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All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Didactic Mathematics in Distance Education Mathematics Education Journal
Arthur, Yarhands Dissou
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Education Mathematics Other

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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 : 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.
Learners' Attitude towards Mathematics, Technology on Their Mathematics Interest: The Mediating Role of Learners' Mathematics Perception Yeribatuah, Peter; Arthur, Yarhands Dissou
Mathematics Education Journal Vol. 17 No. 3 (2023): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This research work surveyed inquired into, and scanned carefully, the exhibiting indirect causation of learners’ mathematics perception, a connection jointly engaging learners’ stance towards mathematics and technology on their mathematics interest. This inquest was conducted on 200 Senior High School learners sampled in the Central part of Ghana. The employment of a survey and comprehensive questionnaire was necessitated. Amos Software (v. 23) was instrumental in the Modeling analysis computations (SEM: EFA/CFA), and the paths were tested on the hypotheses. Attitude towards mathematics produced a positive impact on learners’ interest, which in turn impacted positively on learners’ perception of mathematics, and technology yielded a positive impact on how learners perceive mathematics. There was a complete mediation of learners' perception of mathematics in the association between learners' attitudes towards mathematics and their interest in mathematics. Further studies could be carried out on the parameters using other methods to inquire about the impact of learners' attitudes on mathematics and the technology involved in their learning on their mathematics interests. The education system must be mindful of learners' attitudes, perceptions, and technology in their learning process. Colleges of education must bring up teachers in the light of learners' attitudes, perceptions, and technology in their learning and the appropriate pedagogy in their delivery of lessons. DOI: https://doi.org/10.22342/jpm.17.3.22103.361-378
Pedagogical content knowledge: bridging math teachers’ technology knowledge and perceived usefulness Oppong-Gyebi, Emmanuel; Ohene Boateng, Francis; Arthur, Yarhands Dissou
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32058

Abstract

The responsibility of mathematics teachers to accept technology into their instructional delivery has been a must know knowledge as professional development of Ghanaian teachers is ongoing to welcome the new standard-based curriculum by the end of 2024 at the senior high schools. This study investigated how conventional pedagogical content knowledge (PCK) influences the adoption and perceived utility of technology among mathematics teachers. Conducted with 979 mathematics teachers purposefully sampled from senior high schools in the Ashanti region of Ghana, the study employed structural equation modeling (SEM) to analyze the relationship between technology knowledge (TK), PCK, and perceived technology usefulness (PTU). The findings indicated a direct relationship between TK and PTU, with no significant mediation effect of PCK observed. Furthermore, professional experience (PE) did not moderate this relationship. However, TK was found to significantly influence PCK, thereby impacting the quality of instruction provided by teachers. Additionally, PCK was identified as a significant predictor of PTU. The study implications lies in its anticipation that Ghanaian mathematics teachers’ TK is perceived to enable them to leverage digital tools and resources effectively to connect it to their PCK, ultimately to lead to more engaging, effective, and impactful mathematics instruction delivery. This will foster meaningful learning experiences aligned with curriculum goals and learners needs.
Co-Authors Asare, Bright Michael, Batsa Ohene Boateng, Francis Oppong-Gyebi, Emmanuel Welcome, Natalie B. Yeribatuah, Peter