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All Journal Journal of Education and Learning (EduLearn) International Journal of Mathematics and Mathematics Education (IJMME)
Larbi, Ernest
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Humanities Education Library & Information Science Mathematics Social Sciences Other

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Mathematical Modeling of Forgetfulness and Memorization of Mathematical Concepts Ebenezer Bonyah; Larbi, Ernest; Raphael Owusu
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 1 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (893.543 KB) | DOI: 10.56855/ijmme.v1i1.212

Abstract

Memorization and forgetfulness in Mathematics Education have been major issues in most developing countries, including Ghana. This work explored forgetfulness and memorization in the context of the fractional calculus domain using the Mittag-Leffler function. The Sumudu transform was employed to obtain a special solution. The existence and uniqueness of solutions was established using the concept of the fixed-point theory. It is established that fractional order plays a major role in memorization and forgetfulness of mathematical concepts. It is concluded that factors that enhance the teaching and learning of mathematical concepts should be encouraged.
Senior High School Students’ Competence in the Use of Calculator in Mathematics Learning Larbi, Ernest; Appiagyei , Ebenezer; Banson, Gideon Mensah
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v2i2.986

Abstract

Scientific calculators serve as valuable tools for teaching and learning mathematics. Calculators help learners to understand mathematical concepts and computation. This study investigated students’ knowledge of the use of calculators in learning mathematics. The sample comprised 98 senior high school students, selected using a simple random technique. The quantitative study used a developed questionnaire with an internal consistency of 0.72 and a mathematics achievement test (MAT) to collect data. Mean and standard deviation, frequency, and Pearson product-moment correlation were used to analyse the data. The findings showed that the students have high hopes (above 3.72) about their ability to use calculators to solve problems in mathematics. The study also found that the student’s proficiency in using the calculator to solve the tasks involved was moderate. In addition, findings show that although there was a positive correlation between the students’ perceived competence and proficiency in calculator use, the correlation coefficient was weak (r = 0.341). Thus, the degree of their perceived capability did not match their actual calculator use. Teachers should continue to provide the needed support to enhance students’ understanding of the basic functions of the calculator and enhance their efficient use.  
A study of the relationships among university students’ attitudinal variables and academic achievement in statistics Larbi, Ernest; Boateng, Francis Ohene; Okyere, Mavis
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22759

Abstract

This study investigated the relationship among university students’ attitudinal variables and their achievement in statistics. The study also examined the relative contribution that each variable makes to their academic achievement. The study sample comprised 96 university students. Data were collected using a self-designed questionnaire. The reliability coefficients of the various subscales of the piloted questionnaire exceeded 0.70 and were found good to use. The analysis of the data showed a significant positive correlation among three of the students’ attitudinal subscales, namely interest towards statistics and academic achievement (r=0.315, p=0.001), motivation to study the subject and academic achievement (r=0.375, p=0.000) and usefulness of statistics and academic achievement (r=0.268, p=0.004). However, there was a positive low, but insignificant, correlation between anxiety and academic achievement (r=0.218, p=0.084). Further analysis, using multiple regression, showed that all the students’ attitudinal variables, except anxiety, made a significant relative contribution to their academic achievement in statistics. It was recommended that lecturers should help to develop students’ interest and motivation, educate them on the usefulness of statistics, and also, consciously try and reduce university students’ anxiety towards statistics.
Co-Authors Appiagyei , Ebenezer Banson, Gideon Mensah Boateng, Francis Ohene Ebenezer Bonyah Okyere, Mavis Raphael Owusu