http://hdl.handle.net/123456789/1407 Tue, 14 Apr 2026 23:26:37 GMT 2026-04-14T23:26:37Z http://hdl.handle.net/123456789/11407 Multilevel analysis of factors accounting for Mathematics achievement of students in timss 2011: A comparison of ghana and singapore Panyin, Richmond The study sought to investigate the impact of student- and classroom/schoollevel factors on eighth-grade math achievement in Ghanaian and Singaporean students. Three research questions guided the study. A comparative research design was adopted. The data was obtained from 7323 students nested within 161 schools in Ghana and 5251 students nested within 129 schools in Singapore who participated in the 2011 Trends in International Mathematics and Science Study (TIMSS). A school questionnaire, teacher questionnaire, student questionnaire, and the TIMSS math achievement test were used to collect data. Hierarchical Linear Modelling was used to analyse the data. The study showed that 40.71% and 43.49% of the total variance in math achievement were accounted for by school-level differences in Ghana and Singapore, respectively. Meanwhile, the results showed that student-level differences contributed to 59.29% and 56.51% of the total achievement of Ghanaian and Singaporean students, respectively. The results also showed that in both countries, the math achievement of eighth grade students was largely influenced by student-level characteristics. At the student level, the results showed that students' like for learning math and confidence in doing math were the strongest contributors to the math achievement of the Ghanaian and Singaporean students, respectively. At the school level, school discipline and safety, as well as school emphasis on academic success, were the most influential factors on Ghanaian and Singaporean students' mathematics achievement, respectively. This study recommends that the Ministry of Education and Ghana Education Service critically look at students‘ characteristics, which can be developed both at the classroom and school levels, for improvement in their mathematics achievement. xii,308p. : ill Fri, 01 Jul 2022 00:00:00 GMT http://hdl.handle.net/123456789/11407 2022-07-01T00:00:00Z http://hdl.handle.net/123456789/7878 What is Happening in Ghanaian Junior High School Mathematics Classrooms?: A Look at Students’ Perception Asomah, K. R.; Wilmot, Eric Magnus; Ntow, Forster Danso In recent times, there has been public outcry about students’ poor performance in mathematics in Ghana. Since available literature is replete with the fact that students’ perception of their mathematics classroom environment influences their participation in classroom activities and hence their mathematics achievement, this study was designed to examine how junior high school students perceived their mathematics classroom learning environment. A total of 350 eighth and ninth graders (i.e., junior high school forms two and three students) from four public and two private schools in a metropolitan community in southern Ghana participated in the study. The study adapted the What is Happening in This Class (WIHIC) questionnaire, a questionnaire designed to measure students’ perception of their classroom environment on four different subscales. The results revealed that, though in general, the perception of students were positive, ranging from sometimes to often, that of the public school students were relatively more positive than their private school counterparts in each of the subscales. Implications of this are discussed and recommendations for classroom teachers and future research are also presented. 20p:, ill. Fri, 01 Jun 2018 00:00:00 GMT http://hdl.handle.net/123456789/7878 2018-06-01T00:00:00Z http://hdl.handle.net/123456789/7877 Unpacking Instructional Strategies of Early Childhood Teachers: Insights from Teachers’ Perspectives Mumuni, Thompson Even though previous research points to the significance of early childhood teachers’ practices that take into consideration the nature of children and how they learn, there is limited research regarding how instructional strategies impact children’s development in diverse ways. To close this gap in literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question guided the study, namely, which instructional strategies do teachers use in a kindergarten classroom? Data used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as was used. The findings of this study revealed these teachers believed that instructional strategies impacted children’s development in different ways; they pointed to play-based instruction and integration as well as specific strategies such as picture-walk and think-pair-share that they believed promoted effective teaching and learnng in kindergarten classrooms which in turn, enhanced and promoted children’s multiple intelligencies in terms of socio-emotional, physical, cognitive and language development. 9p:, ill. Wed, 01 Nov 2017 00:00:00 GMT http://hdl.handle.net/123456789/7877 2017-11-01T00:00:00Z http://hdl.handle.net/123456789/7876 Unpacking Activities-Based Learning in Kindergarten Classrooms: Insights from Teachers’ Perspectives Annobil, Charles Nyarko; Thompson, Mumuni Even though previous research points to the significance of kindergarten teachers’ practices which consider the nature of children and how they learn, there is still limited research regarding how learning activities impact children’s development. To address this gap in literature, a qualitative multi-case study into teachers’ perceptions of classrooms practices of four kindergarten teachers’ in two Ghanaian schools, Tata and Kariba, were carried out over a six-months period. One research question guided the study, namely, ‘what kinds of learning activities do teachers engage kindergarten children. The sources of data comprised transcripts of audiotaped semi-structured individual interviews, pair-based interviews and field notes of classroom observations. Both within the case and across case interpretive analyses were constructed. The study revealed that teachers in both rural and urban settings described child-initiated and teacher-initiated activities they believed impacted children’s development in diverse ways. 11p:, ill. Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/123456789/7876 2018-01-01T00:00:00Z