This study focused on the effect of computer-based learning strategies on students’ achievement in the secondary school mathematics. This study employs a quantitative research approach, utilizing experimental design method with pretest and posttest with a control group. The sample for this study was 60 students from the senior secondary school (SSS 2) classes from two (2) international schools in Asaba, Delta State, Nigeria. Two intact classes were used for the study, one as the experimental group and the other as the control group. The reliability test on the achievement test designed for the study yeilded reliability coefficient of 0.75. The data collected were analyzed using t-test to test the hypotheses formulated at 0.05 level of significant. It was recommended that computer-based learning should be integrated into the teaching of sciences with basic concentration in mathematics, since it provides students the opportunity to participate in the teaching and learning processes that impacts students’ academic achievements.
This study investigated the impact of using a Galileoscope mounted on a tripod on students’ observation of celestial objects, adopting a pragmatic paradigm and employing a mixed-methods convergent parallel design. In this study, 42 students of year four from MPC (Mathematics-Physics-Computer) and PCB (Physics-Chemistry-Biology) combinations were purposively selected to participate in the study. Data were gathered via surveys, interviews, and classroom observations. Quantitative results revealed that over 90% of students agreed that using a tripod significantly improved clarity, comfort, and observational efficiency. Mean scores across all survey items exceeded 4.0, with low standard deviations indicating strong consensus. Qualitative feedback supported these findings, highlighting enhanced focus, reduced eye strain, and prolonged observation sessions. Despite minor challenges such as wind-induced instability and initial setup difficulty, students overwhelmingly favored tripod use over handheld observations. The study concludes that the tripod transforms the Galileoscope into a more effective educational tool and recommends its routine integration into astronomy lessons to improve engagement and learning outcomes. These results highlight the importance of integrating stable observational tools in science instruction to promote deeper engagement and learning.
In mathematics education, emphasis is placed on developing students’ ability to solve real-life problems, with word problems playing a central role in fostering this skill. Although the analysis of the semantic structure of additive relation word problems has a long history, research in sub-Saharan Africa remains scarce. This study examined the distribution of additive relation word problems in the Ghanaian mathematics curriculum and textbooks for Grades 1–3 using the established framework of change, combine, and compare types (including problems with unknowns). A total of 223 problems were systematically collected from two publishers along with examples from the national curriculum. The analysis revealed a striking imbalance: the change type accounted for 57% of all items, the combine type for 34%, and the compare type for only 9%. Moreover, change-type problems (start unknown) and compare-type problems with an unknown were nearly absent. These findings indicate limited opportunities for students to encounter the full range of additive structures, which may constrain their development of comprehensive problem-solving strategies. By highlighting these imbalances, this study fills a research gap in the sub-Saharan context and offers evidence-based insights for future curriculum revisions and textbook development in Ghana.
This study explores the views senior high school students in Ghana on the intersections of mathematics, and visual arts, education. Through interviews with eighteen students from two schools, the research investigates the perceived importance of mathematics in visual arts, how mathematical concepts assist in learning visual arts and how visual arts students feel about mathematics and how their interest in mathematics can be improved. The findings reveal that while the majority of visual arts students recognise the relevance of mathematics for tasks such as measurement, costing, and design, there is a significant proportion who find mathematics stressful and disengaging. This was observed to be attributed to the negative perceptions that many mathematics teachers have about visual arts students’ mathematical abilities and the teachers’ failure to integrate mathematics into visual arts. The study highlights the need for more supportive and practical mathematics instruction tailored to the needs of visual arts students, including the use of technology, step-by-step guidance, games, and real-world applications. The research underscores the potential for mathematics to enhance both the creative and practical aspects of visual arts, contributing to the overall development of students. Better teacher training, the formation of student learning groups, and the removal of less relevant mathematical topics are recommended.
