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All Journal International Journal of Mathematics and Mathematics Education (IJMME) The International Journal of Mathematics and Sciences Education
Appiagyei, Ebenezer
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Education Mathematics Other

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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.
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 Adu Obeng, Benjamin Asare, Bright Dapaah Boatemaa , Akua Dissou Arthur, Yarhands Ohene Boateng, Francis Yaribatuah, Peter