http://41.74.91.244:8080/handle/123456789/711 2026-06-23T10:47:06Z 2026-06-23T10:47:06Z Kwadzo, S.E. http://41.74.91.244:8080/handle/123456789/5296 2026-06-23T09:55:55Z 2025-08-01T00:00:00Z

Effects of unplugged computational thinking activities in Mathematics on pre-service teachers’ computational thinking skills Kwadzo, S.E. Developing higher-order thinking skills among pre-service teachers is essential for preparing them to promote problem-solving, logical reasoning, and analytical thinking in mathematics classrooms. However, the integration of Computational Thinking (CT) in teacher education programmes remains limited, creating a need for effective instructional approaches that can enhance these competencies. This study examined the effects of Unplugged Computational Thinking Activities in Mathematics (UCTAM) on pre-service teachers’ CT skills. The study employed a mixed-methods approach using an explanatory sequential design. A total of 87 pre-service teachers participated in the study, comprising 44 in the experimental group from E.P. College of Education, Amedzofe, and 43 in the control group from Peki College of Education. Data were collected through CT skills tests, observation guides, questionnaires, and focus group discussions. Quantitative data were analysed using descriptive statistics and independent samples t-tests, while qualitative data were analysed through inductive thematic analysis. The findings revealed that before the intervention, most pre-service teachers demonstrated emerging or developing levels of CT skills, with none attaining the proficient level. Pre-service teachers exhibited weak skills in decomposition, abstraction, and algorithmic thinking when engaging in unplugged CT mathematics tasks. Post-intervention results indicated a statistically significant difference between the experimental and control groups, suggesting that the UCTAM approach had a positive effect on pre-service teachers’ CT skills. The findings further showed that the use of UCTAM enhanced conceptual understanding in mathematics, strengthened critical thinking, and improved problem-solving abilities. In addition, pre-service teachers reported increased confidence and positive attitudes towards learning mathematics. The study concludes that integrating unplugged computational thinking activities into mathematics instruction can effectively support the development of computational thinking skills among pre-service teachers and improve their engagement with mathematical problem solving. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Doctor of Philosophy (Mathematics Education) Department of Mathematics Education Faculty of Science Education AUGUST, 2025

2025-08-01T00:00:00Z Baah-Duodu, S. http://41.74.91.244:8080/handle/123456789/4953 2026-02-23T12:26:02Z 2023-11-01T00:00:00Z

Pre-service teachers’ reparedness to teach basic school mathematics exploring proficiency and self-efficacy after supported teaching in schools. Baah-Duodu, S. This study investigated the preparedness of pre-service teachers in colleges of education to teach mathematics by examining their mathematics proficiency and perceived self-efficacy after supported teaching is schools. The study also investigated factors that pre-service teachers perceive to influence their preparedness to teach mathematics. The population for this study was 21,500 level 400 pre-service teachers from the 46 public colleges of education in Ghana. The quota purposive sampling technique was employed to select 390 pre-service teachers for the study. The design of the study integrated quantitative analysis based on a causal-comparative framework and qualitative insights from open-ended questions. Mathematics proficiency test and self-efficacy for teaching mathematics questionnaire were the instruments used to collect data. Data collected from the test and questionnaire was analysed quantitatively whereas open-ended questions were analysed qualitatively. Descriptive statistics was employed to analyse pre-service teachers’ levels of preparedness, proficiency and self-efficacy. Independent sample t-test and one-way ANOVA were used to find differences in proficiency, self-efficacy and preparedness. Correlation and Regression analysis were done to ascertain and quantify associations, strength and direction of the linear relationship between preparedness (including proficiency and self-efficacy) and demographic characteristics (age, gender and programme of study). Factors that influence pre-service teachers’ preparedness to teach were explored via thematic analysis. The findings revealed that pre-service teachers are moderately prepared with younger participants exhibiting higher levels of proficiency. Gender-related differences were noted in self-efficacy, with females demonstrating enhanced confidence whiles males demonstrated higher proficiency and preparedness. The analysis of self-reported factors illuminated that mentorship emerged as a foundational support, enhancing both pedagogical and emotional readiness. The findings underscore the importance of tailored training programme for diverse age groups, ensuring gender-inclusive strategies to nurture self-confidence among all pre-service teachers. A dissertation in the Department of Mathematics Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Mathematics Education) in the University of Education, Winneba

