Arthur, Yarhands Dissou
4 Publications in AERD
Author Publications
Export PDFMathematics achievement in high schools, the role of the teacher-student relationship, students' self-efficacy, and students' perception of mathematics
By Appiah, Joseph Bekoe
The study examined the impact of teacher -students' relationship, student self-efficacy, and student perception on mathematics achievement. The study was a survey, and adopted a structured questionnaire as the instrument for data collection. A total sample of 400 students: 112 males and 298 females were randomly selected from two public senior high schools in the Ashanti region. The data gathered were analyzed statistically using structural equation model. Based on the findings, it was concluded that the influence teacher-student relationship has on mathematics achievement was insignificant whiles students' self-efficacy and students' perception had a positive impact on mathematics achievement. The outcome of the analyses recommends that teachers should aid in promoting students' attitudes toward mathematics as well as promoting their self-efficacy in order to accelerate their mathematics performance.
Modeling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception
By Arthur, Yarhands Dissou
The research was to ascertain the mediating effect of students’ perception in the relationship between the history of mathematics, peer-assisted learning, and students’ interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument. Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized paths. History of mathematics had no direct effect on students’ perception towards mathematics, thereby, students’ perception acted as a full mediating variable. Peer-assisted learning had a direct effect on students’ perception towards mathematics, thereby, students’ perception acted as a partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of Education to inculcate the use of history mathematics, as part of the courses in training mathematics teachers. © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
Effects of Peer Tutoring, Teaching Quality and Motivation on Mathematics Achievement in Senior High Schools
By Arthur, Yarhands Dissou
This study assessed the direct effects of peer tutoring, teaching quality and motivation, on the mathematics achievement of senior high school students in Ghana. The study adopted a descriptive survey, which comprised a sample of 321 senior high school students in Kumasi Senior High Technical School. Preliminary analyses, including Confirmatory Factor Analysis, convergent validity, discriminant validity, and internal consistency (Cronbach's Alpha), were estimated before the main model estimation. To test the various hypotheses, Amos (v.23) was used to do Structural Equation Modelling (SEM). Findings revealed that peer tutoring, teaching quality and motivation, all had significant positive effect on mathematics achievement among senior high school students in Ghana. All three hypotheses were therefore supported by this study.
Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest
By Arthur, Yarhands Dissou
In the Sub-Saran Africa, mathematics is a key subject in the school curriculum and most countries consider it as must-pass subject to gain admission into tertiary institutions. This notwithstanding, students’ performance in mathematics in a cause for concern. For example, the mathematics performance of Ghanaian students in 2021 West Africa Senior Secondary Certificate Examination (WASSCE), was lower than that of 2020. This indicates that the percentage of students to gain admission into the tertiary has reduced. This study therefore explored the role of motivation, peer assisted learning, quality of teaching and student interest on student performance in mathematics. The study design was a survey, with structured questionnaire being used for data collection. The population comprised of students pursuing their undergraduate degree at a public university in Ghana. Purposive and convenient sampling techniques were used in selecting 373 first year undergraduate students of Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), who studied on Kumasi campus. Data was gathered during lecture hours, after permissions were sought from the lecturers handling the classes at the time of data collection. The path analysis was by Structural Equation Modelling, by using Amos (v.23) software. It was concluded that students learning interest in mathematics partially mediated the relationships between mathematics learning motivation and performance in mathematics; as well as between mathematics teaching quality and performance in mathematics. The effect of peer assisted mathematics learning on performance in mathematics was however fully mediated by students learning interest in mathematics. © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
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