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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education BAREKENG: Jurnal Ilmu Matematika dan Terapan Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Mosharafa: Jurnal Pendidikan Matematika Golden Ratio of Social Science and Education Edumatica: Jurnal Pendidikan Matematika Progressive of Cognitive and Ability Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Contemporary Studies in Education International Journal of Mathematics and Mathematics Education (IJMME) Polyhedron International Journal in Mathematics Education International Journal of Didactic Mathematics in Distance Education Jurnal Infinity International Journal of Applied Learning and Research in Algebra International Journal of Geometry Research and Inventions in Education The International Journal of Mathematics and Sciences Education Mathematics Education Journal Journal on Mathematics Education
Bonyah, Ebenezer
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Religion Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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The Impact of Inductive Teaching on Pre-Tertiary Students’ Academic Performance in Solving Circle Theorem Problems Gona Akwasi Dimaweh , Thomas; Bonyah, Ebenezer; Adu Obeng, Benjamin
International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i1.1782

Abstract

Purpose – This study was motivated by the persistent challenges students face in solving geometry problems, particularly circle theorems. It aimed to investigate how an inductive teaching approach affects pre-tertiary students’ performance in solving circle theorem problems. Methodology – A mixed-methods approach grounded in the pragmatist paradigm was used, adopting a quasi-experimental pre-test–post-test control-group design. Using purposive and stratified sampling, 84 second-year students were selected and assigned to experimental and control groups. The experimental group was taught through the inductive approach, while the control group received conventional instruction. Data were collected through achievement tests and interviews, and analysed using descriptive statistics, t-tests, and thematic analysis. Findings – Students demonstrated significant conceptual, procedural, and factual difficulties in solving circle-theorem problems. However, the experimental group performed significantly better in the post-test than the control group. Interview findings also indicated that students perceived the inductive approach as more engaging, interactive, and effective in improving understanding. The study concluded that the inductive intervention positively influenced both achievement and attitudes toward learning the circle theorem. Novelty – The study’s novelty lies in examining the effect of inductive teaching on students’ performance in solving circle-theorem problems within a pre-tertiary education context. Significance – The study contributes to improving mathematics teaching strategies by emphasizing the potential of inductive teaching to enhance students’ achievement and attitudes toward complex concepts such as circle theorems, thereby supporting wider implementation and future research.
The Impact of GeoGebra-Assisted Instruction on Students' Performance in Geometric Construction: Exploring Teacher Beliefs and Classroom Practices Yelewere, Festus; Bonyah, Ebenezer; Adu Obeng, Benjamin
International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i1.1785

Abstract

Purpose – This study examined the effect of GeoGebra on students’ performance in geometric construction, with emphasis on students’ perceptions and teachers’ beliefs and instructional practices in a Ghanaian senior high school context. Methodology – Guided by Social Constructivist Theory, the Technology Acceptance Model, and Cognitive Load Theory, the study adopted a pragmatic paradigm using a convergent mixed-methods design. The research was conducted at Nkyeraa Senior High School in the Wenchi Municipality of Ghana. The sample comprised 71 Form 3 students selected into experimental and control groups and five mathematics teachers. Quantitative data were collected using pre-test and post-test achievement tests and a ten-item five-point Likert scale questionnaire on students’ perceptions. Independent samples t-tests were used for data analysis. Qualitative data were gathered through semi-structured interviews with teachers and analyzed using thematic analysis. Findings – Pre-test results showed no significant difference between the experimental and control groups, indicating equivalence. Post-test results revealed that students taught using GeoGebra performed significantly better than those taught through traditional methods. Students demonstrated positive perceptions of GeoGebra-assisted learning, with a grand mean score of 4.37. Four themes emerged from teacher interviews: beliefs about GeoGebra, perceived impact on learning, instructional strategies, and challenges and support needs. Novelty – The study integrates students’ achievement, perceptions, and teachers’ beliefs within a single mixed-method framework in a Ghanaian senior high school setting. Significance – The findings benefit mathematics teachers, curriculum developers, and policymakers by supporting the integration of GeoGebra, teacher professional development, and improved ICT infrastructure in mathematics education.
Exploring Gender Differences in Spatial Reasoning: Analyzing Hyperbolic Problem-Solving Skills Among University Students Suprihatiningsih, Siti; Rangkuti, Rizki Kurniawan; Annur, Muhammad Firman; Erwin, Erwin; Irvan, Irvan; Bonyah, Ebenezer
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3464

