The Teaching and Learning of Integer Operations: The Case of Number Rule and Conventional Method

This study looked at how to employ the Number Rule to help JHS students perform better when learning about integer addition and subtraction. To ascertain the impact of the Number Rule as an instructional aid in the teaching of addition and subtraction of integers on the performance of Junior High School students in mathematics, a mixed-method approach (mostly quasi-experimental and use of interviews) was used. It was simple to choose two schools. Both classes remained unaltered, with one serving as the control group (34 students) and the other (37 students) as the experimental group. The control group received instruction using the conventional approach, while the experimental group received instruction utilizing the Number Rule. With the help of a teacher-made achievement test with fifteen (15) essay-style questions, both groups were pre- and post-tested. According to the study's findings, pupils who were taught using the Number Rule approach did better on the post-test than those who were taught using the Conventional method. Additionally, the Number Rule method makes the lessons more time-efficient, simple to learn, engaging, and practical. As a result, it was suggested that teachers employ the number rule to teach mathematical concepts, particularly the addition and subtraction of integers. The study is significant to teachers and teacher trainees as the result depicts the effectiveness to the use of manipulative (number rule) in teaching and learning of integer additions and subtraction. Keywords: Addition of Integers, Convention Method, Integers, Integer Operations, Manipulatives, Number Line, Number Rule, Operations on Integers, Subtraction of Integers, Whole Numbers DOI: 10.7176/JEP/13-27-01 Publication date:September 30th 202

Effects of Teaching Students through Problem-Solving on Students’ Academic Performance in Problem-Solving

The study aimed to determine how teaching students problem-solving techniques affected their academic problem-solving performance. A quasi-experimental research design was used for this study. The BIA Lamplighter College of Education's level 400 students make up the population for the 2022–2023 academic year. However, all upper primary students were chosen for the study because Problem-solving was a subject taught in that grade. There were three groups of 126 upper primary students in total. Intact groups were used in the study. The problem-solving technique was used in conjunction with the whole class, cooperative, and think-pair-share teaching methods while teaching Groups 1, 2, and 3 (G1, G2, and G3). Scores from the pre-and post-tests were used to gather information. The data were analyzed using ANOVA, Wilcoxon Signed Ranks, Kruskal-Wallis Test, both Wilcoxon W and Mann-Whitney U. The study's conclusions suggest that teaching through Problem-solving may enhance students' problem-solving abilities. The study also discovered that both students taught using whole-class teaching strategies and students led using cooperative learning and think pair teaching strategies benefit from the techniques. After using the "teaching through" problem-solving approach, there was no discernible difference in performance between male and female students

Differentiating Instruction in a Mathematics Classroom: Its Effects on Basic 7 Learners’ Academic Performance and Engagement in Common Fraction

Differentiated instruction is a method that can be utilised to help learners with different characteristics master mathematics in every area covered. In this paper, a pre-test and post-test quasi-experiment design was used. The participants in this study were 83 students chosen at random from basic 7. This includes 41 students in the experimental group and 42 students in the control group at St Andrew’s Junior High School in Wa, Ghana’s Upper West Region. The learners were thoroughly matched based on their learning styles and numerous intelligences. The pre-test was used to assess learners’ academic performance prior to the intervention, and the post-test was used to see if there was a difference in the effect of differentiated instruction versus non-differentiated instruction between the control and experimental groups. The study looked into common fractions, specifically converting improper fractions to common fractions, converting mixed fractions to improper fractions, and solving problems requiring fraction addition and subtraction. According to the findings of the study, learners in the experimental group had interactive, analytic, and introspective learning styles. The experimental group has (differentiated class) and the control group’s (non-differentiated class) pre-test mathematical achievement was comparable to “low”, however, their critical thinking skills were “unreflective”. Post-test results, on the other hand, show that the experimental group (differentiated class) has “high” mathematics achievement and “developing” critical thinking skills, whereas the control group (non-differentiated class) has “average” post-test mathematics achievement and “developed” critical thinking skills. The experimental group outperformed the control group in terms of pre-test and post-test mean improvements in mathematics achievement and critical thinking skills. As a result, the article recommended that practitioners understand the components of differentiation in order to develop lessons that meet the requirements of all learners. Mathematics facilitators must attend workshops and seminars on a regular basis to keep their knowledge and abilities in differentiated instruction up to date

Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra

The study explored the relationship between information and communication technology (ICT) self-efficacies and students’ mathematics performance using the GeoGebra software in teaching quadratic functions to senior high school (SHS) students in the West Gonja Municipality of the savannah region. ICT capabilities were defined as the functionalities offered by ICT in mathematics education that students identify and utilize to address their learning needs, including computational and graphing capabilities. The pre-test/post-test non-equivalent control group design with a quantitative research approach were employed for data collection. A sample of 120 participants were selected from three Senior High Schools in the West Gonja Municipality via the stratified random sampling technique. Data were collected through performance tests and students survey questionnaire and analyzed using descriptive statistics, independent samples t-test and correlation analysis. Notably, the study observed that there was comparable/significant difference between the posttest mean scores of students taught using GeoGebra and students taught without it. The results also indicated GeoGebra as an effective technological tool for improving students’ computational and graphing competencies, both of which revealed significant and positive association with mathematics performance. Analysis of the responses of students' opinions/perceptions of GeoGebra as an ICT tool in teaching quadratic functions revealed an overwhelming majority of students had positive perceptions of GeoGebra, considering it an effective tool for teaching and learning quadratic functions, enhancing their understanding, computational skills, and motivation. They also expressed willingness to recommend it to their peers, indicating strong support for its integration into mathematics education. As a result, the study proposed the full integration of ICT into the SHSs’ curriculum. Additionally, it recommended focusing on enhancing the ICT competencies of SHS students to effectively leverage ICT in their educational endeavors.&nbsp

Contribution of Intrinsic and Extrinsic Factors to Teacher Motivation

Teachers feel their work is becoming increasingly stressful and their status is falling leading to less job satisfaction with a concomitant loss in motivation. This study sought to find out in quantitative terms, the amount of motivation that the intrinsic and extrinsic socio-economic factors make to teacher motivation. The research design employed for this research is quasi-experimental. Two thousand and ninety-eight (2,098) teachers were selected from the Upper East Region of Ghana. Both quantitative and qualitative data was collected. The results showed that intrinsic and extrinsic socio-economic factors do motivate teachers in the execution of their work. However, not a strong association exist between teacher motivation and the intrinsic and extrinsic socio-economic variables. Not much of teacher motivation depends on socio-economic factors. Per the findings of the study, the association between the degree of motivation that teachers receive from the intrinsic and extrinsic socio-economic factors, M€, and the percentage of respondents that claim they are motivated by the factors, f€, could be represented by the polynomial relation, M€ = µ3(f€)3 - µ2(f€)2 + µ1(f€) - µ0. Intrinsic and extrinsic (socio-economic) factors cannot sustain the motivation of teachers permanently, even though the lack of them will lead to demotivation of teachers

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

School Physical Resources and Senior High School Students’ Mathematics Performance in Sagnarigu Municipality of Northern Region, Ghana.

While factors that affect students’ academic performance have been well investigated, the extent to which school physical resources determine students’ performance in Mathematics, to the best knowledge of the researchers, has received less academic attention within the Sagnarigu Municipality and hence the need to delve into the area to determine whether there is a relation between school physical resources and students’ academic performance in mathematics. The study adopted a quantitative approach with a survey design involving 372 students and teachers who were selected through Simple Random sampling technique to participate. Questionnaire was used to gather primary data which was complemented by extensive literature review. Descriptive and inferential statistics were used to analyse the data that was collected from the field. An Ordinary Least Square regression model was used to test the predictive power of school infrastructure, school facilities and teaching and learning materials over students’ performance in mathematics after a correlation statistical test indicated that there were multi-collinearity issues. The analysis revealed that students’ performance in mathematics was closely associated with school infrastructure, school facilities and teaching and learning materials. It was, therefore, recommended that stakeholders in education should ensure that Senior High Schools in Sagnarigu Municipal are given the needed infrastructure, facilities and instructional materials so as to improve instructional quality and raise students’ performance in Mathematics. Keywords: School Physical resources, Teaching and Learning Materials, Infrastructure, Facilities, Performance DOI: 10.7176/JEP/13-30-10 Publication date:October 31st 202