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All Journal Journal of Mathematics Instruction, Social Research and Opinion
Vivian Maanu
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Validity of Pre-Service Teachers’ WASSCE Results in Predicting Academic Performance at the Presbyterian College of Education William Agyei Brantuo; Vivian Maanu; Theophilus Klu kwasi; Seth Amoako Atta
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 2 (2024): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i2.183

Abstract

In line with international best practices, countries across the globe are intensifying their teacher education institutions to train world-class teachers to feed their schools. Against this background, this research work tried to determine how robust the admission process at the Presbyterian College of Education, Akropong, is. This is because admitting students into the College of Education is the first step in ensuring a sound teacher training program. The study was quantitative and used secondary data; that is, students' West Africa Senior High School Certificate Examination (WASSCE) entry results against their Final GPA at the College of Education were used for the data analysis. The analysis proved that those who entered the College of Education with good grades from the Senior High School exited with good GPAs, and the inverse was true. The researcher recommends that the college move beyond the regular training and put in measures to ensure that most students can improve their performance to be at par with the current demands of a world-class teacher.
Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics Vivian Maanu; Francis Ohene Boateng; Ebenezer Appiagyei; Hatsu Edo; Klu kwasi, Theophilus
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 2 (2024): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i2.200

Abstract

The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.
Co-Authors Ebenezer Appiagyei Francis Ohene Boateng Hatsu Edo Klu kwasi, Theophilus Seth Amoako Atta Theophilus Klu kwasi William Agyei Brantuo