AAMUSTED Knowledge Manager
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Using the UTAUT Modell to Assess the Factors Influencing the use of ICT in Ghanaian Pre-Tertiary Mathematics Education
(Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, 2023) Owusu Bandoh, Sampson
As the demand for the adoption and use of Information communication and technology has increased rapidly due to the exponential growth of technological advancement in all human endeavor, researchers are also developing theories and/or modells that could be used to explain and predict humans’ acceptance and use of these technologies as they are been released in the markets. The present study adapted one of the powerful modells for ICT integration (thus, Unified Theory of Acceptance and Technology Use) to assess pre-tertiary mathematics facilitators' intentions and actual use of ICT for mathematics instructions in Ghana. The study adopted a quantitative research design with a questionnaire a survey instrument for collecting 185 valid data from both junior and senior high schools’ mathematics facilitators. Descriptive statistics and an enter multiple regression were deployed to validate the proposed research questions. Using SPPS v.23 as a statistical software for analysing the data, the result reveals that, performance expectancy and effort expectancy had a positive and significant effect on mathematics facilitators' intentions toward ICT adoption. Moreover, social influence was significant but had a negative impact on facilitators' intentions. The impact of mathematics facilitators' intention to use ICT and the facilitating conditions within the school environment was also a positive and significant predictor of facilitators' ICT use behaviour. It was concluded from the findings that facilitating condition was the better predictor for mathematics teachers’ ICT use behaviour than teachers’ intention. Hence, the researcher recommended that more government expenditure must be allocated to infrastructures that would improve the use of ICT as well and frequent ICT training must be undertaken to enrich teachers’ knowledge in the affordance of using ICT in mathematics classrooms.
Teachers’ Attitude on Students’ Performance in Teaching and Learning of Mathematics at Presbyterian Senior High School – Bechem
(Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, 2022) Twum, Samuel
The purpose of the study is to ascertain teachers' attitudes and its impact on students' performance in the classroom at Presbyterian Senior High School-Bechem with regard to mathematics in the Tano South Municipality in the Ahafo Region, Ghana. The explanatory sequential mixed method research design was adopted for the study. The teacher population of the school was 192 and purposeful sample was used to select the 30 mathematics teachers. Simple random sampling method was used to select the 171 students from the four classes out the 27 class for the study. In the qualitative study, a sample size of 15 of mathematics teachers, were selected randomly for the focus group discussion. The instrument used for this study was questionnaire. Percent, mean, and standard deviations, were used to analyse the quantitative data while verbatim responses of the interview of the focus group was used to analysed the qualitative data. The finding indicates that positive attitudes improves students‘ academic performance whilst negative attitudes results to decreases in students‘ performance. It is recommended that teachers should regularly develop positive attitude towards the teaching of Mathematics since they are the role model and attitude is about sharing emotions, teachers need to be taught how to develop and use emotional intelligence in the classroom to better students‘ performance.
Enhancing the Practical Skills of TVET Students Using Mathematics as a Tool: A Case Study In Some Selected TVET Schools in Kwahu Traditional Area
(Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, 2023) Tenkorang, Sebedeo Adu
The study was undertaken to found out on how the practical skills of TVET students can be enhanced using mathematics as a tool. The instrument used for the study was a questionnaire. Three hundred and sixteen (316) respondents were used in the study consisting of two hundred and thirty-four (234) males and eighty-two (82) females. Simple Random Sampling procedure was used in to select the students while Purposive Sampling technique was used in the selection of form two students in the three TVET schools at Kwahu. The data-collection tools utilized in this study, which focused on variables such TVET students' attitudes toward mathematics (ATTI), interest in mathematics (SMN), and practical skills (PRASK), were modified from earlier studies carried out by other researchers. Structural Equation Model (SEM) software from Amos version 23 was used to analyze the gathered data. The findings of this study demonstrated that TVET students' attitudes toward mathematics had a substantial impact on their interest in mathematics. In addition, the results showed that TVET students' attitudes toward mathematics had a favorable impact and were statistically significant on their practical skills. Moreover, to enhance the practical skills of TVET students, it is recommended that stakeholders in TVET institutions gear the teaching and learning of Mathematics towards students’ practical lessons. Also, emphasis on practice should take precedence over theory in the mathematics curriculum.
The Interplay Between Students’ Mathematics Self Efficacy, the Classroom Climate, and Students Attitudes Towards Mathematics, Examining their Collective Influence on Students’ Academic Performance in Mathematics
(Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, 2023) Agyei, Sylvester Akwasi
This
study explored the interplay between students’ mathematics self efficacy, the classroom climate, and students’ attitudes towards mathematics, examining their collective influence on students’ academic performance in mathematics. The study employed a descriptive survey design and a structured questionnaire as data collection tool. The study population consisted of students at Nkawie Senior High Technical School and Toase Senior High School in the Ashanti region of Ghana. The study sampled 382 students from both schools using stratified and simple random sampling technique s . The data was analyzed using Structural Equation Model ing (with Amos (v. 23) software . Based on the findings, it was concluded that student’s mathematics self efficacy ha d a significant po sitive effect on performance in mathematic (β = 0.2 0 1 ; C. /t = 2 97 5 ; p = 0.003 )). Classroom climate ha d significant positive impact on students’ mathematics performance (β 0. 188 ; C. /t 2 677 ; p = 0.007 ) and the relationship between students’
mathematics self efficacy and mathematics performance was partially mediated by students’ attitude towards mathematic s. The study suggested that mathematics instructors should encourage learners to appreciate the study of mathematics and avoid using derogatory comments for wrong answers in mathematics class. Adequate teaching and learning materials should be provided in every classroom at all leve ls of education to facilitate teaching and learning. Mathematics instructors should relate mathematics to real life situations in order to help learners develop positive attitude towards mathematics.
Relative Viability of the Method of Conjugate Linear Equations in Solving Quadratic Equations: A Comparison with the Conventional Factorization Method
(Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, 2023) Alhassan, Samuel
This study sought to find out the viability of the method of conjugate linear equations in solving quadratic equations among senior high school (SHS) one students, by comparing the effectiveness of teaching quadratic equations using the conjugate linear equations method and the traditional factorization method. A quasi-experimental design involving two senior high school form one classes with twenty-eight (n=28) students for the control and twenty-nine (n=29) students for the treatment group and a total of 57 students was conducted. Pre-test, post-test, and retention test items with respective reliability coefficients; 0.80, 0.87 and 0.85 and their test scores were collected and analyzed using independent samples t-tests. At a significant alpha level of 0.05, the conjugate linear equations method showed significant post-test score differences in favour of the conjugales, with gender difference not significantly different. The method of conjugate linear equations also demonstrated higher retention potential. Although no significant time differences emerged between the two groups, the study highlights the conjugate linear equations method's viability and potential benefits. Recommendations include adoption of the method of conjugales, training of teachers on the pedagogy of the method of conjugales, further research, long-term assessment, and resource provision.