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All Journal Golden Ratio of Social Science and Education International Journal of Mathematics and Mathematics Education (IJMME)
Dissou Arthur, Yarhands
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Religion Humanities Education Mathematics Social Sciences Other

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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.  
Enhancing Student Mathematics Performance Through Teaching Quality, Motivation, and Students Self-efficacy Dramani, Bilson Abdulai; Dissou Arthur, Yarhands
Golden Ratio of Social Science and Education Vol. 4 No. 2 (2024): June - November
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v4i2.421

Abstract

The current study sought to improve student performance in mathematics by focusing on motivation, student self-efficacy, and teaching quality. The study's descriptive correlation design used a questionnaire to gather data from the intended students. With a sample size of 355 students, the study's population consisted of 3139 students pressuring agric, business, general science, and general arts. Respondents from each stratum were chosen using simple random sampling that was stratified and purposeful. An analysis of the hypothesis routes was conducted using Amos' structural equation model (ver. 23). The student's results showed that improving student performance in mathematics was directly impacted by teaching quality, motivation, and student self-efficacy.
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.  
Enhancing Student Mathematics Performance Through Teaching Quality, Motivation, and Students Self-efficacy Dramani, Bilson Abdulai; Dissou Arthur, Yarhands
Golden Ratio of Social Science and Education Vol. 4 No. 2 (2024): June - November
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v4i2.421

Abstract

The current study sought to improve student performance in mathematics by focusing on motivation, student self-efficacy, and teaching quality. The study's descriptive correlation design used a questionnaire to gather data from the intended students. With a sample size of 355 students, the study's population consisted of 3139 students pressuring agric, business, general science, and general arts. Respondents from each stratum were chosen using simple random sampling that was stratified and purposeful. An analysis of the hypothesis routes was conducted using Amos' structural equation model (ver. 23). The student's results showed that improving student performance in mathematics was directly impacted by teaching quality, motivation, and student self-efficacy.
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

Abstract

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.
Co-Authors Abdul-Ganiyu, Fuseini Adu Obeng, Benjamin Appiagyei, Ebenezer Asare, Bright Dapaah Boatemaa , Akua Dramani, Bilson Abdulai