The aim of this paper is to investigate upper secondary school students’ difficulties and misconceptions related to axial symmetries, the nature of these misconceptions, and students’ ways of thinking about axial symmetry. We wondered to what extent students refer to figural rather than conceptual aspects in identifying figures symmetrical with respect to an axis. A multiple-choice questionnaire with a request for justification of answers was designed and administered to upper school students. A qualitative data analysis, carried out according to the Fischbein’s Theory of Figural Concepts, seems to show that the misconception related to conflating symmetry with congruence seems to be the most common one, and it emerges from students’ answers that refer to to both conceptual and figural aspects. Moreover, in this paper, we identify and describe other students’ misconceptions, namely: evaluating the distance of a point from a line, conflating the reflection with the reflected object, estimating the distance of a point from a line with respect to the “horizontal” or “vertical” direction. This research shows that some misconceptions of primary and middle school students seem to persist even in upper secondary school students as well. Some educational implications from this study are also discussed in the paper.
Knowledge of completing the square plays a significant role in learning several topics in mathematics. Pre-service mathematics teachers content knowledge is crucial for teaching effectiveness. The study investigated pre-service mathematics teachers’ understanding of completing the square for given quadratic functions and it was guided by three objectives. Simple random sampling was used to sample 87 pre-service mathematics teachers who were in the third year first semester of their study program to participate in the study. Participation in the study was voluntary. Using a sequential explanatory design, data were collected using a test of three questions on quadratic functions followed by interviews and focus group discussions. The study found that the pre-service mathematics teachers demonstrated limited knowledge in completing the square of the quadratic functions. The main difficulty of the pre-service teachers in completing the square for a function was that some began by equating the function to zero. Other difficulties were the mathematical procedure of making the coefficient of x2 in a quadratic function to be 1, errors in the use of integers and errors in computation. It was recommended that pre-service mathematics teachers should be guided to revisit the secondary school mathematics content to deepen their understanding and remediate their difficulties.
The teaching of mathematics, particularly geometry, is vital in training future mathematics teachers. This study aimed to investigate the effectiveness of a modeling mathematics pedagogy compared to traditional methods for teaching geometry to pre-service teachers in Ghana. Utilising a convergent parallel mixed methods research model and a quasi-experimental pretest-posttest control group design, a sample of 191 students was analyzed across an experimental group (n=140), which received model-centered instruction, and a control group (n=51), taught using traditional methods. The instruction received by the experimental group was based on Polya's problem-solving stages and the control group was taught using the traditional method. The intervention lasted for 12 weeks and the results revealed that the geometry problem solving ability of the participants in the modeling instruction (or intervention) group was raised higher than that of the control group. Qualitative analysis of written work demonstrated improvement in how students in the modeling instruction group efficiently approached the geometry problems following the stages of Polya's. The findings strongly indicate that mathematical modelling is a more effective pedagogy for enhancing pre-service teachers’ geometry problem-solving skills, underscoring its potential value in the education and training of teachers of senior high school mathematics.
This study investigated how students' performance in teaching and learning interference of light waves in secondary schools of Musanze District, Rwanda was affected by interactive simulations. 122 senior five students from four different schools were split into two groups using a quasi-experimental design: 61 students in the experimental group were exposed to interactive simulations, while 61 students in the control group received instruction in the conventional method. Pre- and post-tests were used to evaluate students' performance to both groups. Teachers and students were interviewed after the intervention to emphasis the effect of interactive simulations in teaching and learning interference of light waves. There is no significant difference in the mean pretest results (3.34 and 3.47) between the experimental and control groups. However, when post-test results were taken into account, the mean (5.32 and 6.31) comparison revealed a significant difference between the experimental and control groups. The mean and standard deviation were used to answer the research question, and the independent sample t-test with Cohen’s d value employed to assess the effect of intervention in post-test. The experimental group's post-test scores significantly improved (p=0.001, t=3.419), but there was not a significant difference between the two groups' pre-test scores (p=0.568, t=0.568). According to the interviews, simulations enhanced participation and conceptual knowledge, both of which enhanced performance. The study comes to the conclusion that interactive simulations improve student performance and recommends secondary schools’ teachers to use interactive simulations to teach abstract science concepts.
This report presents excerpts from a quasi-experimental study which investigated students’ performance on a pre-test administered prior to an intervention. Data was collected from two of the four participating groups (one experimental and one control). The Structure of the Observed Learning Outcome (SOLO) taxonomy served as a framework for classifying students’ algebraic thinking levels. Analysis showed that pre-test performance of students was generally poor with most students solving items on basic arithmetic problems. Also, students’ level of algebraic thinking as assessed by the SOLO taxonomy was predominantly at the lower levels of the taxonomy. It is recommended that Ghanaian teachers utilise SOLO taxonomy as a diagnostic tool to assess students’ understanding. This will facilitate the identification of specific learning needs of individual students in order to identify the appropriate intervention to address specific needs.
