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Authors:Nana Akosua Owusu-Ansah , Jones Apawu Pages: 1 - 13 Abstract: To ensure that the global sustainable development goal on education is achieved, the implementation differentiated instruction (DI) is beginning to gain attention in the Ghanaian education system. But is Ghana embracing and implementing DI effectively in the mathematics classroom' This paper investigated two junior high school (JHS) mathematics teachers’ views and use of DI in their mathematics classrooms. Qualitative data obtained through observations and semi-structured interviews in an embedded mixed methods study that employed the Solomon four group quasi-experiment design were analyzed and reported in this report. The results show that teachers used flexible grouping, tiered assignment, end of unit assignments, worksheets and ICT tools (though extremely challenging) as the convenient DI strategies. The interview data after the experiment disclosed that, DI impacted students’ performance positively. However, the data shows that DI is time consuming, extremely challenging, expensive and required resources not readily available in public schools. Recommendations are made for the embracing of convenient strategies of DI in Ghanaian classrooms. PubDate: 2022-06-11 Issue No:Vol. 18, No. 1 (2022)

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Authors:Forster Ntow Pages: 15 - 29 Abstract: Over the years, understanding fraction-related concepts and applying them has presented a challenge to most learners, both young and old. Despite this, it is obvious that one cannot do away with the learning of fractions since it runs through almost all aspects of mathematics concepts. This study sought to explore 38 Basic Four learners’ understanding of the equal-sharing concept related to fractions. An individual-test-assessment task was used as a data collection instrument by field assistants who administered the test to the learners in a one-on-one interview and the responses were observed and recorded. The results revealed that about 79% of the total class were found to be operating at the non-anticipatory strategy, 21% of them were showing emerging anticipatory strategies, while none showed dexterity in the anticipatory strategies that would have shown a more advanced knowledge of the concept of equal-sharing. The implications of these findings are discussed. PubDate: 2022-08-11 Issue No:Vol. 18, No. 1 (2022)

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Authors:Millicent Narh-Kert, Rufai Sabtiwu Pages: 29 - 36 Abstract: The main purpose of this study was to use GeoGebra in the teaching and learning of Geometry among mathematics education students as well as in-service teachers, using an action research approach. The purposive sampling technique was used to select two public tertiary institutions for the study. The sample size consisted of 150 students comprising 51 from the University of Ghana and 99 from the University of Education, Winneba. Pre- and post- test design, involving teacher-made tests, were used during the experiment to collect data on the samples used. The paired samples t-test and analysis of covariance were used to analyse the scores of tests. The finding showed that there is a statistically significant improvement in the students’ scores and interest in the learning, as well as the teaching of Geometry. Also, the GeoGebra method made the lessons more practical and easier to understand. It is therefore recommended that mathematics teachers should incorporate GeoGebra in the teaching and learning of Geometry. PubDate: 2022-08-21 Issue No:Vol. 18, No. 1 (2022)

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Authors:Richard Kyere Asomah, Samuel Crankson, Kofi Joseph Asiedu, Bright Addai Dapaah Pages: 37 - 47 Abstract: This study is aimed at exploring the correlation that exist between Ghanaian junior high school (JHS) students’ perception and attitude towards mathematics, taking into account the influence of both attitude and perception in the teaching and learning of mathematics. An adaptation of the WIHIC and MAQ questionnaires, which is widely-used in mathematics related research, were used to obtain data from a sample of 320 JHS students from 18 public and private JHS in six circuits in the Cape Coast metropolis. The results of the study revealed that the JHS students in general had a positive attitude toward mathematics. The students’ perception towards mathematics was also reported to be favourable as a result of which a positively weak correlation between the students’ perception and attitude towards mathematics was also observed. Thus, the JHS students’ perception of mathematics to a large extent does not depend on their attitude. Situated in context, are the implications as discussed. PubDate: 2022-08-21 Issue No:Vol. 18, No. 1 (2022)

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Authors:John Erebakyere , Douglas Darko Agyei Pages: 49 - 67 Abstract: The use of technology as a pedagogical practice is growing at a phenomenal rate due to the availability of numerous computer mathematics software. As a result, conscientious efforts need to be made by teachers to integrate technology effectively to enhance the teaching and learning processes and consequently learning outcomes of students. This non-equivalent quasi-experimental study sought to explore students’ achievements and their attitudes after using a dynamic Autograph software technology to learn circle theorems. One hundred and fourteen Senior High School students purposively selected from three different schools participated in the study. While students from two of the schools were taught using the Autograph technology in a social-interaction and self-exploration environment respectively, the group of students from the last school were taught conventionally without the use of the Autograph technology. The findings of this study showed that the three teaching strategies had a significant positive effect on students’ achievements. However, the social-interaction Autograph-assisted group significantly outperformed, followed by the self-exploration Autograph-assisted group, and then the conventional group. The study also showed that though the self-exploration group showed higher positive attitudes than the social-interaction, the Autograph-assisted groups in general reported overall positive attitudes towards using the technology indicating further that the Autograph-support made lessons practical, stimulating, and provided imagery simulations and multiple representations that enhanced visualisation and understanding. Implications of the Autograph technology use in teaching, while engaging students in small groups are discussed. PubDate: 2022-08-29 Issue No:Vol. 18, No. 1 (2022)

