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All Journal International Journal of Educational Innovation and Research Journal of Education For Sustainable Innovation JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Asomah, Richard Kyere
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject Asomah, Richard Kyere; Narh-Kert, Millicent; Abdul-Malik , Sakara; Enu, Justice; Koomson, Anthony
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.v3i2.9254

Abstract

Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was used for the qualitative data. The findings showed that, SHS students perceived elective mathematics as a difficult subject. Nonetheless, they perceived the teacher-learner activities employed by their teachers in elective mathematics classroom as motivating. Further, they perceived as constructive, the teaching methods used by their elective mathematics teachers. In addition, the study revealed that students’ performance in elective mathematics was not significantly influenced by their perceived difficulty of elective mathematics, teacher motivation and teaching methods although the students expressed favourable dispositions towards these attributes. Thus, the need for Heads of High Schools, to do background check of students’ prior performance, interest and motivation in mathematics as a prerequisite condition for students to pursue elective mathematics is implied in this study. This could stem the tide in the students’ abysmal performance in elective mathematics. Implications for policy, practice and further research are discussed.
The Influence of Gender Differences in Mathematics Anxiety on Mathematics Performance Asomah, Richard Kyere; Magurd Kwabena , Joshua; Assamah, Gabriel; Narh-Kert, millicent; Nusrat Manu, Harriette
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.10565

Abstract

Mathematics anxiety is a recurrent issue that has profound effect on students, particularly females. This study is aimed at exploring the effect of gender differences in mathematics anxiety on mathematics performance among students in some selected Senior High Schools (SHS) in Ghana. A cross-sectional survey was employed as the research design for the study. A total of 370 SHS students (185 males and 185 females) were sampled through Stratified sampling technique. An Abbreviated Mathematics Anxiety rating scale (AMAS) and Mathematics Achievement Test (MAT) were adapted to measure student’s anxiety levels and mathematics performance respectively. Means and standard deviations, percentages, independent sample t-test and Pearson correlation coefficient were employed in the data analysis. The results showed a notable gender-based variations (high, moderate and low) with both males and females exhibiting high prevalence of moderate levels in mathematics anxiety. Further, the study found disparities in the performance of the students in the MAT conducted with male students exhibiting a higher level of performance in comparison with the female counterparts. Finally, a moderate negative relationship between students' mathematics anxiety level and their mathematics performance was found. Thus, the higher the levels of mathematics anxiety, the lower the mathematics performance and vice versa. Therefore, efforts to reduce mathematics anxiety should be directed towards both males and females, with specific attention given to addressing the unique experiences of female. Implications for practice, policy and further research are discussed.
The influence of gender disparities on high school students’ mathematics performance Awoniyi , Florence Christianah; Brenya, Ebenezer Kwame; Asomah, Richard Kyere; Donkor, Phyllis Bernice Kwarteng
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i2.7052

Abstract

The differences in gender have consequence on mathematics achievement. Nonetheless, the dominance in the performance of mathematics with regards to both sexes remains skewed. Thus, the current study sought to measure the impact of gender disparities on mathematics performances and investigate the attitudes and perceptions towards the learning of mathematics in some selected senior high schools (SHS) in Ghana. A descriptive research design was employed. A total of 311 students were sampled using stratification approach. The analysis of the data was achieved using means, standard deviation and paired sample t-test. The findings show significant differences in both sexes’ perceptions and attitudes towards mathematics, with males having better perception and attitudes than females. Further, males exhibited superior mathematics performance to females on an account of the test administered. Finally, the study established that students’ mathematics background, learning environment, gender stereotype and career aspirations are factors that influence performance in mathematics at the SHS level. The study recommends heads of educational institutions to hire more female teachers to take up the teaching of mathematics with the view to modelling favourable high school female perceptions about mathematics. Implications for policy, practice and further research are addressed.
Effectiveness of school managers’ technology integration in senior high school management in Ghana Gabriel-Wettey, Francis Kwesi Nsakwa; Mintah, Josephine Adjoa; Asomah, Richard Kyere; Abonyi, Usman Kojo
Journal of Education For Sustainable Innovation Vol. 3 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v3i2.1276

Abstract

This study assessed the effectiveness of school managers’ technology integration in school management in senior high school (SHS), Ghana. Exploratory case study design was employed. A multi-stage sampling technique was used to select ten managers from some selected SHSs in Ghana. Data was analyzed thematically, and results were reported through a narrative that incorporated themes and subthemes. The study revealed that school managers extensively use ICT tools across five key areas: communication and collaboration, teaching and learning support, data management and record-keeping, financial and management processes, and library and information management. However, the study revealed that effective use of these tools depends on teacher competency, institutional policies, and access to technology. Also, the results showed that technology integration in school management had significantly improved management efficiency, teaching-learning, financial management, and communication. To this end, time-saving and reduced paperwork, accurate data records and informed decision-making, effective communication, reduced workforce and increased efficiency, and precise financial records were perceived as the five key themes that characterize the introduction of ICT in school management. Finally, challenges of infrastructure/resource limitations, internet connectivity, financial constraints, lack of technical support, user-related challenges, and software/system compatibility were identified as barriers to management efficiency and teaching-learning outcomes in the study.
Co-Authors Abdul-Malik , Sakara Abonyi, Usman Kojo Assamah, Gabriel Awoniyi , Florence Christianah Brenya, Ebenezer Kwame Donkor, Phyllis Bernice Kwarteng Enu, Justice Gabriel-Wettey, Francis Kwesi Nsakwa Koomson, Anthony Magurd Kwabena , Joshua Mintah, Josephine Adjoa Narh-Kert, Millicent Nusrat Manu, Harriette