The study assessed the effect of mental mathematics games with consecutive numbers’ datasets on students’ fluency in determining with means and medians of datasets. The embedded mixed methods design was employed using the non-equivalent group quasi-experimental design. A purposive sample of two schools out of four senior high and technical schools in the district were selected, and simple random sampling technique was used to select one Form 2 intact class from each school, one as control group and the other as experimental group. A sample size of 61 students were involved comprising 30 in the control group and 31 in the experimental group. Both qualitative and quantitative data was collected using tests and interview guide. Pre-test was administered to all students before the experiment, which was followed by a post-test. The experimental group was taught using mental mathematics games with consecutive numbers’ datasets and the contorol group was taught with the conventional method without mental math exercises. The findings from the independent samples t-test showed that the mean score of students taught using mental mathematics games with consecutive numbers’ datasets (M=19.71; SD=6.28) was significantly higher than the mean score of students taught using the conventional method (M=12.17; SD=3.65), leading to a statistically significant difference in the students’ mean scores [t (59) = 7.48, p = .000). This suggests there was a positive effect of the treatment in improving the students’ fluency in determining means and medians. Though the results demonstrated that both groups improved, the paired sample t-test indicated the experimental group’s effect size, 1.47, was higher than the control group’s 0.75. The interview results indicated the students perceived the mental mathematics games as making their learning meaningful, enjoyable and led to better conceptual understanding. It is recommended that teachers should incorporate the use of mental mathematics games in their lessons to improve students’ mental computational fluency.
This study examined gender differences between senior high school students’ motivation to, and attitude towards, learning of integrated science and explored how students’ attitude predict their motivation to learn of integrated science, while accounting for gender. Using a descriptive correlational design, the researcher collected data from 320 students through a structured questionnaire adapted from established motivation and attitude to learning science scales. Analyses using descriptive statistics, independent-samples t-tests, Pearson correlations, and multiple regression revealed significant gender differences in motivation to learn science, with female students demonstrating generally higher motivation. At the same time, overall attitude did not differ significantly with regard to gender despite item-level variations. Attitude significantly predicted motivation; gender had a meaningful effect on the model; and the interaction term indicated that the attitude-motivation relationship varied across gender. The study concludes that motivation and attitude towards learning Integrated Science are closely interrelated and shaped by classroom experiences and sociocultural contexts. It recommends strengthening inquiry-based instruction, adopting gender sensitive pedagogies, and improving access to laboratory resources to enhance engagement and promote equity in science education.
Persistent underachievement in mathematics among Ghanaian senior high school students has raised significant concerns among educators and policymakers. This study explored the negative attitudes of eleventh graders toward mathematics learning in the Cape Coast Metropolis using an explanatory sequential mixed-methods design. Quantitative data were collected using the Fennema-Sherman Mathematics Attitude Scales (FSMAS), followed by qualitative focus group interviews with 100 students exhibiting weak or negative attitudes. The findings revealed that despite students’ recognition of the value and utility of mathematics, negative classroom experiences, lack of self-confidence, perceived irrelevance of certain topics, fear of failure, teacher-student power dynamics, insufficient collaborative learning, and unfavourable learning conditions contributed to poor attitudes toward the subject. The study recommends adopting inclusive pedagogical strategies, fostering student collaboration, integrating real-life applications, and strengthening teacher professional development to promote positive attitudes and improve mathematics achievement.
