Browsing by Author "Akosah, Ernest Frimpong"

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Exploring the Link between Teaching Variables and Ghanaian Junior High School Mathematics Achievement: The Mediating Role of Teachers’ Self – Efficacy
(Star Scholars Press, 2025) Akosah, Ernest Frimpong; Arthur, Yarhands Dissou; Obeng, Benjamin Adu
This study investigates the mediating role of teachers' self-efficacy in the relationship between teacher knowledge, teaching quality, teaching experience, and students' mathematics achievement. Utilizing a quantitative research design, the study employs structural equation modeling (SEM) to analyze data collected from 507 junior high school mathematics teachers and their 5070 students across eight regions in Ghana. Participants were selected using a stratified purposive sampling technique. The data were analyzed using SPSS and AMOS version 23. The findings reveal that teacher knowledge significantly impacts students' mathematics achievement, while teaching quality and teaching experience also exhibit positive effects. Furthermore, teacher self-efficacy was found to partially mediate the relationships between teacher knowledge and mathematics achievement, as well as between teaching quality and mathematics achievement. These results highlight the critical role of teacher self-efficacy in enhancing mathematics education. The study underscores the importance of professional development programs that focus on improving teacher self-efficacy to boost students' performance in mathematics.
Inclusive Pedagogies in Mathematics Education: Experiential Learning for Deaf Learners in Specialized Settings
(American Journal of STEM Education: Issues and Perspectives Star Scholars Press, 2025) Hatsu, Edo; Boateng, Francis Ohene; Arthur, D. Yarhands; Akosah, Ernest Frimpong
In this paper, we examined the effects of experiential learning combined with collaborative teaching on the mathematics achievement of deaf learners in specialized classrooms. A quasi-experimental design was employed, comparing pre-test and post-test scores of a control group that received traditional instruction with those of an experimental group taught through experiential learning using collaborative methods. Both groups showed improvement, but the experimental group demonstrated significantly greater gains. Findings confirm the effectiveness of learner-centered approaches in enhancing engagement and understanding among deaf students. The study aligns with global education reform efforts that advocate for inclusive, adaptive teaching practices. It highlights the importance of 98 innovative pedagogies in addressing diverse learner needs and promoting equitable outcomes, particularly in specialized and cross-cultural educational settings.
Optimizing High School Mathematics Achievement through the Lens of Realistic Mathematics Education: The Mediating Role of Teacher Self-Efficacy
(International Journal of Studies in Education and Science (IJSES), 2025) Akosah, Ernest Frimpong; Arthur, Yarhands Dissou; Obeng, Benjamin Adu
This study examines the relationship between teaching quality, teacher self efficacy, and students' mathematics achievement among junior high school students in Ghana, utilizing Realistic Mathematics Education and Self Determination Theory as frameworks. A stratified purposive sample of 507 junior high school mathematics teachers from eight regions was selected, employing a correlational cross-sectional survey design. Structural Equation Modeling (SEM) tested the hypotheses that teaching quality positively affects mathematics achievement, teacher self-efficacy influences teaching quality, and self-efficacy mediates the relationship between teaching quality and achievement. Results confirmed that high-quality teaching significantly improves mathematics achievement, especially when contextualized with RME principles. Teacher self efficacy emerged as a critical factor in enhancing teaching quality and directly influencing student outcomes. Mediation analysis showed that teacher self efficacy strengthens the effect of teaching quality on achievement. These findings highlight the need for educational policies to focus on professional development that boosts teachers' efficacy and promotes realistic, student-centered instructional strategies.