- Mathematics Education, Assessment, Cpd, Teacher Education, Teachers' professional development, South-south cooperation, and 8 moreSMASSE, Education, ICT in Education, Mathematics Teacher Education, Using Digital Technology for Learning Mathematics, Online and Distance Education, Teacher Training, and Comparative & International Educationedit
- Prof. Damian Kofi Mereku is an Associate Professor in Mathematics Education. His teaching and research have been in t... moreProf. Damian Kofi Mereku is an Associate Professor in Mathematics Education. His teaching and research have been in the fields of mathematics education, curriculum development, educational assessment, pedagogical integration of ICTs and continuing professional development (CPD) of teachers. He developed proposals for, and led, in two large scale research projects on continuing professional development of teachers. He received funding of $42,000 from JICA to carry out a baseline survey of primary school teachers to support the institutionalization an INSET Project in Ghana in 2006. He also won the Teaching and Learning Innovation Fund (TALIF) proposal grant of US$ 196,500 from the Ghana Ministry of Education to carry out a project on ‘Training and Continuing Professional Education of Tertiary Educators’ (TCPETE) from 2006 to 2011. He was the Ghana Focal Person for study on the Pan-African Research Agenda on the Pedagogical Integration of ICT project which was instituted by the University of Montreal and funded by the International Development Research Centre (IDRC) in Canada. He was also among the researchers who studied the TIMSS database and generated the Ghana country reports for TIMSS 2003 & 2007. He had participated in several national educational research studies including the one which designed and trial tested the Ghana Basic Education Comprehensive Assessment System (BECAS) tests for the nation’s primary schools 2004-2006. Prof. Mereku continues to represent UEW on national committees on curriculum development and assessment and facilitates workshops for basic and secondary school teachers as well as teacher educators.edit
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In the international assessment programme in mathematics and science, called the Trends in International Mathematics and Science Study (TIMSS), the achievement of Ghanaian students in mathematics had been among the lowest in the world.... more
In the international assessment programme in mathematics and science, called the Trends in International Mathematics and Science Study (TIMSS), the achievement of Ghanaian students in mathematics had been among the lowest in the world. This article contains the summary of results from TIMSS held in 2007 in which Ghana participated at the eighth grade level (i.e. JHS2). TIMSS 2007 involved approximately 425,000 students and 59 countries from all around the world. In 2003 Ghana participated in the TIMSS for the first time alongside 45 other countries. The 2007 survey updates the picture of performance from 2003, and in all 163 schools with JHS2 enrolment of 5,294 students sampled from all regions of Ghana participated in the study. The results indicate that Ghana's JHS2 students' performance in mathematics, though improved significantly (i.e. from a scale score of 276 in 2003 to 309 in 2007), remains among the lowest in Africa and the world. Ghana's performance on the international benchmarks also improved significantly. The mathematics score, 309, placed Ghana at the 47th position on the overall mathematics achievement results table when the 48 participating countries, which met the TIMSS sampling requirements, were ranked by their mean performances. The paper also presents a number of factors which students, teachers and head teachers identified as contributing to the abysmal performance in the subject. A number of recommendations are made for the improvement of mathematics education in Ghana.
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The study was premised on the fact that instruction tailored to the level of cognitive development of the students is more effective than using one instructional strategy and hoping that all children in the class would understand.... more
The study was premised on the fact that instruction tailored to the level of cognitive development of the students is more effective than using one instructional strategy and hoping that all children in the class would understand. Unfortunately, it is impossible to tailor instruction to the level of development of all children in the class unless steps are taken to identify the levels at which children are operating. Consequently, in this study the level of development of 30 first- and second-graders was determined using individual pre-interviews. The study revealed that the range of unit items the child is capable of creating is restricted to the five unit items in an order of sophistication from the least advanced type; perceptual, to the most advanced type, abstract unit items. However, a counter of any advanced unit items does not lose the ability to count the less sophisticated ones. Recommendations for teaching and for future research have been made. Keywords : counting, counting schemes, figural representations,
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In this paper, an attempt had been made to provide a historical background to the development of school mathematics in Ghana since the nation‟s independence from British rule in 1957 and how these have influenced current practice in... more
In this paper, an attempt had been made to provide a historical background to the development of school mathematics in Ghana since the nation‟s independence from British rule in 1957 and how these have influenced current practice in teaching mathematics and the culture of learning the subject. Some recommendations have been made to improve students‟ performance in the subject. Keywords : new math, mathematics content emphasis, mathematics teaching, learning culture of mathematics
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This research explores manifestations of ‘diploma disease’ in distance education (DE) upgrading programmes for basic school teachers in Ghana. A survey design which included document analysis was used to explore the emphasis in the... more
This research explores manifestations of ‘diploma disease’ in distance education (DE) upgrading programmes for basic school teachers in Ghana. A survey design which included document analysis was used to explore the emphasis in the contents of the DE programme and the experiences of teachers who took the programmes. The study involved a sample of 230 students (140 males and 90 females) who were all teaching in public schools (66% in primary and 31% in junior high schools). The findings indicate that the programme was fulfilling its purpose of upgrading a large number of teachers so they acquired a diploma and/or degree qualification for teaching in Ghanaian basic schools. In spite of their average satisfaction with their experiences of several aspects of the DE upgrading programme, a substantial proportion of the participants indicated that they had great difficulties in carrying out such activities as ‘teaching large classes’ and ‘teaching new content areas introduced into the syllabuses’ because the programme provided little opportunity to develop these skills. Finally, since the DE programme is based on the official curriculum designed for the traditional face-to-face programme, the failure of the former to increase teachers’ capacity to deliver as envisaged by the initiators of the programme can be attributed largely to inefficiencies in the official curriculum. The study concluded that the DE programme’s inability to increase teachers’ capacity to deliver better teaching is a manifestation of a ‘diploma disease’ resulting from inefficiencies in the nation’s teacher education system. Suggestions are made for improving the quality of DE upgrading programmes.
