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INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT International Peer Reviewed & Refereed Journals, Open Access Journal ISSN Approved Journal No: 2456-4184 | Impact factor: 8.76 | ESTD Year: 2016 Scholarly open access journals, Peer-reviewed, and Refereed Journals, Impact factor 8.76 (Calculate by google scholar and Semantic Scholar | AI-Powered Research Tool) , Multidisciplinary, Monthly, Indexing in all major database & Metadata, Citation Generator, Digital Object Identifier(DOI) |
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| Paper Title: | Dynamics of Teaching and Learning of Mathematics in Ghanaian Senior High Schools |
| Authors Name: | Kofi Ashiboe-Mensah |
| Download E-Certificate: | Download |
| Author Reg. ID: |
IJNRD_213313
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| Published Paper Id: | IJNRD2402071 |
| Published In: | Volume 9 Issue 2, February-2024 |
| DOI: | |
| Abstract: | This study examined student, teacher and environmental factors that influence mathematics education in Senior High Schools in Ghana. A cross-sectional data was conveniently collected from 305 final (3rd) year students of Ho Technical University who passed mathematics in the West African Senior Secondary Certificate Examination (WASSCE) successfully. With a 76.0% response rate, the questionnaire has a high level of internal consistency of 0.88 among the measured variables at 5% significant level, using SPSS version 22.0. The result which was analysed using the binomial test revealed that 78.8% of the respondents were between the ages of 20 and 25 years and 21.2% were above 25 years. Whilst 70.2% were taught by a maximum of three mathematics teachers, 29.8% were taught by more than three mathematics teachers in the senior high schools. With this, 68.3% of the respondents who were taught by a maximum of three teachers had between grades A1 and C6 whilst 39.3% who were taught by more than three teachers had between grades A1 to C6. As many as 52.0% responded that they did not learn mathematics because they knew of being helped during the examinations, whereas 40.0% and 42.0% said the grades they had at WASSCE and BECE respectively, were not the true reflection of their competencies. The findings indicated that 44.0% were nervous during examination because they did not prepare. However, 41.0% agreed that they had weak mathematical foundation, and 44.0% said they performed well without understanding mathematical concepts. Furthermore, 75.0% of the respondents specified that mathematics syllabi were voluminous to complete and 71.0% reiterated that learning materials were inadequate, thus making learning the subject difficult. In addition, 78.0% and 58.0% of respondents indicated that school management and parents did not support the learning of mathematics respectively. In conclusion, school management, teachers and parents must contribute to the success of students’ mathematics learning and students must not have more than three mathematics teachers during their three-year stay in the senior high schools. |
| Keywords: | Keywords: Mathematics instructions, teachers’ and students’ attitude, mathematics achievement |
| Cite Article: | "Dynamics of Teaching and Learning of Mathematics in Ghanaian Senior High Schools ", International Journal of Novel Research and Development (www.ijnrd.org), ISSN:2456-4184, Vol.9, Issue 2, page no.a612-a619, February-2024, Available :http://www.ijnrd.org/papers/IJNRD2402071.pdf |
| Downloads: | 000118761 |
| ISSN: |
2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar| ESTD YEAR: 2016 An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.76 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator |
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Published Paper ID:IJNRD2402071 Registration ID: 213313 Published In: Volume 9 Issue 2, February-2024 DOI (Digital Object Identifier): Page No: a612-a619 Country: Ho, Ho, Ghana Research Area: Mathematics Publisher : IJ Publication Published Paper URL : https://www.ijnrd.org/viewpaperforall?paper=IJNRD2402071 Published Paper PDF: https://www.ijnrd.org/papers/IJNRD2402071 |
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ISSN: 2456-4184
Impact Factor: 8.76 and ISSN APPROVED
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