The study investigated Senior High School (SHS) mathematics teachers’ preparedness to implement inclusive mathematics education principles and practices in their mathematics classrooms. A sequential explanatory mixed methods design was employed with a sample of 195 SHSs mathematics teachers selected conveniently and purposefully, from the then 10 political regions of Ghana, to participate in the study. Data was collected using a cross-sectional survey that used a structured questionnaire, administerd online, to elicit information on SHS mathematics teachers’ preparedness to implement pedagogical practices assoiated with inclusive mathematics education in the classroom. This was followed by interviews with 4 mathematics teachers from the 4 of the five Ghana Education Service school placement categories. The study revealed that mathematics teachers in senior high schools are inadequately prepared to implement an inclusive mathematics education curriculum principles and practices in their classrooms. Most of the teachers’ knowledge of inclusive education principles and practices is low. It was observed that approximately 59% of the mathematics teachers sparingly use inclusive education practices or strategies in their mathematics classrooms. It is therefore recommended that various stakeholders, particularly, the Ghana Education Service, should put measures in place to organize training on inclusive mathematics education to upgrade in-service mathematics teachers’ knowledge on inclusivity. Also, mathematics teacher education programmes in teacher education colleges and universities should be reviewed to include inclusive mathematics education principles and practices so that mathematics teachers from various institutions would be equipped to practice inclusivity in their mathematics classrooms.
The debate over the effectiveness of generalist versus specialist-trained teachers in teaching mathematics at the basic school level remains unresolved. This study examines the mathematics teaching efficiency of generalist and specialist teachers in Ghana through the lens of Valsiner’s Zone Theory. A sequential explanatory mixed-methods design, utilising observation and interview guides, was employed with 104 beginning basic school teachers selected through a multistage sampling process. Independent sample t-test and thematic analysis underpinned the analysis. Whereas specialist teachers employed subject-specific instructional strategies, generalist teachers were more sensitive to students’ needs. Additionally, professional development, resource availability, and administrative support have influenced the efficiency of both types of mathematics teachers. As a conclusion, both types of teachers possess unique and complementary strengths that enhance mathematics teaching. It was consequently recommended that schools adopt a collaborative teaching approach, strategically pairing generalist and specialist teachers to complement each other’s strengths for improved student outcomes.
This study explored the impact of inquiry-based teaching on high school students’ understanding, performance, and attitudes toward geometry. Grounded in constructivist principles and the van Hiele theory of geometric thinking, the study adopted a design-based research approach within a descriptive case study framework. Eight in-service mathematics teachers (IMTs) and 87 students from two senior high schools (SHSs) participated in the study. The IMTs underwent professional development training to design and implement inquiry-based lessons. Data were collected using the van Hiele Geometry Test (VHGT), Geometry Achievement Test (GAT), and Geometry Attitude Scale (GAS) and analysed through descriptive and inferential statistics. Findings revealed that students who engaged in inquiry-based learning demonstrated significant improvements in their geometric thinking levels, with many progressing to higher van Hiele levels. Additionally, students showed enhanced performance in geometry and developed positive attitudes characterised by increased motivation and self-confidence. The study concludes that integrating inquiry-based teaching into constructivist classrooms fosters student-centred learning and enhances geometric reasoning. It recommends that mathematics educators adopt inquiry-based instructional strategies to improve student engagement and achievement in geometry.
Persistent reliance on braille and misconceptions about its role continue to influence discussions on inclusion for students with visual impairments in STEM higher education. This systematic qualitative review examines 52 peer-reviewed articles from an initial pool of 142, exploring how assistive technologies, Universal Design for Learning, and inclusive strategies improve students with visual impairments participation in STEM. Findings highlight the importance of accessibility, educator training, and interdisciplinary collaboration. The study recommends a multidimensional approach by combining haptic-tactile, auditory, and kinesthetic strategies with traditional teaching methods. Instead of using assistive tools alone, a comprehensive framework is proposed to meet these students diverse learning needs. Universal design for learning-guided resources such as audio materials, haptic-tactile graphics, and interactive content can enhance engagement and academic success. The review advocates for systemic reforms in higher education and equitable access to STEM in African and European settings. Future research should test inclusive models across STEM and non-STEM courses in various institutions and evaluate their long-term effects on learning and participation.
This study investigated the performance of Primary 1 pupils in fractions in order to ascertain whether their level of performance has prepared them for the future study of fractions and their application at higher levels. The study also sought to explore the achievement of the pupils across school types; that is, private and public schools as well as Below-Average, Average, and Above-Average achieving schools. The descriptive survey design was used. Pupils’ Identification and Representation of Fraction Worksheet was administered to 740 primary school pupils from 18 primary schools, comprising nine each from Public and Private schools, using the stratified sampling technique. The data collected were analyzed, using frequency counts, means, standard deviations and 4-Way ANOVA test. The results from the study revealed that pupils’ performance in the identification and representation of half-shaded fractions was generally low. Though only a small proportion of the pupils (less than 20%) were unable to recognize half-shaded shapes, nearly all the pupils could not recognize fractions in non-half-shaded shapes, which were a third, a fourth and six-twelfths or three-sixths. In fact, less than 1% were able to conceptually move from identification and representation of half to a fourth. The failure rate of pupils increased as the cognitive demands of the tasks increased. Results further revealed that there was no significant difference in the mean performance of pupils from private and public schools. However, a significant difference in performance was found in the mean scores of pupils from below-average, average, and above-average performing schools. The implication of the findings from the study for teaching and learning of identification and representation of fractions to beginners are provided.
