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Effects of Mother Tongue Instruction on Students Mathematical Achievement in the Bekwai Municipal, Ghana Abdul-Ganiyu, Fuseini; Adu Obeng, Benjamin; Asare, Bright; Dissou Arthur, Yarhands
Golden Ratio of Social Science and Education Vol. 4 No. 1 (2024): December - May
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v4i1.395

The study examined the effect of the mother tongue teaching on students' mathematical achievement. From St. Joseph Senior High Technical School, two experimental classes and one control class were chosen. While the control group was instructed only in English, the first experimental group was instructed exclusively in their native language (Twi), whereas the second experimental class was instructed using mother tongue (Twi) as an additional medium of instruction. The results of the pre-test and post-test were statistically examined using the t-test. The findings showed that using Twi as the sole teaching language and using English as the only training language were equally unsuccessful, while mother tongue (Twi) was found to be statistically significant in improving students’ mathematics achievement.

Effects of Mother Tongue Instruction on Students Mathematical Achievement in the Bekwai Municipal, Ghana Abdul-Ganiyu, Fuseini; Adu Obeng, Benjamin; Asare, Bright; Dissou Arthur, Yarhands
Golden Ratio of Social Science and Education Vol. 4 No. 1 (2024): December - May
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v4i1.395

The study examined the effect of the mother tongue teaching on students' mathematical achievement. From St. Joseph Senior High Technical School, two experimental classes and one control class were chosen. While the control group was instructed only in English, the first experimental group was instructed exclusively in their native language (Twi), whereas the second experimental class was instructed using mother tongue (Twi) as an additional medium of instruction. The results of the pre-test and post-test were statistically examined using the t-test. The findings showed that using Twi as the sole teaching language and using English as the only training language were equally unsuccessful, while mother tongue (Twi) was found to be statistically significant in improving students’ mathematics achievement.

Contextualizing Collaborative Learning: A Comparative Study of Urban and Rural Senior High School Students’ Performance in Circle Theorems Dapaah Boatemaa , Akua; Dissou Arthur, Yarhands; Appiagyei, 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.v4i1.1781

Purpose – This study investigated whether school location moderates students’ achievement in Circle Theorems when instruction is delivered through collaborative learning in Ghanaian senior high schools. Although collaborative learning is frequently linked to improved mathematics achievement, evidence on its effectiveness across contrasting Ghanaian school contexts remains limited. Methodology – Guided by Social Constructivist learning theory, the study employed a quantitative, quasi-experimental design. Two schools were purposively selected: one urban (School A) and one rural (School B). The sample comprised 152 students (n = 76 per school), with intact classes assigned as experimental and control groups. After the instructional intervention, data were collected using a 20-item multiple-choice Circle Theorems test. An independent-samples t-test was used to compare post-test performance of students taught via collaborative learning across the two locations. Findings – Results showed no statistically significant difference in Circle Theorems achievement between students in the rural and urban schools exposed to collaborative learning. This indicates that collaborative learning, when implemented effectively, produces comparable learning outcomes across settings, suggesting limited contextual influence. The findings support the scalability of collaborative learning as an equity-oriented instructional approach in geometry. Novelty – The study contributes original, context-sensitive evidence by directly comparing the effects of collaborative learning on Circle Theorems achievement across rural and urban Ghanaian senior high schools, addressing a gap in local geometry education research. Significance – Mathematics teachers, curriculum developers, and policymakers may use these findings to justify wider adoption of collaborative learning to strengthen conceptual understanding in geometry and promote equitable achievement across diverse school environments.

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

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

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.

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