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Mathematics Achievement in Crisis': Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana
By Ansah J.K.
Mathematics achievement in senior high schools (SHS) in Ghana is not encouraging and this has become a concern for major stakeholders. Several studies have been conducted to provide information to understand the issue of poor mathematics achievement. Of all the studies, areas regarding the joint influence of experience, pedagogical content knowledge (PCK) and subject matter knowledge (SMK) have been less explored in Ghana. In this study, the interplay among these variables is examined in an attempt to explain the variances in students' mathematics achievement. To achieve this purpose, 210 SHS teachers and 8,400 students in SHS across the country were surveyed and subsequently administered tasks on algebra taking into consideration the variables of interest. The study revealed that teacher knowledge and teaching experience significantly influenced students' mathematics achievement. It was discovered that PCK had a significant indirect effect on students' mathematics achievement through teachers' SMK. The findings also showed that experience did not significantly moderate the relationship between teachers' SMK and students' mathematics achievement. The study, based on the outcome, made conclusions and recommendations for practice. Suggestions for the implementation of future studies were also highlighted. © 2020 Joseph Kweku Ansah et al., published by De Gruyter.
Conducting Research Work as a Requirement for University Undergraduate Studies: Challenges of Distance Education Students in Ghana
By Sumaila J.
As a partial condition for the successful completion of school, and for certification reasons, undergraduate distance education students in Ghanaian universities are required to conduct research work. Due to the mode of teaching and learning activities, it appears such students are at a disadvantage. In this study, we examined the challenges distance education students encounter in conducting their research work in two universities in Ghana. A cross-sectional survey was conducted using 866 distance education students sampled from the study centres across the country. Results from a confirmatory factor analysis, using 5,000 bootstrap samples, revealed challenges from the students, supervisors and the institutions. Based on our results, we recommend that there should be structured policies by university management and supervisors to relieve students of the challenges they encounter when conducting their research work. The study also encouraged students to devote the needed time, commitment and motivation to complete their research work on time. Suggestions for further studies were made based on the findings. © 2020 Jamilatu Sumaila et al., published by De Gruyter.
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