Technology Use Among Ghanaian Junior High School Mathematics Teachers in the Ahafo – Ano South District

The study sought to investigate technology use among Ghanaian Junior High School mathematics teachers in the Ahafo-Ano South District of Ghana. Descriptive survey (cross-sectional survey) design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all JHS mathematics teachers in Ahafo-Ano South District, Ashanti region. A stratified sampling technique was used to select 60 JHS mathematics teachers from rural, peri-urban and urban schools in the district. The findings revealed that mathematics teachers technology use in teaching Mathematics at the Junior High School level in the district was low (2.048 ± .85388). These technologies were grouped into manipulatives, digital/computer-based and audio-visual technologies. The results established that most of the teachers used manipulates in teaching Mathematics (3.120 ± 1.063). On the contrary, the results also showed that digital/computer-based technologies such as virtual protractors, calculators, geometry pad, stepping stones 2.0 comprehensive mathematics and computer game programs such as Globaloria etc., were never used by mathematics teachers in the district (1.621 ± .840). Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ± .712)

Effect of Inquiry-based Teaching Approach on Students Achievement in Circle Theorems

This study investigated the effect of inquiry-based teaching approach on students’ achievement in Circle theorems in Senior High Schools. The study used sequential exploratory mixed method research design to collect quantitative and qualitative data to answer the various research questions. A sample of 105 students and 6 mathematics teachers from the two schools were randomly and conveniently selected respectively for the study. Circle Theorems Achievement Tests (CTAT) was administered to both intact classes (control and experimental) as pre-test and after the intervention a similar CTAT was administered as post-test. During treatment, the experimental group were taken through inquiry- based teaching approach instruction while the traditional instruction was applied to the control group. Results from paired sample t-test showed that participants in the experimental group had increment in their post-test as compared to the pre-test. However, independent samples t-test results revealed that students in the experimental group achieved better in the post-test as compared to those in the control group. Interview data showed students negative attitudes and teachers’ teaching methods (use of traditional teaching method) were the main cause of students’ poor performance in circle theorems. The observation data also revealed that time factor was challenging since inquiry class activities needed more time to complete and also forming the small groups was a challenge in the class due to large class size and classroom not spacious. In conclusion, inquiry-based teaching approach was found to increased students’ achievement in circle theorem than the traditional instruction and hence recommended for teachers to implement it in their teaching