2023-11-01T00:00:00Z Arthur, Y.D. http://41.74.91.244:8080/handle/123456789/4069 2026-02-23T10:41:29Z 2018-01-01T00:00:00Z

Assessing factors that influence students’ interest in mathematics in senior high schools in Ashanti Region, Ghana Arthur, Y.D. The students’ performance in Mathematics has been of great concern among parents, educators and general society. Students’ performance in Mathematics may be affected by students’ interest towards Mathematics. The study modeled the Ghanaian Senior High School students’ interest in Mathematics by using quantitative research approach. The study used stratified simple random sampling technique to select ten schools and 1263 respondents in the Ashanti region. The structured questionnaire used for data collection was self-designed to suit the study objectives. The study presented three structure equation models: students-oriented model, teacher-oriented model and combined student and teacher factors-oriented model. The student-oriented model predicted 28.9% of students’ interest in Mathematics, the teacher-oriented model predicted 71.8% of students’ interest in Mathematics and the combined model predicted 71.1%. A logistics regression model predicted 45% of students’ interest while multiple linear regression model predicted 65% of the total variability in students’ interest in Mathematics. The study revealed that students’ interest in Mathematics is independent on the type of basic school attended, age, class level of student as well as parental motivation, however, the study found that students’ interest depend on gender, compulsion in studying Mathematics, future career influenced by Mathematics, parents interest, parents level of education, the programme of study and the agents of students’ motivation. The study concluded that teacher-oriented factors are dominant factors needed for predicting students’ interest in Mathematics. The study concluded further that teachers’ ability to connect Mathematics to real life problems remain the most important predictor of students’ interest in Mathematics. A recommendation of this study is for policy makers to consider early inclusion of guidance and counseling courses into the senior high school curricula to educate students on the importance of courses in their career. A THESIS IN THE DEPARTMENT OF MATHEMATICS EDUCATION, FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF THE DOCTOR OF PHILOSOPHY (MATHEMATICS EDUCATION) DEGREE

2018-01-01T00:00:00Z Armah, G. http://41.74.91.244:8080/handle/123456789/3372 2026-02-23T10:24:28Z 2017-01-01T00:00:00Z

Students’ conceptual understanding of the arithmetic mean and the standard deviation a case study at the University of Education, Winneba Armah, G. This study investigated undergraduate mathematics students’ conceptual understanding of the arithmetic mean and the standard deviation after going through the Ghanaian Junior and Senior High School's core and elective mathematics curriculum. It also sought to determine the levels of conceptual knowledge of the arithmetic and standard deviation that these students have with respect to the Action, Process, Object and Schema (APOS) Theoretical Framework. The study employed the case study design. The purposive and convenience sampling techniques were used to select four hundred and thirty first year students from three different year batches admitted into the Department of Mathematics Education of the University of Education, Winneba. Two instruments were used to collect data on students’ conception of the arithmetic mean and the standard deviation: a test and an interview schedule. The test was given to students in their first semesters on admission before lectures for the introductory statistics course begun. Nine students were randomly selected from the 2014/15 year group and interviewed. Findings revealed that undergraduate mathematics students have conceptualized the arithmetic mean as an average, and as a computational act. They exhibited an incomplete Process conception of the arithmetic mean with respect to the APOS Framework. Participants demonstrated to have no conceptual understanding of the standard deviation, revealing not even an Action conception with respect to the APOS Framework. A recommendation was made for lecturers and tutors responsible for training teachers to ensure that they teach student teachers the concepts of the arithmetic mean and standard deviation before their computations. A thesis in the Department of Mathematics Education, Faculty of Science Education, submitted to the School of Graduate Studies, University of Education, Winneba in partial fulfillment of the requirements for the award of Doctor of Philosophy (Mathematics Education) degree NOVEMBER, 2017

2017-01-01T00:00:00Z