Abstract:
The study was conducted to explore the completion of MPhil mathematics education students as well as the factors that can facilitate the completion of these postgraduate students in a Ghanaian university. An explanatory sequential mixed method design was adopted for the study. Data were collected using questionnaire and semi-structured interview. A sample size of seventy-nine MPhil mathematics education students responded to the questionnaire. Also, purposive sampling was used to select eight graduates for the interview. The quantitative data were analysed using descriptive statistics. The findings indicated that most MPhil mathematics education students take more than the maximum duration of three years to complete their study. Some student-related factors which can facilitate completion included: sufficient knowledge in data collection, motivation, work schedules of students as well as their interaction with the supervisors. In addition, supervisory-related factors such as working independently under supervisors‘ guidance, the ability of students to approach supervisors, constructive criticisms and helpful suggestions given by supervisors can affect the completion of the programme of study. The study again discovered that workshops organized by the department and the university on thesis writing can affect the progress of students‘ thesis writing. Some recommendations were made based on the findings.
