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All Journal Journal of Advanced Sciences and Mathematics Education
Romuald Koffi Mifetu
E.P. Senior High School, Hohoe
Chemistry Education Mathematics Physics Social Sciences

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Journal : Journal of Advanced Sciences and Mathematics Education

 1 
Effects of multiple representations-based instruction on junior high school students’ achievement in linear equations in one variable Philemon Mgnabil Tijotob; Romuald Koffi Mifetu; Richmond Adu - Gyamfi
Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i1.199

Abstract

Linear equations permeate many essential components of mathematical knowledge, yet the West African Examination Council report shows that the majority of students are unable to solve them adequately. In response to this, dual-representation-based learning has been introduced to minimize student difficulties, thus fostering good academic achievement. This study aims to examine the influence of dual-representation-based learning on middle school students' academic achievement in single-variable linear equations. The research employs a quasi-experimental design with a population of 159 students and a sample of 53 students obtained through convenience sampling. Data collection techniques include questionnaires and the Linear Equations Achievement Test (LEAT) to measure students' academic achievement. SPSS software is used in the research data analysis technique. The results show a statistically significant difference in student scores on the linear equation achievement test when using dual-representation-based instruction compared to single-representation instruction. It also indicates that a majority of middle school mathematics instructors (45.3%) consistently use a single representational learning approach in their linear equation pedagogy. However, a small fraction of teachers (14.0%) regularly incorporate multiple representations into their teaching. This suggests that dual-representation-based learning influences middle school students' academic achievement in single-variable linear equations. Research on dualrepresentation-based learning in single-variable linear equations can provide valuable insights for further understanding more effective and relevant learning methods in the context of middle school mathematics education.
How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics? Joseph Andoh Fordjour; Philemon Mgnabil Tijotob; Richmond Adu - Gyamfi; Romuald Koffi Mifetu
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.298

Abstract

Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.
Co-Authors Joseph Andoh Fordjour Philemon Mgnabil Tijotob Richmond Adu - Gyamfi Richmond Adu - Gyamfi