Article Per Year (5 Year)
p-Index From 2020 - 2025
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Educational Innovation and Research Journal of Mathematics Instruction, Social Research and Opinion
Oppong-Gyebi, Emmanuel
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Efficient Mathematics Teaching and Learning through Professional Teachers' Standards: The Mediating Role of Technology in Education Oppong-Gyebi, Emmanuel; Ohene Boateng, Francis
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.7462

Abstract

The study analyzed the impact of professional standards on quality teaching and learning strategies among mathematics teachers in Ghana. 365 teachers from selected secondary schools in Greater Kumasi of the Ashanti Region were evaluated using structural equation modelling. The research found that teachers' professional values and attitudes significantly influence their instructional delivery. However, teacher-professional mathematics knowledge and pedagogical practices do not directly impact quality teaching and learning. Technology in education does not mediate between these factors. The study recommends that mathematics teachers be trained in accordance with professional standards through professional learning community workshops on integrating technology into their knowledge and pedagogical practices. The National Teaching Council should emphasize the importance of flexible knowledge acquisition methodologies, embracing instructional risks, and using current intervention tools to improve attitudes towards technology integration and engage in 21st-century teaching with professional standards.
The Identification and Utilization of Maslow's Hierarchy of Needs in Ghana's Senior High Mathematics Curriculum Oppong-Gyebi, Emmanuel; Belbase, Shashidar; Kwadwo Amo-Asante
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 2 (2024): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i2.235

Abstract

This study identifies all observable action verbs in the Senior High School core mathematics curriculum and links them to Maslow’s Hierarchy of Needs. All the 217 identified action verbs were further grouped in a matrix form in the order of Maslow’s hierarchy of needs against the major headings as stated above in the syllabus. The study collated the frequencies and percentages of the action verbs in a matrix form using Microsoft Office Excel 2019. The study revealed that each of the verbs represents the key profile component of each objective. The study revealed that teachers should evaluate students appropriately in their knowledge and understanding, invention and creativity, analysis, and application, as these represent the growing needs in Maslow’s Hierarchy of Needs. It also revealed how the curriculum designers intended for students to fulfill the majority of their needs in the teaching and learning column of Maslow's hierarchy matrix through these activities. To accomplish the predetermined goal, the study advises teachers to employ these action verbs as they arise in the curriculum's objective for the subject being studied. Future studies should look into whether the mathematics curriculum's application of 21st-century skills aligns with the needs hierarchy's stages.
Pedagogical content knowledge: bridging math teachers’ technology knowledge and perceived usefulness Oppong-Gyebi, Emmanuel; Ohene Boateng, Francis; Arthur, Yarhands Dissou
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32058

Abstract

The responsibility of mathematics teachers to accept technology into their instructional delivery has been a must know knowledge as professional development of Ghanaian teachers is ongoing to welcome the new standard-based curriculum by the end of 2024 at the senior high schools. This study investigated how conventional pedagogical content knowledge (PCK) influences the adoption and perceived utility of technology among mathematics teachers. Conducted with 979 mathematics teachers purposefully sampled from senior high schools in the Ashanti region of Ghana, the study employed structural equation modeling (SEM) to analyze the relationship between technology knowledge (TK), PCK, and perceived technology usefulness (PTU). The findings indicated a direct relationship between TK and PTU, with no significant mediation effect of PCK observed. Furthermore, professional experience (PE) did not moderate this relationship. However, TK was found to significantly influence PCK, thereby impacting the quality of instruction provided by teachers. Additionally, PCK was identified as a significant predictor of PTU. The study implications lies in its anticipation that Ghanaian mathematics teachers’ TK is perceived to enable them to leverage digital tools and resources effectively to connect it to their PCK, ultimately to lead to more engaging, effective, and impactful mathematics instruction delivery. This will foster meaningful learning experiences aligned with curriculum goals and learners needs.
Co-Authors Arthur, Yarhands Dissou Belbase, Shashidar Kwadwo Amo-Asante Ohene Boateng, Francis