Browsing by Author "Asare, Bright"

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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.
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.