Five decades of school mathematics in Ghana

Mereku, Damian Kofi

doi:10.4314/mc.v9i1.61558

Cited by 16 publications

(35 citation statements)

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“…Ghana's performance in international ranked tests in mathematics has been very abysmal, which was why it pulled out of the teams after two unsuccessful attempts (Abdul Gafoor & Kurukkan, 2015;Abreh et al, 2018;Mereku, 2010). One of the areas of mathematics that remains a challenge in primary schools is geometry.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Designing a flipped classroom instruction to improve plane geometry learning among pre-service teachers in Ghana

Atta¹,

Bonyah²

2023

CONT MATH SCI ED

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Teaching mathematics as a STEM subject in this 21<sup>st</sup> century must be challenging enough to inspire learning, especially in the basic schools. This also depends on the pedagogical content knowledge and skills of the teachers handling the subject. Therefore, there is a need to design modern instructional strategies for training future teachers handling the pupils at the primary schools. Flipped classroom approach is one of the emerging pedagogical strategies that has proven to be very efficacious in teaching almost all subjects. Therefore, this research aimed to investigate the impact of flipped classrooms as a pedagogy in equipping the pre-service teachers with the knowledge and concepts of plane geometry, which happens to be one of the main branches of mathematics. A sample of 101 basic school pre-service teachers was purposively sampled for the study. A pre- and post-test design were used to gather quantitative data for analysis using a quasi-experimental approach. Based on the analysis of the results, the null hypothesis was rejected since there was a statistically significant difference in the pre-service teachers’ performance before and after the intervention. The study concluded that there was an improvement in performance due to the intervention. Therefore, the researcher recommends the flipped classroom approach as a formidable pedagogy for teaching pre-service teachers.

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Section: Statement Of the Problemmentioning

confidence: 99%

Designing a flipped classroom instruction to improve plane geometry learning among pre-service teachers in Ghana

Atta¹,

Bonyah²

2023

CONT MATH SCI ED

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“…Agyapong (2014) posits that most students at the Senior High Schools in Ghana have difficulty in understanding basic probability concepts. According to Mereku (2010), mathematics teachers in Ghana used traditional method of teaching and lesson delivery was teacher-centred because of that students lack mathematical analysis and logical reasoning and that mathematics pedagogy should be made practical for pre-service teachers (Asante & Mereku, 2012). The Chief examiner report of University of Cape Coast (2018) on Colleges of Education course: Statistics and Probability outlined students' difficulties in understanding probability concepts, student's inability to use tree diagrams in answering probability problems and student's inability to solve and complete probability problems.…”

Section: Background To the Studymentioning

confidence: 99%

Effect of problem-based learning on Colleges of Education students’ achievement in probability and attitude towards solving probability related problems

Ibrahim¹,

Arthur

2019

Af. J. Educ. Stud. Math. Sci.

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This paper deals with the effect of Problem-Based Learning on Colleges of Education students’ achievement in, and attitude toward Probability in Tamale Metropolitan of Ghana. The research design was quasi-experimental pre-test post-test two-group design. Convenience and simple random sampling techniques were employed to obtain a sample of 100 students which comprised of 51 students in the control group and 49 in the experimental group. Tests, questionnaire and semi-structured interview were the instruments used for data gathering. Descriptive, Independent samples t-test, ANCOVA and paired samples t-test were used in analysing data. The results indicated that there was a statistically significant difference between students of the experimental group exposed to Problem-Based Learning approach and control group exposed to Traditional Method. Problem-Based Learning developed students critical thinking, good problem solvers and self-directed learners which would lead to life-long memory of Probability concepts and its applications to real-life situations.

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“…According to HERD, focus group discussion is the situation whereby people of similar backgrounds or experiences group up and undertake a discussion on a specific topic of interest [30]. It is frequently used in most qualitative research in order to gain an in-depth knowledge and understanding of issues related to our social settings [31].…”

Section: Focus Group Discussionmentioning

confidence: 99%

Enhancing Students‟ Performance in Senior High School Mathematics through the Learner-centered Approach: A Case in T. I. Ahmadiyya Senior High School, WA, Ghana

Bigson¹,

Yussif²

2022

IJRISS

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The study was about enhancing students' performance in mathematics through the learner-centered method of teaching, with T. I. Ahmadiyya Senior High School, Wa as a case study. This led to the formulation of three specific objectives which were; to assess the performance of individual students through written class quizzesbefore and aftertaking lectures and demonstrations on a topic, to assess the performance of students through class quizzes before and aftertaking learning tasks and activities through instructional groups discussions and individual learning, and also to assess the views of teachers and students on both teaching and learning methods.The first 80 students who reported to school to begin the first semester of the 2021 academic year, were selected to form the sample groups: 'Form 1 and Form 2'. After undertaking lessons, the findings which were based on the marks scored by individual students in various class quizzes showed that, students scored higher marks after undertaking lessons through group discussions and that of individual learning activities, but scored lower marks after taking lessons through the lecture and demonstration method of learning. Discussions between the researchersand the respondents (students and teachers)revealed that, the learner-centered method of teaching was most preferred and better to enhance the performance of students, as compared to that of the traditional method (teacher-centered) of imparting knowledge. Even though the traditional method enables larger coverage of study content within a short time, it is a disadvantage to slow learners, but however favours the smart ones. At some point, using the mixed method (both teacher-centered and learner-centered) could enhance better results other than strictly sticking to one method. The study therefore recommended that; similar studies be undertaken in different institution and different subjects of study.

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Five decades of school mathematics in Ghana

Cited by 16 publications

References 0 publications

Designing a flipped classroom instruction to improve plane geometry learning among pre-service teachers in Ghana

Designing a flipped classroom instruction to improve plane geometry learning among pre-service teachers in Ghana

Effect of problem-based learning on Colleges of Education students’ achievement in probability and attitude towards solving probability related problems

Enhancing Students‟ Performance in Senior High School Mathematics through the Learner-centered Approach: A Case in T. I. Ahmadiyya Senior High School, WA, Ghana

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