Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement
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1 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, GHANA* Corresponding Author
Abstract
This study aimed to investigate the moderating effect of school location and gender on the relationship between school type and students’ mathematics achievement. The study was restricted to only senior high schools in the Ashanti region of Ghana. A quantitative research approach using a descriptive survey design guided the study. Proportional stratification techniques and simple random sampling using a lottery approach were employed in selecting the sample size and the participants for the study. A sample size of 398 students was used for the study. Two (one in rural areas and one in urban areas) of these schools were private, and the other two (one in rural and one in urban areas) were from the public schools. The questionnaire for the study was in two parts. The first part consisted of the demographic characteristics of the respondents, and the other part was a Likert-scale type of questionnaire on the students’ mathematics achievement which was administered to the selected students. A structural equation modeling (SEM) analysis was conducted on the responses from the participants, and it was revealed that the moderating effect of school location and gender (more females) dampens the positive relationship between school type and students’ mathematics achievement. In conclusion, it was implied that school location and gender have a negative effect on the relationship between school type and students’ mathematics achievement. It was recommended that the government and the Ministry of Education should consider the location when setting up a senior high school and to bridge the social amenities and infrastructure gap that exists between the rural and urban schools to enhance the better mathematics achievement of all students in their final examinations, like the WASSCE.
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Article Type: Research Article
Journal of Mathematics and Science Teacher, Volume 6, Issue 2, 2026, Article No: em103
https://doi.org/10.29333/mathsciteacher/18122
Publication date: 01 Apr 2026
Online publication date: 14 Mar 2026
Article Views: 38
Article Downloads: 21
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How to cite this article
APA
Agyemang, D., Boateng, F. O., & Bonyah, E. (2026). Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement. Journal of Mathematics and Science Teacher, 6(2), em103. https://doi.org/10.29333/mathsciteacher/18122
Vancouver
Agyemang D, Boateng FO, Bonyah E. Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement. Journal of Mathematics and Science Teacher. 2026;6(2):em103. https://doi.org/10.29333/mathsciteacher/18122
AMA
Agyemang D, Boateng FO, Bonyah E. Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement. Journal of Mathematics and Science Teacher. 2026;6(2), em103. https://doi.org/10.29333/mathsciteacher/18122
Chicago
Agyemang, David, Francis Ohene Boateng, and Ebenezer Bonyah. "Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement". Journal of Mathematics and Science Teacher 2026 6 no. 2 (2026): em103. https://doi.org/10.29333/mathsciteacher/18122
Harvard
Agyemang, D., Boateng, F. O., and Bonyah, E. (2026). Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement. Journal of Mathematics and Science Teacher, 6(2), em103. https://doi.org/10.29333/mathsciteacher/18122
MLA
Agyemang, David et al. "Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement". Journal of Mathematics and Science Teacher, vol. 6, no. 2, 2026, em103. https://doi.org/10.29333/mathsciteacher/18122