AAMUSTED Knowledge Manager

Welcome to the AAMUSTED Knowledge Manager (Institutional Repository), an open access digital archive of scholarly intellectual and research outputs of AAMUSTED. The Knowledge Manager contains and preserves: Theses and Dissertations; Research Articles and Conference Papers; Rare and Special Materials and many other Digital Assets of the University.

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    Investigating the Mediating Role of Student Mathematics Interest in Instructor Quality, Teacher Self-Efficacy and Student Teacher Relationship Towards Student Mathematics Performance
    (London Journal of Research in Science: Natural and Formal, 2023) Amoako, Atta Seth; Arthur, Yarhands Dissou; Appiah,Kojo Simon; Maanu, Vivian
    The motive of the study was to find out if students' mathematics interest mediates other variables such as Instructor Quality, Teacher Self-Efficacy and Student Teacher Relationship Towards Student Mathematics Performance. The study was a quantitative research design that uses a structural equation model. A simple random sampling procedure was used to select 497 Senior High School students from five SHS across the Ashanti region of Ghana. The data collection was mainly based on administered questionnaire to the participants which was analyzed using the Structural Equation Model (SEM) with the help of SPSS and AMOS. It was found that teacher student relationship had no significant effect on students’ mathematics performance. Instructional quality and teacher self-efficacy on the other hand had significant positive effects on students’ mathematics performance. Also, it was found that student mathematics interest did not mediate the relationship between teacher student relationship and mathematics performance. Similarly, mathematics interest played no mediating role in the relationship between instructional quality and mathematics performance. Finally, it was concluded that student mathematics interest partially mediated the relationship between teacher self-efficacy and students’ mathematics interest
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    Gender-Based Comparative Analysis of Pre-Service Teachers’ Mathematics Performance at The Colleges of Education in Ghana
    (Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 2024-03) Brantuo, W.A; Klu, T.K; Maanu, V; Atta, S.A.
    College of Education. The study employed the use of secondary data, that is, students' WASSCE entry results against their Final GPA at the College of Education were used for the data analysis. The population of the study was all students of Akropong Presbyterian College of Education, who were admitted in 2015 and 2016 and completed all the required courses and examinations in 2018 and 2019 respectively with the Diploma in Basic Education awarded by the University of Cape Coast. The sample size was 1024 and this comprised all the past students of Akropong Presbyterian College of Education, Akropong Presbyterian who graduated with the Diploma in Basic Education from 2016 to 2019. The results of the analysis proved that males entered with slightly better results than their female counterparts and the final GPA was in the same manner. The researcher therefore recommends that the college must move beyond the normal training and put in measures to ensure that most of the students can improve their performance to be at par with the current demands of a world-class teacher. More importantly, there should be enough gender-sensitive and female- friendly measures to ensure that the females catch up with the males in terms of academic achievement.
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    The red ink: Japanese way of strength-based correction in Ghanaian schools
    (African Educational Research Journal, 2024-09-18) Maanu, Vivian; Bonyah, Ebenezer; Amoako, Atta Seth; Clark, Lauren Jeneva
    The study aimed to explore the perception of pre-service teachers regarding the use of the red pen for corrections. A non-random sample of twelve (12) respondents, consisting of three experienced tutors from the Mathematics, Science, and English Departments, along with nine pre-service teachers, were interviewed. The data was analysed qualitatively using thematic analysis. Four themes emerged from the analysis: emotional response, impact on motivation and learning, perceived effectiveness, and teacher's intent. These thematic findings relate to students' perceptions of using red ink as a Japanese method of strength-based correction in Ghanaian schools. The use of red ink can affect students' emotions both positively and negatively and may serve as either a motivator or a demotivator, depending on the teacher's intent. Therefore, teachers should consider the individual needs and preferences of students when choosing the colour of the pen for providing feedback
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    Digitalizing the Teaching and Learning of Mathematics at the Senior High Schools in Ghana; the Case of Flipped Classroom Approach
    (American Journal Education and Practice, 2021) Amoako, Atta Seth; Brantuo, Agyei William
    Introduction: The 21st century comes with its own challenges so far as the teaching and learning of mathematics is concern. This is because most of the senior students have access to digital devices that allow them to navigate the social media channels like the WhatsApp, Twiter, instagram, SnapChat, Facebook, TikTok and the likes. Unfortunately these handles are loaded with various forms of videos and other stuffs that these innocent young ones turned to love to follow more than their studies, thereby affecting their academic achievements. Purpose: The motive of this study was to enhance students’ conceptual understanding in circle theorems using the flipped classroom approach. Methodology: A sample of Fifty (50) Remedial students from the Bekwai Municipal Assembly in the Ashanti Region of Ghana was selected by means of purposive sampling method for the study. With the use of quasi- experimental design, a pretest post test method was use to gather the data on the students to ascertain the impact of the interventional design. In addition to the tests, a questionnaire was also used to find out how students feel about the flipped classroom pedagogy in teaching and learning. Findings: The analysis of the questionnaire came out that students enjoyed the lessons and their performance appreciated as a result. A statistical significant improvement in the students’ performance made the researcher reject the null hypothesis and concluded that flipped classroom approach impacted positively on students’ performance. Recommendations: It was therefore recommended that the flipped classroom should be adopted as one of the pedagogical strategies in teaching mathematics at the Senior High school.
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    Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning
    (SOCIAL SCIENCE AND EDUCATION, 2023-05-27) Amoako, Atta Seth; Clark, Lauren Jeneva; Bonyah, Ebenezer
    This paper sought to determine if the Basic School Mathematics learning experience has any influence on the individual when it comes to program selection in higher education and career choice. The researcher employed a qualitative approach in order to obtain detailed information about the topic. This led to the adoption of the Narrative Paradigm, where one experienced person was interviewed to obtain first-hand information for analysis. It was revealed if a student develops an interest in mathematics at Basic School it improves their performance. More so such a student is more likely to enroll in mathematics-related courses as he or she moves higher on the academic ladder. It was also observed that if teachers adopt methods of teaching that are learner-centered, it motivates the learner to learn mathematics as an integral part of life but not as abstract information that needs to be chewed. The study confirmed that mathematics has various applications in the workplace, and knowledge of mathematics can be self-gratifying. The study makes the following recommendations; even though students learn as a group, the teacher must focus on the individual learners by giving them extra attention, teachers must be interested in what the students learn after school, and teachers must keep parents and guardians informed about the academic achievements progress of their wards