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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) MEJ (Mathematics Education Journal) International Journal of Educational Innovation and Research International Journal of Mathematics and Mathematics Education (IJMME) The International Journal of Mathematics and Sciences Education
Ohene Boateng, Francis
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Education Languange, Linguistic, Communication & Media Mathematics 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.
Investigating the Level of Mathematics Anxiety among Junior High School Pupils Koomson, David; Ohene Boateng, Francis; Kwesi Lotey, Ebenezer
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v8i2.33693

Abstract

Mathematics is a fascinating and perplexing subject that is constantly evolving in a variety of scientific fields. Naturally, it is amazing and beautiful to use mathematics to solve a real-life problem and comprehend it. However, most people fear mathematics. The goal of this research was to explore Ghanaian Junior High School pupils' level of anxiety in mathematics at two different schools.. A Likert-Scale type of questionnaire on mathematics anxiety was given to 120 pupils who were randomly selected from the population to answer voluntarily. Descriptive and inferential analysis were both used to analysis the responses from the pupils. It was revealed that mathematics anxiety was reported to be high among junior high school pupils. It was also found that female pupils had greater levels of mathematics anxiety than male pupils. Practical recommendations are provided based on the findings of the study.
The role of the Teach-Qual Model on Students’ mathematics interests: The mediating effects of students’ perception on mathematics Asare, Bright; Yaribatuah, Peter; Ohene Boateng, Francis; Appiagyei, Ebenezer
International Journal of Mathematics and Sciences Education Vol. 1 No. 2 (2023): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v1i2.64

Abstract

This work aimed to examine the role of Teach-Qual (Teachers Quality) model on student’s mathematics interest as mediated by student’s perception in mathematics. The study sample 300 students from three senior high schools found in the Ashanti Region of Ghana using Convenience, stratified sampling, and simple random sampling. The study is purely a quantitative method which employed questionnaire as a data collection tool. The data was analyzed by using Amos (Ver. 23) for estimating the result for the hypothesis path. The outcome of this study revealed that, teacher-student’s-collaboration and teacher empathy yielded a direct positive and statistically improved impact on student’s maths interest. Student’s perception in mathematics partially mediates the association between teacher empathy as well as student’s mathematics interest. Moreover, perception in mathematics partially mediates the relationship between teacher-student’s-collaboration and student’s maths interest. The study recommended mathematics teachers to collaborate with students in terms of classroom teaching and learning, work more practical mathematics examples with students in the class in order to enhance student’s mathematics interest.
Technology Acceptance and Self-Directed Learning: Mediation Role of Positive Emotions, Learning Motivation and Technological Self-Efficacy Aabeyir, Boniface; Aabeyir, Raymond; Amoako, Samuel; Ohene Boateng, Francis
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v3i1.1178

Abstract

This study investigated the relationship between technology acceptance and self-directed learning among students in the colleges of education in the Ashanti region of Ghana, with a focus on the mediating roles of positive emotions, learning motivation, and technological self-efficacy. With a sample of 237 students and employing Smart Partial Least Squares Structural Equation Modelling, the study revealed that technology acceptance positively influenced technological self-efficacy, learning motivation and positive emotions. The study also indicated that technological self-efficacy and learning motivation insignificantly predicted students’ self-directed learning, while positive emotions significantly predicted students’ self-directed learning. The analysis identified learning motivation and technological self-efficacy as insignificant mediators in this relationship, but positive emotions positively and significantly mediated the relationship. It is recommended that the Colleges of Education in Ghana should focus on increasing student's confidence in their technological abilities through targeted training programmes and support resources.
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 Aabeyir, Boniface Aabeyir, Raymond Amoako, Samuel Appiagyei, Ebenezer Arthur, Yarhands Dissou Asare, Bright Koomson, David Kwesi Lotey, Ebenezer Oppong-Gyebi, Emmanuel Yaribatuah, Peter