Douglas Darko Agyei
9 Publications in AERD
Author Publications
Export PDFAnalyses of algebra knowledge and difficulties among Ghanaian Junior High School learners: Insights from standard-based mathematics curriculum implementation
By Williams Osei
Learners' algebra knowledge significantly determines their performance in mathematics. Based on the critical role of learners’ algebra knowledge in their mathematics achievements, the current study sought to investigate the algebra knowledge and difficulties of Junior High School learners in public and private schools in Ghana. Utilising the learning behaviour dimensions of the recently implemented standard-based mathematics curriculum in the Ghanaian context, the study employed the descriptive survey design and involved the participation of 441 learners using an achievement test instrument. The findings revealed a continuous decline in average scores and the number of learners operating at higher levels of the dimensions. Public school learners demonstrated proficiency up to the Evaluating level, whilst private school learners exhibited proficiency up to the Creating level, with private school learners exhibiting higher knowledge across all six levels and the overall algebra knowledge as compared to their counterparts in public schools. Furthermore, the study identified ten major algebra difficulties among Junior High School learners. The study provides valuable insights into the depth of algebra knowledge and specific difficulties among JHS learners in Ghana. The findings underscore the significance of teacher preparation, professional development and teaching practices in addressing the identified challenges in algebra. © 2024 The Authors
Teaching Mathematics with Digital Technologies: A Situational Analysis of High School Teachers' Experiences in Ghana
By Emmanuel Agyei
In spite of the proliferation of educational technologies, teacher surveys have indicated relatively low levels of technology integration in mathematics lesson delivery in Ghanaian Senior High Schools. This study examined how Senior High School mathematics teachers use the available technology resources in their pedagogy in Ghana. Drawing on the substitution, augmentation, modification and redefinition model, an explanatory sequential mixed methods design was employed for the study. A questionnaire, classroom observation and semi-structured interview guide were used in gathering data for the study. A total of 202 mathematics teachers were selected using a stratified sampling technique. The quantitative data were analysed using descriptive statistics (means and standard deviations) whereas the qualitative data were analysed using thematic analysis. The results showed relatively low levels of technology usage as modification or redefinition in mathematics lesson delivery; however, the calculator was reported as the predominant technology frequently used by mathematics teachers as substitution and augmentation in their classrooms. The results also revealed that mathematics teachers could only use technology to facilitate their pedagogical activities. They used digital technologies to prepare for lessons, assist in computational tasks during class (substitution) and validate mathematical solutions (augmentation). Consequently, the study emphasises the necessity of training and enhancing teachers' skills to enable them to employ technology for the transformation (modification and redefinition) of their pedagogical practices within the classroom. This transformation would allow students to utilise technology not only for computation and solution verification but also to develop mathematical concepts and critical thinking skills.
Transition from Knowledge of Algebra for Teaching (KAT) to Technological Knowledge of Algebra for Teaching (T-KAT)
By Williams Osei
As technology becomes increasingly prominent in modern mathematics education, there's a growing need to understand the essential knowledge mathematics teachers need to effectively integrate technology in algebra instructions. This study therefore enhances the current Knowledge of Algebra for Teaching (KAT) framework, which theorises teachers' knowledge for teaching algebra, by introducing technological knowledge as a requisite teacher knowledge for interactive teaching of algebra. Through the narrative review methodology, the study builds on the Expanded KAT framework to develop the Technological Knowledge of Algebra for Teaching (T-KAT) model as a structured framework that projects technological knowledge as crucial teacher knowledge for interactive and effective teaching of algebra using technology. The study showed that mathematics teachers need not just Algebra Teaching Knowledge (ATK) to pedagogically drive the teaching of algebra, as hypothesised in the Expanded KAT framework, instead, an Algebra Teaching Knowledge (ATK) redefined in the light of technology (Technological Algebra Teaching Knowledge - TATK) to meet the technological demands of 21st century mathematics education. The study further resulted in the identification of four distinct technological knowledge domains (TATK, TSATK, TAATK, and TPCKA) within the proposed T-KAT framework. These findings provide valuable insights for teacher professional development and further research.
Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
By Williams Osei
This paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Learning with mobile devices - insights from a university setting in Ghana
By Nixon Saba Adzifome
Mobile learning is the newest and emerging technology embraced by universities and this seems to be fast establishing itself as the preferred mode of learning in many countries. However, ways in which mobile devices are used to meet learning goals seem under-researched and may require more effort from researchers, especially in the context of Africa. This empirical study sought to investigate the state of mobile usage among higher education students, their experiences, and available facilitating conditions that influence mobile learning in a Ghanaian university setting. A total of 222 students (distance and vacation students) were engaged to respond to the questionnaires employed for the study. Findings revealed that mobile learning exists in a somewhat structured form as the environment showed most of the salient characteristics of mobile learning but largely remained unharnessed. To a large extent, facilitating conditions for mobile learning were available; students showed positive experiences with their mobile devices and their use in accessing learning, but largely such learning did not occur via the deployed learner management system of the institution. Implications for policy formulation for the Institution and other similar ones that are striving to incorporate mobile technology to increase access and improve the quality of instruction delivery are discussed. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana
By Eric Sefa Boye
The study was aimed at investigating the effectiveness of Problem-based Learning (PBL) in improving Mathematics teaching and learning for pre-service teachers in Ghana. It was largely qualitative and employed an exploratory case study that involved 32 first-year pre-service teachers from Akrokerri College of Education, Ghana. The study revealed that the PBL intervention was effective in teaching Mathematics concepts. Consequently, the authors suggested that further studies could be conducted to cover other Colleges of Education to give credence and boost the reliability of the method employed and the study as a whole. The study was not compared to other methods of teaching to determine its significance. The need to conduct further studies that enable fair comparison with other methods is encouraged. © 2023 The Authors
In-service mathematics teachers' preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery
By Emmanuel Agyei
This research examined the competencies (preparedness, skills, knowledge and self-efficacy beliefs) of High School teachers in teaching mathematics with technology. The study employed the explanatory sequential mixed-methods design where a questionnaire, observation guide and semi-structured interview guide were used to collect data. A stratified sampling technique was used to select 202 mathematics teachers for the study. Descriptive statistics and multiple regression were employed to analyse the quantitative data. Thematic analysis was used for the qualitative data. The findings indicated that mathematics teachers possessed high technology knowledge and self-efficacy, but they had relatively low preparedness and ICT skills in using technology in their lessons. In addition, ICT skills and teacher preparedness emerged as the best predictors for technology usage in mathematics lesson delivery. This implies that mathematics teacher education programmes should consider making ICT a core component of their curriculum to prepare prospective teachers to teach mathematics with technology.
Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation
By Douglas Darko Agyei
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.
Digitizing distance learning materials: Measuring students’ readiness and intended challenges
By Emmanuel Arthur-Nyarko
This study sought to explore distance education students’ readiness to use digital learning materials from a College of Distance Education programme which was in the process of transforming the face to face approach of delivery to a more digitized one in Ghana. Using a descriptive survey design, 400 distance learning students were randomly sampled to respond to a 14-item questionnaire. However, 306 students duly responded and completed the questionnaire on their readiness to use digital tools, their access to digital technologies and the internet as well as challenges they envisage to confront in using digitized learning materials. The results revealed that majority of the students affirmed their readiness to use digital learning materials for learning. While respondents of the study did not report high access levels of some digital technologies such as tablets/iPad, desktop computers and laptops, majority of the students had personal access to smartphones with internet capabilities. Thus, the study highlights the potential of mobile phone device usage in distance learning and contends that in the midst of challenges bothering on access levels and high cost of internet, distance education institutions can operate the policy on bring-your-own-device (BYOD) in which distance learners make use of their personally owned devices to access digital content to support their learning. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.
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