Asare, Bright

2 Publications in AERD

Author Publications

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/).

General Read More

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.

General Read More