This study investigates the key factors associated with mathematics achievement in underserved secondary schools in Ghana, with broader relevance to global efforts to improve mathematics education. Using a cross-sectional survey design, data were collected from 725 final-year students and 55 mathematics teachers across resource-constrained schools. The study examined how teacher characteristics (qualifications, experience, job satisfaction, and professional development), school conditions (working environment, academic emphasis, and school climate), and student attributes (home support, attitudes, confidence, and classroom engagement) relate to students’ mathematics achievement. Results show that while teachers were generally well qualified, many reported challenging working conditions and moderate job satisfaction. Students valued mathematics and perceived a supportive school climate, though many lacked enjoyment or confidence in the subject. Positive student attitude and favourable teacher characteristics were significantly associated with higher mathematics achievement. In contrast, parental education and even strong parental support, as student attributes, did not exhibit a significant positive relationship. The findings highlight the importance of teacher morale and professional development under teacher characteristics, student motivation as part of student attributes, and academic culture within school conditions over socio-economic factors in shaping mathematics learning outcomes. The study concludes with implications for policy and practice, including support for teacher professional development and the creation of motivational classroom environments to strengthen mathematics education in low-resource settings.
Whereas students’ mathematics engagement and performance can be influenced by a variety of academic emotions, much of the existing research has primarily concentrated on anxiety as the operative emotion, ignoring the broader emotional spectrum. Grounded in the Control-Value Theory of Achievement Emotions, this study aims to address this gap by examining the relationship between various academic emotion sub-constructs and mathematics engagement among undergraduates in Ghana. Two hundred and forty (240) third-year undergraduates studying mathematics education at the University of Education, Winneba participated in the study. Utilising descriptive research design, the study examined eight academic sub-emotions categorised into class-, learner- and test-related emotions. Data was gathered using two modified survey inventories administered online and analysed using descriptive statistics and multiple regression. The results showed that test-related emotions were the most predominant among students, followed by learner- and class-related emotions. Of the eight academic sub-emotions, positive emotions namely pride, enjoyment and hope were dominant, while negative emotions like anger, anxiety, shame, and hopelessness were significantly lower. The multiple regression analysis indicated that academic emotions accounted for 28.8% of the variability in the undergraduate students’ mathematics engagement. Enjoyment, pride and anxiety were found to contribute positively to mathematics engagement (p<.05) whereas hopelessness contributed negatively. This study challenges the prevailing notion that anxiety is solely detrimental to learning and foregrounds the complex role of emotions in mathematics education.
The study aimed to compare the proficiency in mensuration of year 3 senior high school (SHS) students taught mensuration of solid geometric figures using GeoGebra with worksheets. A purposive sample of three schools out of four in the district were selected and simple random sampling technique was used to select one intact class from each school for the study. Students in Schools A and B, Experimental Groups A and B, were taught mensuration using GeoGebra with worksheets; and students in School C, Control Group C, were taught mensuration using the traditional teaching pedagogy. The main research instruments for data collection were pretest and posttest. The pretest and the posttest had reliabilities of 0.71 and 0.82 respectively using Kuder-Richardson K 20 formula and Cronbach Alpha coefficient. Pre-test data were collected from the three groups before they were treated with the instructional designs and post-test data were collected after the treatment. The data were analyzed using analysis of variance (ANOVA) at 5% significance level. The result indicated that students taught mensuration of solid geometric figures with GeoGebra with worksheets exhibited the higher level of proficiency than students taught with the traditional teaching methodology in mensuration. It is recommended that senior high school students should be encouraged to learn mensuration of solid geometric figures with both GeoGebra and worksheets.
