http://41.74.91.244:8080/handle/123456789/758 2026-04-04T16:12:43Z http://41.74.91.244:8080/handle/123456789/5105 Effect of flipped instruction on pre-service teachers’ performance, and challenges in learning differential calculus Lakapi, S.G. The study investigated effect of flipped instruction on pre-service teachers’ performance in differential Calculus. It further investigated the challenges pre-service teachers face in their quest to learn differential calculus. The theoretical frame work adopted in the study was the Bloom’s Taxonomy. Bloom’s taxonomy guided the researcher in preparing and administering the test items. The study utilized mixed method approach involving quasi-experimental design in which two colleges of education were randomly selected from Eastern and Greater Accra regions and assigned as college A and college B respectively. A sample of 120 pre-service teachers from the two colleges of education were randomly selected for the study. A calculus achievement test and an interview guide were used to collect data, the instruments were subjected to validity and reliability tests. Both quantitative and qualitative data were collected and analyzed using descriptive and inferential statistics, as well as content analysis. The study found that flipped instruction aids pre-service teachers perform better in differential calculus as compared to the lecture method of teaching. The study further revealed that flipped instruction helps pre-service teachers perform better in all the aspects of the Bloom Taxonomy. The challenges faced by pre-service teachers in learning differential calculus, as identified by the study, included ineffective teaching approaches adopted by college tutors, inadequate exercises to consolidate learning, and ineffective use of teaching and learning materials. A thesis in the Department of Mathematics Education, Faculty of Science Education, submitted to the school of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Mathematics Education) in the University of Education, Winneba MAY, 2024 2024-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5079 Senior high school students’ poor performance, errors and misconceptions in determining measures, of variation in statistics Amewu, G.D. This study examines Senior High School students' errors and misconceptions in understanding statistical measures of variation, focusing on students at Winneba Senior High School, Ghana. Statistics, a critical discipline for data interpretation and informed decision-making, often presents conceptual and procedural challenges, particularly regarding measures such as range, variance, and standard deviation. The research employed a mixed-methods approach within a pragmatist paradigm, utilising an exploratory sequential design. Quantitative data were collected through structured assessments administered to 140 final-year students to identify their errors and misconceptions in dealing with tasks on measures of variation. Subsequently, semistructured interviews with a purposively selected subset of 10 students provided qualitative insights into their reasoning and cognitive challenges. The findings revealed that students frequently confuse measures of central tendency with variation, misuse statistical formulas, and struggle with abstract concepts like deviation and distribution. Common errors included conflating range and standard deviation, misinterpreting variability, and relying heavily on rote memorisation of formulas without understanding their applications. Pedagogical approaches emphasizing procedural skills over conceptual understanding, insufficient use of real-world data, and linguistic barriers in statistical terminology were identified as key contributors to these challenges. The study concluded that traditional teaching methods inadequately address the cognitive demands of statistical reasoning. It recommended integrating experiential learning strategies, real-world data applications, and enhanced teacher training programs focused on fostering statistical reasoning and interpretation. A thesis in the Department of Mathematics Education, Faculty of Science Education, submitted to the School of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Mathematics Education) in the University of Education, Winneba NOVEMBER, 2024 2024-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5056 The effect of inquiry based learning on students’ achievement in Geometry Allubullu, N.I. This research investigated the effect of inquiry-based learning on students' achievement in Geometry. This study is aligned with the positivist paradigm and employed quantitative research approach. A quasi-experimental design was implemented, focusing on Form 2 students at Nana Brentu Senior High Technical School in the Aowin Municipality. A total of 787 population made up of four hundred and twenty – three (423) boys and three hundred and sixty – four (364) girls were used. The sample comprised two intact classes (n=122), namely Arts 1 and Arts 2 classes and the study employed convenience sampling to select the participants for the study. Data collection spanned three weeks and utilized questionnaires and achievement tests (pre-test and post-test). The presentation of results involved both descriptive and inferential analyses. This study aimed to understand students' experiences in mathematics class, focusing on how inquiry-based learning impacts their perceptions of geometry teaching. The findings reveal positive trends in key areas such as Student Cohesiveness, Teacher Support, Involvement, Cooperation, and Equity. The study also concluded that the absence of significant gender-related differences in mathematics achievement within the context of inquiry-based learning highlights the potential of this instructional approach to create a more equitable and inclusive learning experience for both genders. The results revealed that the treatment group (M = 21.71) scored significantly higher than the control group (M = 15.54), with t – value of -5.499 and a p – value of .000, indicates that students taught using inquiry-based learning demonstrated significantly higher mathematics achievement compared to those taught through the conventional method in geometry. In conclusion, the findings of this study provide strong evidence that inquiry-based learning significantly enhances students’ achievement in Geometry and improves their perceptions of the learning environment. The study recommended that facilitators should ensure students are actively engage in classroom activities. Embracing a proactive role in discussions, collaborative projects, and inquiry-based exercises would not only enhance understanding but also contribute to a supportive and inclusive learning environment. A thesis in the Department of Mathematics Education, Faculty of Science Education, Submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Mathematics Education) in the University of Education, Winneba OCTOBER, 2024 2024-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4968 The scaffolding effect on basic 9 students’ van hiele geometric thinking levels in 3d shapes in the Sekondi-Takoradi Metropolis. Anaba, D.A. This study aimed to find the Scaffolding effect on Basic 9 Students’ van Hiele Geometric Thinking Levels in 3D Shapes in the Sekondi-Takoradi Metropolis. The research employed a descriptive and interpretive design using a parallel mixed method approach. Qualitative data were collected through semi-structured interviews with five basic 9 students. Quantitative data consisted of students’ scores in the tests (pre-test and post-test) which were administered before and after the intervention activities. The tests were structured according to van Hieles Levels of Geometrical Thinking. The pre-test was administered before the intervention activities while the post-test was administered after the intervention activities. The study revealed several difficulties that students face in learning 3D shapes. In the findings, difficulties students faced included language of instruction, teachers’ knowledge and experience, lack of learner support outside the formal school and comprehensive class preparation. However, ways to reduce the difficulties included teacher development, peer teaching, training and mentoring, reduction in the student-teacher ratio and sequencing lesson delivery. The study also found out that students at Basic 9 had not reached level 1 of van Hieles’ levels of geometric thinking in 3D shapes in the pretest. It concluded that the use of ‘Scaffolding’ was a very effective intervention method for enhancing student geometric performance and scores from the post-test showed that students were operating at level 3 of van Hieles’ geometric thinking levels. The recommendation of this study included the need for teachers to comprehensively plan lessons on 3D shapes, taking into account students’ diversity, professional development and the general learning environment. For policy-makers, there is a need to facilitate a multilateral learner support system, which empowers the students to take charge of their learning and development, encourage parents and guardians to provide conducive out-of-school learning environments and help schools to provide the necessary stimulus to students for development. A thesis in the Department of Mathematics Education, Faculty of Science, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Mathematics Education) in the University of Education Winneba 2024-11-01T00:00:00Z