http://41.74.91.244:8080/handle/123456789/758 2026-07-09T04:16:47Z http://41.74.91.244:8080/handle/123456789/5340 Influence of teacher-related factors on students’ mathematics achievement. a case of the Atwima-Kwanwoma District Adjei, R. The aim of the study was to assess the influence of teacher related factors on students’ mathematics achievement. A case of Akwima Kwanwoma District senior high schools. Thus, the study examined the effect or the connection between the teacher factors such as teacher experience, teacher motivation, teacher-student interaction and his attitude on student’s mathematics achievement. The study consisted of 1600 form two students from three senior high schools in the district. A convenience sample technique was used to select the sample. The sample for the study was 160 consisting of one hundred and fourteen girls and forty-six boys. The triangulation mixed methods approach was used. The quantitative data from semi-structured questionnaire and focus group discussion scheduled were used for data collection. Quantitative data were coded and input into the SPSS (version 23) and AMOS (version 23) software packages. The structural equation model (SEM) was then used to assess the quantitative data. The analysis of the gathered data was done to identify the key characteristics and relationships between the data in order to generalize and predict the results. However, qualitative data from the focus group discussion conducted were analysed thematically. The finding of the study showed that, teachers have significant influence on students’ mathematics achievement in schools due to its numerous advantages in the environment. Because they enjoyed great teacher motivation, have experience teachers, good teacher-student interaction, it was quite explicit per the discussions as was gathered and analysed from the interviews that, the influence of peers or colleagues on achievement was substantial. 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 DEPARTMENT OF MATHEMATICS EDUCATION, FACULTY OF SCIENCE EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JANUARY, 2026 2026-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5250 Effects 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 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5236 Effects 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 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5105 Effect 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 2024-05-01T00:00:00Z