Ebenezer Owusu, Gideon Mensah Banson, Ebenezer Kwesi Lotey, Raphael Owusu, Benedicta Ofosua, Yarhands Dissou Arthur
Trigonometry remains one of the most challenging topics in the Ghanaian mathematics curriculum, with many students facing challenges in their quest to comprehend and solve related problems. Notable differences in student performance across academic programs prompted this study, which explored how students’ program of study in senior high school influences their academic performance in trigonometry problem-solving and examined the factors behind program-based variations in students’ trigonometry performance. Utilising a mixed-method approach, a sample of 100 final-year high school students underwent assessment via a Trigonometry Achievement Test (TAT). Descriptive and inferential statistical analyses were employed for the quantitative data, while qualitative responses were analysed thematically. ANOVA results showed statistically significant differences in performance by academic program (α = 0.05, F (5,94) = 56.04, p < 0.01), with General Science students performing the highest and Home Economics students performing the lowest. The qualitative analysis revealed several factors contributing to these differences, including students’ perceived relevance of trigonometry to their future careers, levels of motivation and interest, peer influence, and study habits. These findings suggest that students’ academic programs shape both their engagement with mathematics and their success in solving trigonometric problems.