‘Mathematics Achievement in Crisis’: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana

Ansah, Joseph Kweku; Quansah, Frank; Nugba, Regina Mawusi

doi:10.1515/edu-2020-0129

Cited by 13 publications

(17 citation statements)

References 14 publications

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“…Teachers having a moderate self-efficacy belief implies that teachers do not have the full conviction of performing their roles regarding the implementation of the SBC (Kuyini et al, 2020). Undoubtedly, the implementation of the SBC in Ghana saw several challenges, which included nonavailability and accessibility of teaching and learning materials, textbooks, syllabi, assessment literacy, and pedagogical logistics (Kpedator, 2019;Ansah et al, 2020;Quansah and Ankoma-Sey, 2020;Nugba et al, 2021;Quansah, 2021). Particularly, Kpedator (2019) showed that the 1-week workshop organized to train the teachers to implement the new curriculum was insufficient.…”

Section: Discussionmentioning

confidence: 99%

“…The teaching experience was measured using the number of years that the respondent had taught as an in-service teacher, as endorsed by several previous studies (Adeyemi, 2008;Irvine, 2019;Ansah et al, 2020;Graham et al, 2020). Thus, respondents were required to indicate the number of years (approximated years) they had taught in the Ghanaian school system.…”

Section: Teaching Experiencementioning

confidence: 99%

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Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

Agormedah

Ankomah²,

Frimpong³

et al. 2022

Front. Educ.

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The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation.

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Section: Discussionmentioning

confidence: 99%

Section: Teaching Experiencementioning

confidence: 99%

Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

Agormedah

Ankomah²,

Frimpong³

et al. 2022

Front. Educ.

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“…Furthermore, teachers and students are inseparable within the school context such that whatever affects the teacher also affects the student. For example, the utilization of unfamiliar pedagogical skills by teachers has the propensity of affecting students learning [ 57 ], especially in the era of COVID-19 pandemic. For PE teachers, this stressful situation appeared to be heightened after school resumption during the pandemic due to practical PE lessons [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

Psychometric properties of the cultural mix coping inventory for stressful situations using physical education teachers: a multidimensional item response theory analysis

et al. 2022

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The incidence of the COVID-19 pandemic heightened the levels of stress of not only students but for teachers, particularly physical education (PE) teachers. The reference to PE teachers is due to their role in engaging students in practical in-person lessons after the resumption of school. Previous literature has revealed that PE teachers exhibit significantly increased levels of anxiety, fear, tension and uncertainty that they could contract the virus during these lessons. Given this scenario, there is a growing need for identifying a suitable coping scale which can accurately measure coping strategies employed these teachers. This research assessed the psychometric properties of the 16-item coping inventory using a multidimensional item response theory approach. The study surveyed 484 PE teachers through the convenience sampling technique, after which the cultural mix coping instrument was administered to them. The findings of this study confirmed the 4-factor structure of the coping measure which is consistent with the original measure. Results further revealed that a modified 14-item compared to the original 16-item coping inventory was optimal in measuring coping strategies among PE teachers. The study concluded that the 14-item cultural mix coping inventory was appropriate, applicable and reproducible to the PE teachers’ population.

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“…This was one of the main reasons why private schools performed higher than public schools in the Chorkor Circuit of Accra Metropolis. The subject matter knowledge of pupils influences mathematics achievement (Ansah et al, 2020).…”

Section: Discussion On Mathematics Achievement Of Private and Public ...mentioning

confidence: 99%

“…Yeh et al (2019) also stressed that not only do pupils' understanding of concepts, principles and facts enhance mathematics achievement but also the application of these concepts, facts and principles in any mathematical problem is very necessary and improves achievement. Ansah et al (2020) emphasized that the use of appropriate strategies and methods on mathematics tests has a positive influence on performance. However, using inappropriate strategies and methods on mathematics problems by pupils has a negative influence on mathematics achievement and hence low performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating pupils’ strategies on mathematics achievement among private and public basic schools in the Chorkor Circuit of Accra Metropolis

Hatsu¹,

Apawu²,

Mohammed³

2022

ntegr. J. Edu. Train.

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The purpose of this study was to investigate the mathematics achievement and strategies of private and public schools in the Chorkor circuit of Accra Metropolis. The survey research design was used for the study. The population used for the study was 617 and a sample of 242 was selected which comprised of 160 from public schools and 82 from private schools. Three research questions were formulated to guide the study. The instrument used for the study was a self-made Mathematics Achievement Test (MAT) on the topic “sets”. The test items were validated by the researcher’s supervisor and experts. The reliability of the instrument was determined using Pearson Product Moment Correlation Statistics. This was used to obtain the reliability index of the instrument and was found to be 0.85. Mean, standard deviation, T-test and percentages were used to answer research questions. The findings of the study showed that the students in private schools performed higher than those in public schools. The study recommended that private school authorities and heads of public basic schools encourage mathematics teachers to emphasize on concepts, facts and principles during mathematics instruction on the various topics of the curriculum since it forms part of students’ Subject Matter Knowledge (SMK).

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‘Mathematics Achievement in Crisis’: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana

Cited by 13 publications

References 14 publications

Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

Psychometric properties of the cultural mix coping inventory for stressful situations using physical education teachers: a multidimensional item response theory analysis

Investigating pupils’ strategies on mathematics achievement among private and public basic schools in the Chorkor Circuit of Accra Metropolis

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