Browsing by Author "Arthur, Yarhands Dissou"

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Effects Of Mother Tongue Instruction On Students’ Mathematical Achievement In The Bekwai Municipal
(Education & Learning in Developing Nations (ELDN), 2024-04-08) Abdul-Ganiyu, Fuseini; Obeng, Benjamin Adu; Asare, Bright; Arthur, Yarhands Dissou
The study examined the effect of the mother tongue teaching on students' mathematical achievement. From St. Joseph Senior High Technical School, two experimental classes and one control class were chosen. While the control group was instructed only in English, the first experimental group was instructed exclusively in their native language (Twi), whereas the second experimental class was instructed using mother tongue (Twi) as an additional medium of instruction. The results of the pre-test and post-test were statistically examined using the t-test. The findings showed that using Twi as the sole teaching language and using English as the only training language were equally unsuccessful, while mother tongue (Twi) was found to be statistically significant in improving students’ mathematics achievement.
Enhancing TVET students’ interest in mathematics through the history of mathematics and self-efficacy
(Journal of Applied Research in Higher Education, 2024-12-01) Arthur, Yarhands Dissou; Vittori, Thomas De; Welcome, B. Natalie; Dogbe, Courage Simon Kofi; Asare, Bright
he history of mathematics (HIST) and the interest in mathematics. Design/methodology/approach – A survey research design was adopted, with a quantitative research approach. The study adopted a convenience sampling technique to select 219 Technical and Vocational Education and Training (TVET) students (level 100 to 400) from a public university in Ghana. Structural equation modelling (SEM) and a bias-corrected percentile method of bootstrapping were run in AMOS (v. 23), to estimate the path coefficients. Findings – The study found that the HISTsignificantly influences both the student’sinterest in mathematics and their mathematics self-efficacy. Furthermore, mathematics self-efficacy was found to significantly affect students’ interest in mathematics and partially mediate the relationship between the HISTand students’ interest. Research limitations/implications – The study was confined to TVETstudents in a single public university in Ghana. Future studies may consider TVET students in other disciplines in other universities within or outside Ghana to increase generalization. Originality/value – There is a shortage of empirical studies that specifically examine how self-efficacy mediatesthe relationship between the HISTas a teaching tool and students’ interest in mathematics. Also, while previous studies have examined the role of pedagogical approaches in mathematics education, there is a lack of research focusing on the impact of historical context on students’ interest, particularly within TVET settings.
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.
Mathematics Interest and Self-Efficacy: Exploring the Relationship between the History of Mathematics and Mathematics Performance
(Star Scholars Press, 2024) Asare, Bright; Arthur, Yarhands Dissou; Obeng, Benjamin Adu
This study investigates the mediating role of mathematics interest and self-efficacy in the relationship between the history of mathematics and mathematics performance. The study adopted a descriptive-correlational design utilizing a structured questionnaire. The sample size comprised 318 university students. The data obtained was analyzed using Structure Equation Modeling (SEM) run by Amos (ver. 23). The findings revealed that HST positively affected mathematics interest and self-efficacy. Self-efficacy and mathematics interest partially mediate the relationships between HIST and mathematics performance. Future studies may consider students in other mathematics-related disciplines in other universities within or outside Ghana to increase generalization.
Modeling students’ mathematics achievement and performance through teaching quality: SERVQUAL perspective
(Journal of Applied Research in Higher Education, 2021-09-02) Arthur, Yarhands Dissou; Dogbe, Courage Simon Kofi; Asiedu-Addo, Samuel Kwesi
among undergraduate students, using the SERVQUAL model. Design/methodology/approach – The sample comprised of 320 first-year undergraduate students of a public university in Ghana. Structural equation modeling (SEM) was run in Amos (v.23) to test the various hypotheses. Findings – The study concluded that the tangible aspect of the SERVQUAL model (service quality), which is very instrument in some service industries such as the airline, had no significant effect on mathematics achievement. Mathematics teaching reliability, responsiveness, assurance and empathy, however, had significant positive effects on mathematics achievement among undergraduate students. Research limitations/implications – The study assessed the effects of the individual dimensions of SERVQUAL on mathematics achievement, and it was realized that the tangible dimension had no significant effect. Tangibles may however compliment the other dimensions and is therefore imperative to also assess the effect of service quality (as a higher/second order variable) with the five dimensions as its first-order variables. Practical implications – Human resources (lecturers) were seen as a strategic tool in enhancing students’ academic performance and mathematics performance to be specific. Management of universities is therefore expected to invest in building, training and developing their human resources for an enhanced academic performance of students, especially in mathematics. Originality/value – Although some past studies have applied SERVQUAL to teaching and learning researches, attention was largely focused on the measurement or assessment of teaching quality using SERVQUAL, with little attention on the effect of SERVQUAL on an outcome variable.
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.
The Mediating Role of Teacher Effective Communication on the Relationship between Students’ Mathematics Interest and their Mathematics Performance
(International Journal of Mathematics and Mathematics Education, 2024-12) Akendita, Paul Agmabire; Boateng, Francis Ohene; Arthur, Yarhands Dissou; Banson, Gideon Mensah; Abil, Maccarthy; Ahenkorah, Marfo
The study investigated how teacher-effective communication mediated the relationship between students’ mathematics interest and performance. The descriptive survey design, which is anchored on the quantitative research approach of the positivism paradigm, was used, and 200 second-year students of a Senior High School in the Talensi district of the Upper East Region were selected through the means of stratified sampling procedures as well as random selections from the strata. A structural equation model (SEM) with bootstrap samples was used to analyze the gathered data, and it was discovered that students' performance in mathematics was positively and statistically impacted significantly on their interest in the subject. In addition, teacher-effective communication was found to have a significant direct positive statistical effect on students’ mathematics performance. Furthermore, students’ mathematics interests correlated positively with the teacher's effective communication. The findings indicated that there existed a partial mediation effect of teacher-effective communication on the relationship between students’ mathematics interest and students’ mathematics performance. Teachers should be allowed to grow professionally in teaching mathematics to communicate vividly and efficiently in mathematical concepts. This will strengthen their mathematical communication skills and also imbibe in them the abilities to incorporate different kinds of collaborative learning techniques to aid students in making faster progress in their mathematical proficiency.