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Authors:Helena Tetteh, Douglas Agyei Pages: 69 - 86 Abstract: This study explored the factors affecting pre-service teachers’ performance in mathematics in the colleges of education in Ghana. A descriptive cross-sectional survey design was employed. Data was collected with the use of a questionnaire from a sample of 400 first-year pre-service teachers selected using stratified random sampling technique from the three regions across the Ghana. Data were analyzed using exploratory factor analysis and regression analysis. The results suggested that pre-service teachers perceived the following as factors affecting their performance in mathematics: teaching-learning conditions, motivation, parents’ educational background, valuing of mathematics, and health and safety issues. It was also revealed that pre-service teachers’ motivation was the best predictor of their performance in mathematics, followed by health and safety issues and then teaching-learning conditions. Implications of the findings are discussed in the study. PubDate: 2022-10-25 Issue No:Vol. 18, No. 1 (2022)

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Authors:Alex Morenikeji Akanmu, Ayuba Bala Pages: 89 - 101 Abstract: This study investigated the effects of multimedia courseware on senior school students’ performance in linear equations involving word problems. The study employed a quasi-experimental design to explore whether or not students taught linear-equation-word-problems using the multimedia courseware can perform better than their counterparts taught using the conventional teaching methods. It also investigated gender and score-level effects of on the students' performance. The non-randomized non-equivalent groups pre-test post-test control group design involved exposing a sample of 73 second year mathematics students (39 males and 34 females) from two co-educational senior schools in Gombe, Nigeria, to two treatments (multimedia courseware and conventional teaching) a pre-test and post-test. Two instruments (Multimedia Courseware on Linear Equation Word Problems in Mathematics (MCLEWPs) and Mathematics Performance Test on Linear Equations Word Problems (MPTLEWPs)) were developed, duly validated and approved for data collection. The reliability coefficient of MPTLEWPs was found to be 0.76. The data gathered were analyzed using a t-test and Analysis of covariance at a significance level of .05. Giving to the study's findings, there was a significant difference in the performance of students taught using multimedia courseware and those taught with conventional teaching, with those taught using multimedia courseware outperforming their counterparts (t(71) = 2.19, p<0.05); a significant difference was observed between the performance of male and female students with the males taught using multimedia courseware outperforming their female counterparts (t(27) = 2.99, p<0.05); significant differences were observed among the students in the three scoring levels (high, medium, and low) with the high scorers outperforming the others (F (2,25) = 21.64, p<0.05). The study established that Multimedia courseware enhanced students' performance in linear equation involving word problems, particularly among males and high-scoring students. It is recommended that students should be engaged in learning by using multimedia courseware that is relevant and meaningful to them on a regular basis. PubDate: 2022-11-07 Issue No:Vol. 18, No. 1 (2022)

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Authors:Gershon Kwame Mantey , Felix Edusei, Dennis Osei Yeboah, Akoto Yaw Omari-Sasu Pages: 103 - 115 Abstract: Mathematics is a subject most students perceived to be difficult and have consequently developed a phobia towards. This study aimed to model the determinants of students’ performance in core and elective mathematics and to unearth the various factors that make students perceive mathematics as a difficult subject. Self-administered questionnaires were used to collect primary data from a total of 170 students in five (5) selected senior high schools (SHS). Whereas convenience non-probabilistic sampling was used to select the SHS and elective mathematics students, simple random sampling was employed in selecting core mathematics students. Results from a multiple linear regression analysis indicated that characteristics of students such as students’ fear of mathematics, parents’ level of education, students’ perception of the subject as being difficult, and students’ residential type (boarding or day) were significant determinants of students’ performance in mathematics. Results of a binary logistic regression showed younger students are about 4 times more likely to perceive mathematics to be a difficult subject compared to older students while students who generally fear the subject are about 19 times more likely to perceive the subject as difficult than those who have no mathematics anxiety or fear. Similarly, a student whose father had only basic education could perceive mathematics about 18 times difficult compared to those whose fathers went beyond basic education. The study recommends that in order to improve mathematics performance, students should be desensitized to misconceptions that the subject is for only top-notched students, more boarding facilities should be built, and students studying mathematics should be motivated by teachers and parents. PubDate: 2022-11-21 Issue No:Vol. 18, No. 1 (2022)