends in International Mathematics and Science Study (TIMSS).MethodsA sample of 7,323 students from 161 schools in Ghana was analysed using Hierarchical Linear Modelling (HLM). The dependent variable was the students’ mathematics achievement scores. Four student-level factors (e.g., educational expectations and confidence in math) and three school-level factors (e.g., school safety and academic emphasis) served as predictors.ResultsThe analysis showed that 40.71% of the variance in achievement was attributable to school-level differences and 59.29% to student-level factors. Students’ confidence in mathematics and enjoyment of learning math were the strongest student-level predictors. At the school level, discipline, safety, and academic emphasis predicted academic achievement significantly.ConclusionsImproving student motivation and self-confidence, along with strengthening school safety and academic focus, is critical to enhancing mathematics achievement. Educational stakeholders should adopt targeted strategies to foster student engagement and to cultivate a positive school climate.Data Access Statement: Research data supporting this publication are available on the IEA website