Abstract

Penelitian mengenai perbedaan penalaran spasial berdasarkan gender di tingkat universitas masih memerlukan konfirmasi lebih lanjut. Penelitian ini bertujuan mendeskripsikan perbedaan langkah-langkah penyelesaian soal hiperbola antara mahasiswa laki-laki dan perempuan. Menggunakan metode kualitatif, penelitian ini melibatkan 30 mahasiswa yang dipilih melalui rumus Slovin dari total populasi 480 mahasiswa. Instrumen penelitian meliputi tes soal hiperbola dan pedoman wawancara. Hasil penelitian menunjukkan adanya perbedaan signifikan pada aspek orientasi spasial, di mana mahasiswa perempuan menunjukkan keunggulan dalam langkah-langkah penyelesaian karena pemahaman konsep jarak yang lebih baik. Temuan ini menyimpulkan bahwa terdapat karakteristik unik pada penalaran spasial perempuan di tingkat pendidikan tinggi yang berbeda dari temuan umum di tingkat sekolah. Hasil penelitian ini memberikan kontribusi teoretis bagi pengembangan literatur penalaran spasial dalam pendidikan matematika. Research on gender-based differences in spatial reasoning at the university level requires further empirical confirmation. This study aims to describe the differences in procedural steps for solving hyperbola problems between male and female students. Employing a qualitative method, the study involved 30 students selected via Slovin’s formula from a population of 480. Research instruments consisted of hyperbola problem-solving tasks supported by interview transcripts. The findings reveal distinct differences in spatial orientation, where female students demonstrated superior performance in solving steps due to a robust understanding of distance concepts. In conclusion, these results highlight unique spatial reasoning characteristics among female students in higher education, diverging from common findings at the school level. This research contributes to the theoretical development of spatial reasoning literature within mathematics education.
Co-Authors Adu Obeng, Benjamin Alsulami, Naif Mastoor Amoako Atta, Seth Auladina, Hafizah Aulia, Pitri Bahadır, Oğuzhan Clark, Lauren Jeneva Dejarlo, Jenisus O. Edi Supriyadi Endang Wahyuningrum Erwin Erwin Fadilla, Jihan Fitri Wulan Sari Fitriani, Cut Fitriyani Hali, Fitriyani Gona Akwasi Dimaweh , Thomas Haji, H Saleh Hasbiah, Astri Hodiyanto Ida Ayu Putu Sri Widnyani Indra Saputra Irena Puji Luritawaty Irvan, Irvan Isnawan, Muhamad Galang Jeneva Clark, Lauren Kartono , Karunia Eka Lestari Kim, Jeonghyeon Korkor, Sarah Kurnia Putri Sepdikasari Dirgantoro Lilis Marina Angraini Maanu, Vivian Madya, Nana Karina Marina Angraini, Lilis Mega Teguh Budiarto Mokhammad Ridwan Yudhanegara Muhammad Firman Annur Nia Kania Nugraha, Edwin Setiawan Olivero-Acuña, Ronaldo Rafael R. Poppy Yaniawati Rani Sugiarni Rizki Kurniawan Rangkuti Rodríguez-Nieto, Camilo Andrés Rooselyna Ekawati Rozalini, Nisrina Septiawan, Akbar Sihombing, Willy Ruben Sisilia Sylviani Siti Suprihatiningsih Stevano, Nandito Sudirman Sudirman Sudirman Sugi Hartono, Sugi Supianti, In In Supratman Supratman Suryadini, Novi Susanti, Gemi Takiveikata, Sereima Tatag Yuli Eko Siswono Türkmençalıkoğlu, Hande Wijayanti, Nina Yelewere, Festus Yumiati Zaenal Arifin