Department of Mathematics Educationhttp://41.74.91.244:8080/handle/123456789/7582026-05-20T19:40:21Z2026-05-20T19:40:21ZEffects of cooperative learning on students’ performance in mathematics in Siddiq Senior High SchoolWiredu, L.O.http://41.74.91.244:8080/handle/123456789/52502026-05-20T11:50:14Z2024-06-01T00:00:00ZEffects of cooperative learning on students’ performance in mathematics in Siddiq Senior High School
Wiredu, L.O.
The purpose of this study was to determine the effects of Cooperative Learning on
Student performance in Mathematics in Siddiq Senior High School because
mathematics is perceived as a difficult subject in the school. The study employed
pretest-post-test quasi-experimental design involving two intact classes. The
instruments for the data collection were standardized pretest and post-test
Mathematics questions based on number bases (numeration system) and modular
arithmetic. Data were presented and analysed using frequencies, percentages, means
and standard deviation. The findings revealed that independent learning style was
dominant among the students in studying mathematics. The findings further revealed
that applying cooperative learning to the study of mathematics had a positive effect on
the performance of students. Another fallout from the study was that the experimental
group which received the intervention had a higher increase in mean value from a pretest
value of 0.476 to a post-test value of 0.705. Even though the control group had a
slight increase in mean values from 0.343 in the pre-test to 0.533 in the post-test. This
data show that cooperative learning has a positive effect on students in Siddiq Senior
High School. The study recommends among other things that workshops should be
organized by educational bodies to emphasize and enlighten teachers and mathematics
educators on the importance of cooperation. Cooperative learning methods would be a
viable substitute to traditional method of teaching and learning of mathematics.”
A thesis submitted to the school of graduate studies in partial
fulfilment of the requirement for the award of the degree of
Master of Philosophy
(Mathematics Education)
DEPARTMENT OF MATHEMATICS EDUCATION,
FACULTY OF SCIENCE EDUCATION
UNIVERSITY OF EDUCATION, WINNEBA
JUNE, 2024
2024-06-01T00:00:00ZEffects of cooperative learning on students’ performance in mathematics in Siddiq Senior High SchoolWiredu, L.http://41.74.91.244:8080/handle/123456789/52362026-05-13T10:22:30Z2024-06-01T00:00:00ZEffects of cooperative learning on students’ performance in mathematics in Siddiq Senior High School
Wiredu, L.
The purpose of this study was to determine the effects of Cooperative Learning on
Student performance in Mathematics in Siddiq Senior High School because
mathematics is perceived as a difficult subject in the school. The study employed
pretest-post-test quasi-experimental design involving two intact classes. The
instruments for the data collection were standardized pretest and post-test
Mathematics questions based on number bases (numeration system) and modular
arithmetic. Data were presented and analysed using frequencies, percentages, means
and standard deviation. The findings revealed that independent learning style was
dominant among the students in studying mathematics. The findings further revealed
that applying cooperative learning to the study of mathematics had a positive effect on
the performance of students. Another fallout from the study was that the experimental
group which received the intervention had a higher increase in mean value from a pretest
value of 0.476 to a post-test value of 0.705. Even though the control group had a
slight increase in mean values from 0.343 in the pre-test to 0.533 in the post-test. This
data show that cooperative learning has a positive effect on students in Siddiq Senior
High School. The study recommends among other things that workshops should be
organized by educational bodies to emphasize and enlighten teachers and mathematics
educators on the importance of cooperation. Cooperative learning methods would be a
viable substitute to traditional method of teaching and learning of mathematics.”
A thesis submitted to the school of graduate studies in partial
fulfilment of the requirement for the award of the degree of
Master of Philosophy
(Mathematics Education)
DEPARTMENT OF MATHEMATICS EDUCATION,
FACULTY OF SCIENCE EDUCATION
UNIVERSITY OF EDUCATION, WINNEBA
JUNE, 2024
2024-06-01T00:00:00ZEffect of flipped instruction on pre-service teachers’ performance, and challenges in learning differential calculusLakapi, S.G.http://41.74.91.244:8080/handle/123456789/51052026-03-18T13:40:26Z2024-05-01T00:00:00ZEffect of flipped instruction on pre-service teachers’ performance, and challenges in learning differential calculus
Lakapi, S.G.
The study investigated effect of flipped instruction on pre-service teachers’
performance in differential Calculus. It further investigated the challenges pre-service
teachers face in their quest to learn differential calculus. The theoretical frame work
adopted in the study was the Bloom’s Taxonomy. Bloom’s taxonomy guided the
researcher in preparing and administering the test items. The study utilized mixed
method approach involving quasi-experimental design in which two colleges of
education were randomly selected from Eastern and Greater Accra regions and assigned
as college A and college B respectively. A sample of 120 pre-service teachers from the
two colleges of education were randomly selected for the study. A calculus achievement
test and an interview guide were used to collect data, the instruments were subjected to
validity and reliability tests. Both quantitative and qualitative data were collected and
analyzed using descriptive and inferential statistics, as well as content analysis. The
study found that flipped instruction aids pre-service teachers perform better in
differential calculus as compared to the lecture method of teaching. The study further
revealed that flipped instruction helps pre-service teachers perform better in all the
aspects of the Bloom Taxonomy. The challenges faced by pre-service teachers in
learning differential calculus, as identified by the study, included ineffective teaching
approaches adopted by college tutors, inadequate exercises to consolidate learning, and
ineffective use of teaching and learning materials.
A thesis 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
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
MAY, 2024
2024-05-01T00:00:00ZSenior high school students’ poor performance, errors and misconceptions in determining measures, of variation in statisticsAmewu, G.D.http://41.74.91.244:8080/handle/123456789/50792026-03-16T10:48:19Z2024-11-01T00:00:00ZSenior high school students’ poor performance, errors and misconceptions in determining measures, of variation in statistics
Amewu, G.D.
This study examines Senior High School students' errors and misconceptions in
understanding statistical measures of variation, focusing on students at Winneba Senior
High School, Ghana. Statistics, a critical discipline for data interpretation and informed
decision-making, often presents conceptual and procedural challenges, particularly
regarding measures such as range, variance, and standard deviation. The research
employed a mixed-methods approach within a pragmatist paradigm, utilising an
exploratory sequential design. Quantitative data were collected through structured
assessments administered to 140 final-year students to identify their errors and
misconceptions in dealing with tasks on measures of variation. Subsequently, semistructured
interviews with a purposively selected subset of 10 students provided
qualitative insights into their reasoning and cognitive challenges. The findings revealed
that students frequently confuse measures of central tendency with variation, misuse
statistical formulas, and struggle with abstract concepts like deviation and distribution.
Common errors included conflating range and standard deviation, misinterpreting
variability, and relying heavily on rote memorisation of formulas without understanding
their applications. Pedagogical approaches emphasizing procedural skills over
conceptual understanding, insufficient use of real-world data, and linguistic barriers in
statistical terminology were identified as key contributors to these challenges. The
study concluded that traditional teaching methods inadequately address the cognitive
demands of statistical reasoning. It recommended integrating experiential learning
strategies, real-world data applications, and enhanced teacher training programs
focused on fostering statistical reasoning and interpretation.
A thesis 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
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
NOVEMBER, 2024
2024-11-01T00:00:00Z