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All Journal MEJ (Mathematics Education Journal) Golden Ratio of Social Science and Education International Journal of Didactic Mathematics in Distance Education The International Journal of Mathematics and Sciences Education Mathematics Education Journal
Asare, Bright
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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

Abstract

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.  
Investigating the Philosophical View of Teaching Circles Theorem Asare, Bright
Mathematics Education Journal Vol. 8 No. 1 (2024): MEJ Vol 8 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v8i1.31319

Abstract

Circle theorem was seen as the most challenging mathematics topic most students’ in Ghana run away from. During the WASCE, most students run away from answering mathematics questions that are in line with circle theorem. Such challenge has drawn the attention of mathematics teachers and researchers in mathematics education to find out the factors that drives students from attempting circle theorem question and the appropriate approach that can be used to teacher and to solve questions in circle theorem. The study aimed to investigate the philosophical view of teaching circle theorem. The literature review was based on ontological view of circle theorem, axiological view of circle theorem, and epistemological view of circle theorem. The study concluded that, the three philological view of mathematics has a unique significant effect on teaching and learning circle theorem.
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.
Influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance Michael, Batsa; Arthur, Yarhands Dissou; Asare, Bright
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.10313

Abstract

The current study examined the influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance. The study adopted descriptive survey using questionnaire for the data collection. 320 students were sampled from a total population of 1600 students using stratified sampling and simple random sampling techniques. The data collected was analysed using Structural equation modeling to examined the hypothesized paths. Based on the data analysis, peer learning, self-regulatory learning, and mathematics interest had a direct positive and statistically significant impact on mathematics performance. The study explores the impact of peer learning, self-regulatory learning, and mathematics interest on students' performance, offering insights for effective instructional strategies and policy interventions. Finally, the study suggests incorporating structured peer-learning activities, self-regulatory learning strategies, engaging mathematical contexts, and professional development programs for teachers to enhance student autonomy and interest in mathematics.
Influence of Parental Involvement and Academic Motivation on Mathematical Achievement: The Role of Students’ Mathematics Interest Asare, Bright; Welcome, Natalie B.; Arthur, Yarhands Dissou
Mathematics Education Journal Vol. 18 No. 2 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i2.pp295-312

Abstract

The study examines the influence of parental involvement and academic motivation on students' mathematics performance, mediated by students' interest in mathematics. The current study adopts a descriptive-correlational research design. The study population comprises all first-year and second-year senior high students in the Central Region of Ghana. A sample of 290 students was randomly selected from four senior high schools in the Central Region of Ghana. The researcher used stratified sampling techniques to categorize the students into the various courses offered in the schools and employed simple random sampling techniques to select respondents from each stratum for the study. A structured questionnaire was used as a research instrument to collect data from the target population. Analysis of Moment Structures (Amos) version 23 and IBM SPSS version 23 were used as analysis tools for data analysis. The analysis results show that parental involvement, academic motivation, and students' interest in mathematics have a significant positive effect on mathematics achievement. Furthermore, students' interest in mathematics partially mediates the link between parental involvement and mathematics achievement. Finally, students' interest in mathematics partially mediates the connection between mathematics motivation and mathematics achievement. The study recommends that parents must be fully involved in their children's education, especially in their mathematics learning, by providing students with the necessary support to improve their mathematics learning and performance.
Co-Authors Abdul-Ganiyu, Fuseini Adu Obeng, Benjamin Appiagyei, Ebenezer Arthur, Yarhands Dissou Dissou Arthur, Yarhands Michael, Batsa Ohene Boateng, Francis Welcome, Natalie B. Yaribatuah, Peter