Volume 6, Issue 3, July 2014, Pages 362–368
Appiahene Peter1, Opoku Michael2, Akweittey Emmanuel3, Adoba Emmanuel4, and Kwarteng Richard5
1 Tutor and Computer Science Masters Student, Kwame Nkrumah University of Science and Technology, Kumasi, Ashanti, Ghana
2 Computer Science Masters Student, Kwame Nkrumah University of Science and Technology, Kumasi, Ashanti, Ghana
3 Lecturer Mathematics Department, Presbyterian University College, Ghana
4 Lecturer Institute of Distance Learning, University of Cape Coast, Ghana
5 Tutor and Mathematical Statistics Masters Student, Kwame Nkrumah University of Science and Technology, Kumasi, Ashanti, Ghana
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The importance to incorporate mathematics in education has gain worldwide recognition, as it has a great potential of improving the level and quality of education completely. Mathematics is the bases of creation and is also the bases of learning and any student who is excellent in mathematics has a greater probability in excelling in other subjects as well. Today's era of technology cannot be discussed without making reference to the mathematics. Technology relates it building blocks to mathematics and any nation that wants to develop technologically must pay special attention to the study of mathematics. However, the teaching and learning of mathematics in our education is faced by a lot of hindrances. This study examines the challenges of the teaching and learning of mathematics in second cycle institutions in Ghana at Kumasi Metropolis. The researcher administered 400 total questionnaires, interviews and focus groups discussions, and a sample of three hundred and sixty (360) respondents made up of one hundred (100) teachers and two hundred and sixty (260) students respondent to them. Stratified sampling method was used to group the school population into two (2) main categories: teaching staff, and student. Random sampling was then used to select 360 respondents for data collection. After the study, it came out that, some of the problems are; lack of teaching and learning materials representing 22.22% according to the data gathered from the respondents ,from the respondents another problem was inconsistent syllabus by Ghana Education Service with a percentage of 16.67%, poor attitude towards the study of mathematics by students also had a percentage of 19.44%.
Author Keywords: Assessing, Second Cycle, Institutions, Challenges, Teaching, Learning, Mathematics.
Appiahene Peter1, Opoku Michael2, Akweittey Emmanuel3, Adoba Emmanuel4, and Kwarteng Richard5
1 Tutor and Computer Science Masters Student, Kwame Nkrumah University of Science and Technology, Kumasi, Ashanti, Ghana
2 Computer Science Masters Student, Kwame Nkrumah University of Science and Technology, Kumasi, Ashanti, Ghana
3 Lecturer Mathematics Department, Presbyterian University College, Ghana
4 Lecturer Institute of Distance Learning, University of Cape Coast, Ghana
5 Tutor and Mathematical Statistics Masters Student, Kwame Nkrumah University of Science and Technology, Kumasi, Ashanti, Ghana
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The importance to incorporate mathematics in education has gain worldwide recognition, as it has a great potential of improving the level and quality of education completely. Mathematics is the bases of creation and is also the bases of learning and any student who is excellent in mathematics has a greater probability in excelling in other subjects as well. Today's era of technology cannot be discussed without making reference to the mathematics. Technology relates it building blocks to mathematics and any nation that wants to develop technologically must pay special attention to the study of mathematics. However, the teaching and learning of mathematics in our education is faced by a lot of hindrances. This study examines the challenges of the teaching and learning of mathematics in second cycle institutions in Ghana at Kumasi Metropolis. The researcher administered 400 total questionnaires, interviews and focus groups discussions, and a sample of three hundred and sixty (360) respondents made up of one hundred (100) teachers and two hundred and sixty (260) students respondent to them. Stratified sampling method was used to group the school population into two (2) main categories: teaching staff, and student. Random sampling was then used to select 360 respondents for data collection. After the study, it came out that, some of the problems are; lack of teaching and learning materials representing 22.22% according to the data gathered from the respondents ,from the respondents another problem was inconsistent syllabus by Ghana Education Service with a percentage of 16.67%, poor attitude towards the study of mathematics by students also had a percentage of 19.44%.
Author Keywords: Assessing, Second Cycle, Institutions, Challenges, Teaching, Learning, Mathematics.
How to Cite this Article
Appiahene Peter, Opoku Michael, Akweittey Emmanuel, Adoba Emmanuel, and Kwarteng Richard, “Assessing the Challenges of Learning and Teaching of Mathematics in Second Cycle Institutions in Ghana,” International Journal of Innovation and Applied Studies, vol. 6, no. 3, pp. 362–368, July 2014.
