http://hdl.handle.net/123456789/1405 CES 2026-04-21T21:46:54Z 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 2022-07-01T00:00:00Z http://hdl.handle.net/123456789/9351 Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana Kwaah, Christopher Yaw; Palojoki, Paivi Entry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher Diploma in Basic Education (UTDBE) programme. Survey data collected from 140 NQTs (84 DfSHS and 56 UTDBE) of 20 public schools in central Ghana and lesson observations showed that the two categories of Newly qualified teachers differed greatly in entry grades and academic achievements during training. Differences in teaching practices pertained to content knowledge, classroom interactions, and lesson closure. Implications for pre-service and in-service teaching training are discussed. 2018-01-01T00:00:00Z http://hdl.handle.net/123456789/9350 Effects of Parental Attitudes Toward Spousal Violence on Early Childhood Development and Learning Support Among Ghanaian Children Kofinti, Raymond Elikplim; Ewusie, Ewura - Adwoa; Kwaah, Christopher Yaw; Asmah, Emmanuel Ekow The prevalence of condoning attitudes toward spousal violence (SV) is high in Ghana, yet much is not known about how the development of children is compromised in households where attitudes toward SV are tolerated. This study is premised on two objectives: (a) examination of the effect of parents condoning attitudes toward SV on early childhood development; and (b) investigation of the effect of parents condoning attitudes toward SV on the amount of learning support children receive from household members. Data on 2,740 children aged between 36 and 59 months were drawn from the 2011 Ghana Multiple Indicator Cluster Survey for the first objective and 1,595 households with children aged between 4 and 15 years were sourced from the 2014 Ghana Demographic and Health Survey for the second. Analytical methods employed are descriptive statistics, instrumental variable (IV), and ordinary least squares (OLS) micro-econometric estimation 2020-01-01T00:00:00Z http://hdl.handle.net/123456789/9349 How language and culture affect the learning of fractions: A case study in the Kingdom of Tonga Morris, Noah In this paper, I look at how different cultural practices go hand in hand with different discourses and how the two of them together have an impact on the learning of certain formal mathematical ideas. The findings are based on fieldwork carried out in the Kingdom of Tonga in 2011, with the aim of answering the question: How do the Tongan language and Tongan cultural practices shape discourses on fractions? I examine the place of fractions in the Tongan community of discourse. Importantly, the findings provide strong evidence to support the classical idea of linguistic relativism in the form of an updated version of the Sapir-Whorf hypothesis. 2018-01-01T00:00:00Z