Browsing by Author "Obeng, Benjamin Adu"

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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.
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.
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.