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All Journal Journal of Advanced Sciences and Mathematics Education
Clement Ayarebilla Ali
University of Education, Winneba
Chemistry Education Mathematics Physics Social Sciences

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Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction Anita Larteley Addico; Clement Ayarebilla Ali; Nixon Saba Adzifome
Journal of Advanced Sciences and Mathematics Education Vol. 2 No. 2 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i2.116

Abstract

The study aimed to assess student-teachers preparedness for technological pedagogical content knowledge of Mathematics instruction. The design was the survey, and the sampling technique was the simple random technique. A structured questionnaire was used to collect data to analyze the research questions. The data for research question one was analyzed using means and standard deviations, while we used a One-way Multivariate Analysis of Variance to analyze data for research question two. The results and findings revealed that student-teachers were generally prepared. However, they were more prepared for technological knowledge. This was depicted in the significant differences in preparedness. It was concluded that stakeholders assess the content needs and include mathematical models that address needs, pedagogy, and content knowledge. This finding calls for continuous updates of the mathematics curriculum to ensure comprehensive and effective preparedness.
Comparison between concept-based and procedure-based in circle theorems Dickson Edem Gadaglo; Clement Ayarebilla Ali
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.468

Abstract

Background: The debate between concept-based instruction and procedure-based approaches to improving students’ performance, understanding, and skill development in Circle Theorems cannot be over-emphasized. The researchers employed the non-equivalent quasi-experimental design to investigate the effectiveness and appropriateness of the two methods, using circle theorems.Aim: This study aims to compare the effectiveness of concept-based and procedure-based instructional approaches in the teaching of Circle Theorems among senior high school students.Method: A quasi-experimental design was adopted involving 70 students selected from two purposively sampled schools. One school was assigned as the experimental group (concept-based instruction) and the other as the control group (procedure-based instruction). Geometry achievement tests were administered as pre-tests and post-tests. Data were analyzed using paired sample t-tests, independent sample t-tests, and effect size calculations with a significance level set at 5%.Result: The findings showed statistically significant differences between the experimental and control groups. Students taught using concept-based instruction performed significantly better than those taught through procedure-based instruction. High effect sizes further supported the superiority of the concept-based approach.Conclusion: Concept-based instruction enhances students’ understanding and performance in Circle Theorems. It is recommended that mathematics educators adopt teaching methods that promote conceptual understanding and active knowledge construction over algorithmic procedures.
Co-Authors Anita Larteley Addico Dickson Edem Gadaglo Michael Johnson Nabie Michael Tangkur Nixon Saba Adzifome