http://hdl.handle.net/123456789/3048 MSE 2026-04-14T23:09:17Z http://hdl.handle.net/123456789/12228 An Investigation of Pre-Tertiary In-Service Science Teachers‟ Perception of and Compliance with The National Teachers‟ Standards for Ghana Sarpong, Lawrence This study investigated the perceptions and compliance levels of pre-tertiary in-service science teachers in Ghana with the Ghana National Teachers' Standards (NTS) to inform policy interventions and professional development strategies to enhance educational quality. The study employed qualitative and quantitative methods in an exploratory sequential multi-method design using cross-sectional surveys and interviews. Data was collected through questionnaires, lesson observation guides, and interviews. Proportionate stratified random sampling was used to select 360 pre-tertiary in-service science teachers from public Upper Primary, Junior High, and Senior High Schools across 10 districts in the Greater Accra Region for the study. The quantitative data analysis through descriptive statistics and qualitative data thematic coding and content analysis revealed a significant lack of science teachers‟ compliance with the NTS, particularly in implementing the science curriculum. The essential competences specified in the NTS were notably absent in the teachers‟ practices due to teachers' negative perceptions of the document. Teachers' inability to demonstrate the expected competences was because of their difficulty understanding the NTS, inadequate dissemination, insufficient sensitization, and a general lack of understanding among teachers. To address these challenges, this study proposed targeted interventions that recommend comprehensive professional development initiatives facilitated by the National Teaching Council (NTC) and Ghana Education Service (GES). A Continuous Professional Development plan and the use of Professional Learning Communities are suggested to empower teachers with the knowledge and skills required to integrate NTS principles into their teaching and assessment practices. xiv, 217p:, ill. 2024-03-01T00:00:00Z http://hdl.handle.net/123456789/12166 Senior High School Mathematics Teachers’ Perceptions and Use of Problem-Solving as a Pedagogical Tool Susuoroka, Gabina The study investigated the mathematics teachers’ perception and use of problem-solving as a pedagogical tool in the Upper West Region. This study employed the sequential explanatory mixed-method design. Questionnaires were administered to 151 mathematics teachers from 21 senior high schools for data collection purposes for this research, after which a sample of 7 out of the 151 mathematics teachers were interviewed followed by an observation of their lessons. The sampling technique adopted for this study was multi-stage in nature; simple random and purposive sampling. This technique was adopted to obtain the various samples for this study. Both inferential (correlation) and descriptive statistics (mean, median and standard deviation) were used in analyzing quantitatively the data obtained. Analysis of the qualitative data from the open-ended items was done using the thematic coding technique. This study revealed that mathematics teachers have positive perceptions about the use of problem solving as a pedagogical tool. It was also found that about 91% of the senior high school mathematics teachers professed knowledge of use in teaching about problem solving and teaching for problem solving rather than teaching through problem solving. Teachers reported practices they could not demonstrate in their actual lesson. Their observed practices in their classroom had a lower score than what they reported. The study recommends that in-service senior high school mathematics teachers should be given professional development training on problem solving instructional approach and how it is used in the classroom. xi, 223p:, ill. 2024-04-01T00:00:00Z http://hdl.handle.net/123456789/12019 Exploring Teacher Trainees and their Tutors’ Receptiveness to Cultural Relevance of Mathematics in the Colleges of Education Asiedu, Joseph Kofi This study explored the teacher trainees and their tutors’ receptiveness to cultural relevance of mathematics in the Colleges of Education. A sequential explanatory mixed-methods design was used to explore the receptiveness of 1,160 teacher trainees and their 34 tutors to cultural relevance of mathematics teaching and learning. Participants were sampled from five Colleges of Education in one out of the five PRINCOF zones using convenient, purposive and stratified random sampling techniques. The data were collected through the use of questionnaires and semi-structured focus group interview guides. The quantitative data collected was analysed using descriptive statistics (percentages, means, and standard deviations) and inferential statistics (MANOVA). The qualitative data was analysed thematically and presented as narrative descriptions with illustrative examples. The findings showed that both teacher trainees and their tutors’ perceptions about mathematical knowledge, mathematics pedagogy, and the links between culture and mathematical knowledge indicated trends toward cultural-related perceptions. In addition, their perceptions about links between culture and mathematics pedagogy, and the links between culture and mathematics curriculum were also cultural-related, an indication that their views were generally cultural-related. Again, sex had significant effect on teacher trainees' and a non-significant effect on their tutors’ perceptions. Besides, the programmes of study and grade levels had significant effect on teacher trainees’ perceptions. Again, it was found that there was significant difference in the perceptions of teacher trainees and their tutors. The study recommends among others that teacher education institutions should leverage on the receptiveness of teacher trainees and tutors to promote culturally responsive pedagogies in Colleges of Education. xiii, 309p:, ill. 2024-09-01T00:00:00Z http://hdl.handle.net/123456789/11941 The effect of three-tier teaching model for teaching mathematics in context on primary school pupils' performance in fractions: cases of cape coast metropolis and Mfantsiman municipality Gbormittah, Daniel Teaching in context in this study is an innovative way ofteaching mathematics that relates the abstract mathematical concepts that teachers teach in schools to the learners' everyday realities. The three-tier teaching model for teaching mathematics in context is an innovative way ofteaching mathematics in context. This study investigated the effect of the three-tier teaching model for teaching mathematics in context on primary one pupils' performance in fractions in two selected districts in the Central Region ofGhana. The study drew on socio-cultural theory and ethnomathematics as its main theories. This study's research design was sequential explanatory mixed methods including quasi-experimental pretest-posttest design. A multistage sampling technique was used. Pupils' Identification of Fraction Worksheet; pretest and posttest were used to collect quantitative data from 860 primary one pupils from the 24 selected public schools, with 12 primary schools from each district. Twenty-four primary one mathematics teachers with each teacher from each school participated in the study. The semi-structured 'Interview Guide for Teachers' perception about the use of the model for teaching mathematics in context' was used to collect the qualitative data. The quantitative data was analyzed using both descriptive and inferential statistics. The qualitative data was analyzed using content analysis followed by narrative discussion. The analysis ofresults indicated that the model's approach was more effective in improving pupils' performance in the identification of fractions. The model should be used as an innovative teaching approach for teaching fractions in context by all primary one mathematics teachers. xiv, 311p;, ill. 2022-09-01T00:00:00Z