Research Article

An investigation into senior high school students’ performance and difficulties in proving Euclidean geometry in mathematics curriculum: Evidence from Ghana

Isaac Davor 1 * , Patrick Dawmah 1 , Ernest Larbi 1
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1 Akenten Appiah Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA* Corresponding Author
Contemporary Mathematics and Science Education, 7(1), January 2026, ep26005, https://doi.org/10.30935/conmaths/17990
Submitted: 02 October 2025, Published: 27 February 2026
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ABSTRACT

This study aims to investigate the performance and difficulties of senior high school (SHS) students in proving Euclidean geometry in the Ghanaian mathematics curriculum. The target population was 240. 62 students participated in the study, which was determined using a purposive sampling technique, and data were collected using performance tasks and analysis of students’ strategies for geometric proofs. The finding indicated that learners struggled in producing correct proofs, particularly in the application of logical reasoning and connecting geometric concepts. In addition, the results indicated that females’ and males’ performance had no statistically significant difference, implying that both genders can perform equally well in Euclidean geometry if they have equal learning opportunities. The study underscores the need for a particular pedagogy to address the students’ challenges in proof construction and improve the teaching of geometry at the SHS level. Moreover, it highlights the urgent need to enhance students’ abilities in deductive reasoning and the development of mathematical proofs, particularly in geometry, based on new evidence.
Keywords: Euclidean geometry, proof difficulties, students’ performance, gender comparison, Ghana

CITATION (APA)

Davor, I., Dawmah, P., & Larbi, E. (2026). An investigation into senior high school students’ performance and difficulties in proving Euclidean geometry in mathematics curriculum: Evidence from Ghana. Contemporary Mathematics and Science Education, 7(1), ep26005. https://doi.org/10.30935/conmaths/17990

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