Department of Mathematics Education
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- ItemINFORMATION SECURITY POLICY COMPLIANCE, WORKERS’ PERCEPTIONS, MOTIVATION AND BREACHING EFFECTS ON ORGANIZATION’S REVENUE(2022)It is generally conceived that the security of an organization’s information resources largely depends on compliance with the organization’s information security policies. Thus, this research investigates the employees’ perception of the importance of information security policy compliance, the factors that motivate them to comply with the policies, and the effects of the policy breaches on the organization’s revenue. A descriptive quantitative method was used to collect and analyze data from four different companies in the Ashanti region of Ghana, West Africa. The findings showed that information security policy compliance is very significant to ensuring the integrity, confidentiality, and availability of the information resources of an organization. Also, both intrinsic and extrinsic motivations influence employees to comply with security policies. The direct effects of security breaches on revenue were not ascertained however, the employees believed that it has effects on the capital growth of organizations. The study has placed much emphasis on the need for organizations to enforce compliance with information security policies.
- ItemERROR ANALYSIS IN SOLVING WORD- PROBLEM OF ALGEBRA; A CASE OF PRE-TERTIARY SCHOOL STUDENTS IN THE ASUTIFI DISTRICT OF AHAFO REGION(2020)Algebra word problems, in general, inculcate in learners the skills and ability to think critically and to look for answers to problems in society and the world at large. Using an explanatory sequential mixed design, the study investigated the errors made by Pre Tertiary students on Algebraic word problems in the selected school in the Asutifi North District of the Ahafo Region of Ghana. Whereas Newman Error Analysis Model was used to find the types of errors students make when translating and solving algebraic word problems, protocols from topics relating to the study were carefully selected and used as interview guide alongside with inspiration from Newman Error Analysis Model. Quota and simple random sampling techniques were used to select ninety-eight respondents. Algebraic Word Problem Achievement Test (AWPAT) was given to the ninety-eight students who had studied several topics on word problems, followed by a structured interview to elicit more information from the respondents. The scores gained from the marked test items illustrated that students made more transformation errors, which happened indirectly from lack of understanding of the concept. A careful analysis of the written responses of the five students interviewed also revealed that, lack of comprehension directly translated into students’ inability to transform algebraic word problems into mathematics equations. In the same vein, the study showed that the main cause of students’ inability to translate and solve algebraic word problems was students’ lack of understanding of the concept “word problem” among others. The study recommends that students should be motivated in the form of encouragements and praises to arouse their interest in translating and solving algebraic word problems.
- ItemMEDIATION AND MODERATION EFFECT OF MATHEMATICS INTEREST AND TEACHING QUALITY BETWEEN SELF-CONCEPT AND MATHEMATICS ACHIEVEMENTS.(2022)This study investigated the mediation and moderation effect of mathematics interest and teaching quality on the relationship between self-concept and mathematics achievement. The study was conducted at Sakafia Islamic SHS and Kumasi Academy SHS in Ghana. The sample comprised 300 students whom they were selected randomly from a population of 1200. The study adopted a descriptive survey and analysis such as exploratory and confirmatory factor analysis, discriminant validity and reliability analysis from Cronbach Alpha was estimated using SPSS (version 23) and Amos (version 23). From the hypothesis, the findings revealed that self-concept partially mediates mathematics achievement through mathematics interest and teaching quality showed no moderating effect between interest, and achievement. The study also found out that self-concept, mathematics interest and teaching quality have a direct effect on students’ performance. The study informed teachers teaching mathematics and in other different programs to be equipped with knowledge of how students perceive mathematics to select the appropriate teaching approach to influence their interest and belief in the study of mathematics. It was suggested based on the findings that; the moderation effect of teaching quality was found to be insignificant. This is imperative for further study to critically analyzed its effect on other antecedents.
- ItemTHE MEDIATING EFFECT OF TEACHERS’ MOTIVATION ON TEACHING QUALITY AND TEACHING RESOURCES AS A PREDICTOR OF STUDENTS’ MATHEMATICS ACHIEVEMENTS(2022)This study looked at the mediating effect of teachers’ motivation on teaching quality and teaching resources as a predictor of students’ mathematics achievement. The study area was Assin North, Assin South, Assin Central, Upper Denkyira East and Upper Denkyira West districts in the Central region of Ghana. The study respondents were mathematics teachers from senior and junior high school from the above districts. The sample from the population were selected by stratified sampling from the various district and in each stratum, simple random sampling was employed to select forty (40) participants. In all, two hundred (200) mathematics teachers formed the sample for this study. Adapted questionnaire items on the four main constructs (teacher motivation, teaching resources, teaching quality and students’ mathematics achievement) were used as the data collection tool. Data analysis was done using Structural Equation Model (SEM) from Amos (version 23). The statistical tool employed were Exploratory Factor Analysis, Confirmatory Factor Analysis, Direct Path Effect, Discriminant Validity and Indirect Effect Analysis. From the research questions, the findings revealed that teaching quality and teaching resources partially mediate students’ mathematics achievement through teacher motivation. The study also found out that teaching resources, teacher motivation and teaching quality have direct positive effect on students’ mathematics achievement. It was suggested based on the findings that, adequate teaching resources such as textbooks, multimedia, videos lessons, proper laboratories, classrooms, computers among other should be made available in all schools to improve students’ mathematics achievement.
- ItemTEACHER-STUDENT RELATIONSHIP AND STUDENTS’ MATHEMATICS ACHIEVEMENT: MEDIATING ROLES OF STUDENTS’ PERCEPTION OF MATHEMATICS, STUDENTS’ SELF-EFFICACY AND COOPERATIVE LEARNING STRATEGIES.(2022)The study examined the mediating roles of students’ perception of mathematics, students’ self-efficacy and cooperative learning strategies in the relationship between teacher student relationship and students’ mathematics achievement in all the senior high schools at Atwima Nwabiagya North District. The study was carried out using the descriptive survey design. The target population was second-year students. Through purposive, proportionate stratified and simple random sampling techniques, questionnaires were administered to 346 second year students, however, 320 questionnaires were returned. The data collected were analyzed using Structural Equation Model (SEM) with bootstrap samples. It was found that teacher-student relationship (B=-1.730, BCpCI 95% CI (-2.406, -1.010)) and students’ self-efficacy (B= -0.143, BCpCI 95%CI (-0.208, -0.089)) were significant negative predictor of students’ mathematics achievement whiles cooperative learning strategies (B= 0.314, BCpCI 95%CI (0.228, 0.443)) and students’ perception of mathematics (B= 0.384, BCpCI 95%CI (0.280, 0.522) were significant positive predictor of students’ mathematics achievement. The study also discovered that, students’ perception of mathematics (B=-0.279, BCpCI 95% CI (-0.425, -0.192)), students’ self efficacy (B= - 0.136, BCpCI 95% CI (-0.217, -0.083)) and cooperative learning strategies (B= -0.125, BCpCI 95% CI (-0.205, -0.078)) were partially mediated the relationship between teacher-student relationship and students’ mathematics achievement. It was suggested based on the findings that, mathematics teachers should be mindful of their relationship with the students, employ varieties of techniques when dealing with students with bad perception of mathematics and also consider the kind of collaborative learning techniques to be adopted in order to accelerate students’ mathematics achievement.