CHAPTER TWO

LITERATURE REVIEW

Introduction

This chapter reviews contemporary research related to Technical and Vocational Education and
Training (TVET), mathematics achievement, and academic performance. It synthesizes recent
empirical and theoretical studies to provide a clear understanding of the key concepts, the factors
that influence mathematics achievement among TVET learners, and the relationship between
mathematics achievement and performance in technical and vocational subjects. Each sub-
section is explicitly linked to the study’s objectives to provide a solid foundation for the current
research.

Concept of Technical and Vocational Education and Training (TVET)

TVET is an educational pathway designed to equip learners with practical skills, technical
knowledge, and competencies required for employment, entrepreneurship, and lifelong learning.
Recent research indicates that public understanding of TVET is shaped by societal perceptions,
knowledge levels, and expectations about skilled work and career prospects (Quaye, 2025;
Exploring public knowledge on TVET in Ghana, 2024).

In Ghana, TVET has grown significantly, and although enrolment numbers continue to rise, the
sector still faces challenges related to curriculum relevance, infrastructure, industry alignment,
and public reputation (Quaye, 2025). This context provides the necessary backdrop for assessing
the academic performance of TVET students — particularly at St. Monica’s College and Mampong
Technical College of Education, as required by Objective 2.

Concept of Mathematics in TVET

Mathematics in TVET is not only a foundational academic subject but also an applied tool
essential for technical problem-solving, precision, measurement, and analysis. Recent systematic
reviews confirm that mathematics content is critical to enabling TVET learners to develop higher-
order thinking skills (HOTS) relevant to technical tasks (Acheampong & Awuah, 2025).
Furthermore, contextualized illustrations in mathematics teaching — where the instruction is
connected directly to TVET subjects — have been shown to improve both engagement and
achievement among TVET students (Akansiaba et al., 2025). These insights are directly linked to
Objective 1, which seeks to determine the level of mathematics achievement among TVET
students, emphasizing the nature and applicability of mathematics in their academic pursuits.

Factors Influencing Mathematics Achievement in TVET Learners

Recent literature identifies multiple predictors of mathematics achievement. Key academic

factors include:Student engagement, interest, and motivation: Engagement and intrinsic interest
in mathematics significantly influence achievement among TVET learners (Akansiaba et al., 2025).

Instructional strategies and pedagogy: Inquiry-based and contextualized teaching

approaches yield significantly higher achievement outcomes compared to conventional methods
(Asante-Mensah et al., 2024).

Learner perceptions and attitudes: Some TVET students perceive mathematics as unrelated
to vocational goals, which negatively impacts learning and achievement (Adelabu, 2024).

Socio-cognitive factors: Motivation and readiness to learn are frequently cited as major
determinants of mathematics performance (Akansiaba et al., 2025; recent systematic reviews in
educational literature, 2025).

These factors directly speak to Objective 4, which aims to identify factors influencing
mathematics achievement among TVET students, especially within the context of technical and
vocational applications.

Relationship Between Mathematics Achievement and TVET Academic Performance

A growing body of contemporary research supports a positive relationship between mathematics

achievement and performance in vocational subjects. High mathematical competence enables
students to understand technical tasks involving measurements, calculations, and logical
procedures, which are essential in disciplines such as electronics, construction, and mechanical
technology (Mazibuko & Maharaj, 2024; systematic review on TVET mathematics content, 2025).

Moreover, research shows that students with stronger mathematics skills tend to achieve better
outcomes in TVET coursework compared to those with weaker mathematics foundations
(Acheampong & Awuah, 2025). This evidence is directly relevant to Objective 3, which examines
the relationship between mathematics achievement and academic performance in technical and
vocational courses among TVET students.

Mathematics Achievement among TVET Students

Recent empirical work in Ghana reflects both challenges and opportunities regarding
mathematics achievement in TVET settings. Studies demonstrate variability in achievement
levels, with student engagement and teaching approaches being critical determinants (Akansiaba
et al., 2025; Asante-Mensah et al., 2024). Additionally, research from South Africa highlights that
TVET students often fail to recognize the relevance of mathematics to their vocational pathways,
which undermines achievement (Adelabu, 2024).

These findings provide contemporary insights for Objective 1, clarifying the current status of
mathematics achievement among TVET learners in relevant Ghanaian contexts.

Academic Performance in Technical and Vocational Subjects

Academic performance in TVET disciplines encompasses both theoretical understanding and

practical skills application. Studies emphasize that performance is not just a function of
vocational skills but is also supported by foundational subjects such as mathematics and science.
Recent research underscores that effective mathematics instruction enhances learner success in
technical subjects, particularly when the mathematics is contextualized to vocational applications
(Akansiaba et al., 2025; Mazibuko & Maharaj, 2024).

This section aligns with Objective 2, which seeks to assess the academic performance of TVET
students at St. Monica’s College and Mampong Technical College of Education, grounded in
current scholarly evidence.

Summary of the Review

This chapter has reviewed current literature on TVET, mathematics achievement, and academic
performance. The evidence shows that mathematics is foundational to successful learning in
TVET and is influenced by instructional, cognitive, and affective factors. Moreover, a positive
relationship exists between mathematics achievement and performance in vocational subjects.
These insights establish a contemporary academic context for the present study and justify the
focus on the research objectives.

REFERENCE
Acheampong, K., & Awuah, J. B. (2025). Mathematics content and technical and vocational
education and training: A systematic review. Journal of Technical Education and Training,

Adelabu, O. A. (2024). Perspectives of students on learning mathematics in technical and

vocational education and training institutions. African Journal of Research in Mathematics,
Science and Technology Education,

Akansiaba, E. O., Anamuah-Mensah, J., & Mereku, D. K. (2025). Contextualized mathematics

instruction and student engagement in TVET institutions. European Journal of Contemporary
Education and E-Learning,

Asante-Mensah, F., Asiedu-Addo, S. K., Obeng-Denteh, W., & Armah, G. (2024). The effectiveness
of inquiry-based teaching on technical and vocational students’ mathematics achievement in
Ghana. International Journal of STEM Education,

Mazibuko, Z., & Maharaj, A. (2024). The role of mathematical competence in vocational subject
performance among TVET college students. Journal of Vocational Education and Training,

Quaye, E. (2025). Strengthening TVET in Ghana: Public perception, skills development, and
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