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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) International Journal of Mathematics and Mathematics Education (IJMME)
Dookurong Dilor, Isaiah
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Education Mathematics Social Sciences

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Culturally Responsive Pedagogy in Mathematics: Effects on Achievement, Engagement, Perceptions and Attitudes of SHS Students in Ghana Dookurong Dilor, Isaiah
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 3 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v3i3.1501

Abstract

Purpose – This study investigates the influence of Culturally Responsive Pedagogy (CRP) on senior high school students’ achievement, engagement, attitudes, and perceptions in mathematics within the Ghanaian context. CRP, though widely studied in literacy, remains underexplored in mathematics education, particularly in African settings. Methodology – A quasi-experimental design with a non-equivalent groups approach was adopted. A purposive sample of 79 students from Wa Senior High School was divided into control and intervention groups. Over four weeks, the intervention group received mathematics instruction on simultaneous equations using CRP strategies, while the control group was taught with conventional methods. Data were collected through pre- and post-tests, a four-point Likert-type engagement scale, and validated attitude and perception questionnaires (α = 0.74–0.91). Independent sample t-tests were used for analysis. Findings – Results revealed that students exposed to CRP significantly outperformed their peers in mathematics achievement and demonstrated higher levels of behavioral engagement. Participants in the CRP group also reported lessons as more inclusive and culturally relatable, with positive effects on attitudes and perceptions toward mathematics. These findings affirm the potential of CRP to enhance both academic and affective learning outcomes by situating content within students’ sociocultural realities. Novelty – This study extends CRP research into mathematics, providing empirical evidence from an under-researched African context. It highlights how integrating culture into mathematics pedagogy can promote equity, relevance, and learner-centered instruction. Significance – The study is relevant for mathematics teachers, curriculum developers, policymakers, and teacher educators seeking to design inclusive pedagogical approaches that strengthen equity and achievement in mathematics.
A Collaborative Learning Model for Developing Problem-Solving Skills in Mathematics: the Role of Respect and Support Dookurong Dilor, Isaiah
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p143-164

Abstract

This study examined the influence of a respectful and supportive collaborative learning environment on Senior High School Year 3 (SHS3) students’ problem-solving skills and mathematics achievement in Ghana. A mixed-methods approach was adopted with open-ended questionnaire and achievement test, employing Braun and Clarke’s thematic analysis for qualitative data and paired-sample t-test statistics for quantitative analysis. The intervention focused on promoting mutual respect, peer support, and structured collaboration during mathematics problem-solving tasks. Pre-test findings highlighted barriers such as fear of negative peer judgment, low confidence, avoidance of challenging problems, limited knowledge of problem-solving strategies, and surface-level learning. Post-test results revealed marked improvements, including enhanced confidence, constructive peer interaction, persistence, deeper learning, accuracy, and the use of diverse strategies. Statistical results from the SHS 3 further confirmed significant gains in mathematics achievement after the intervention. These findings demonstrate that fostering respect and support within collaborative learning environments can strengthen both problem-solving competencies and academic performance. The study recommends that mathematics educators adopt respect-based collaborative approaches to cultivate positive peer dynamics, encourage active engagement, and develop higher-order thinking skills among students.
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