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This paper was a presentation made at the launching of the 60th Anniversary Celebration and the Annual Graduation Ceremony of Peki College of Education, on Friday, 13th June 2014. The paper examined the history of the development of... more
This paper was a presentation made at the launching of the 60th Anniversary Celebration and the Annual Graduation Ceremony of Peki College of Education, on Friday, 13th June 2014. The paper examined the history of the development of initial teacher training institutions in Ghana since 1835 when the first (i.e. Presbyterian Training College [PTC]) was established by the Basel Mission at Akropong in the Eastern Region. It explains that currently there are 38 public and 3 private colleges of education in the country producing teachers for basic schools. It argues that even though the 41 colleges of education have been elevated to tertiary status to offer programmes leading to diploma in basic education, they are still being run like the old missionary teacher training schools. These and several other factors had led to concerns about the quality of the products of the colleges in terms of the generic and subject-specific competences as well as the capacities of the institutions to meet the increasing demand for basic school teachers. It is therefore suggested that the boarding system in the Colleges of Education be scrapped, and instead, few (about 10) of the colleges selected for development and upgrading into Teacher Education Universities. It is further suggested that special incentives are introduced to attract the top candidates to the colleges of education and also the institutions should review their programmes and study modules to ensure pre-service teachers develop practical skills in teaching the core competencies in basic education.
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This paper was a presentation made at the launching of the 60th Anniversary Celebration and the Annual Graduation Ceremony of Peki College of Education, on Friday, 13th June 2014. The paper examined the history of the development of... more
This paper was a presentation made at the launching of the 60th Anniversary Celebration and the Annual Graduation Ceremony of Peki College of Education, on Friday, 13th June 2014. The paper examined the history of the development of initial teacher training institutions in Ghana since 1835 when the first (i.e. Presbyterian Training College [PTC]) was established by the Basel Mission at Akropong in the Eastern Region. It explains that currently there are 38 public and 3 private colleges of education in the country producing teachers for basic schools. It argues that even though the 41 colleges of education have been elevated to tertiary status to offer programmes leading to diploma in basic education, they are still being run like the old missionary teacher training schools. These and several other factors had led to concerns about the quality of the products of the colleges in terms of the generic and subject-specific competences as well as the capacities of the institutions to meet...
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In the last four decades, Ghana has embarked on three significant school curriculum reforms involving the 1987 basic education reform, 1996 fCUBE reform and the current standards-based curriculum (SBC) reform. The SBC reform has led to a... more
In the last four decades, Ghana has embarked on three significant school curriculum reforms involving the 1987 basic education reform, 1996 fCUBE reform and the current standards-based curriculum (SBC) reform. The SBC reform has led to a complete overhaul of the objectives-based curriculum introduced in the 1987 reforms. Anchored on the B. F. Skinners and Edward Thondikes behaviourists learning theories, the objectivists-based curriculum encouraged leaners to demonstrate competence by regurgitating information without making meaning to everyday context; an approach understood in the extant literature as drill and practice. In contrast, the contents of the basic school curriculum now emphasize the development of not only fundamental knowledge and skills but also the development of national values and core competencies needed for sustainable development and sustainable lifestyles for all in the 21st century. The goals of the SBC reform are different from the earlier ones, and the context of implementation, in terms of resources, technology and teacher capacity, have comparatively improved, and therefore, cannot be rolled out the same way as previous reforms.
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The mathematics schemes currently being used in Ghana-the Ghana Mathematics Series (GMS) textbooks and Teacher's Handbooks were products of curriculum projects in Africa which were strongly influenced by the 'new math' movement. The... more
The mathematics schemes currently being used in Ghana-the Ghana Mathematics Series (GMS) textbooks and Teacher's Handbooks were products of curriculum projects in Africa which were strongly influenced by the 'new math' movement. The schemes have remained in use in the nation's schools since their introduction in 1975 in spite of concerns raised internationally for countries still using schemes that are products of such projects to adjust their mathematics curricula. This paper discusses these concerns and examines the rationale underpinning the review of the basic school mathematics curriculum. Finally, the paper examines how the basic school mathematics curriculum has been reviewed, with regard to its content and organisation, to meet the demands of the government's FCUBE initiative.
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Analysis of data from the 1999 National Education Forum report indicates that though there was gradual reduction in the number of Untrained Teachers (UTTs) in the first ten years after the 1987 educational reforms, the proportion of UTTs... more
Analysis of data from the 1999 National Education Forum report indicates that though there was gradual reduction in the number of Untrained Teachers (UTTs) in the first ten years after the 1987 educational reforms, the proportion of UTTs that remained in the nation’s basic schools was still substantial. By the 1997/98 academic year the number of UTTs in primary and junior secondary schools had reduced to about 17,800. Data obtained by Teacher Education Division (TED) of the Ghana Education Service (GES) from District Directorates of Education throughout the nation revealed that the number of UTTs was rising gradually and had reached 22,500 in 2003. This, on the one hand, was found to be the result of a steady rise in enrollments due to improved government policies and interventions in education, and on the hand, to a high teacher wastage rate emanating largely from teachers taking study-leave with pay to do further education programmes that take them away from the basic level. Since the initial teacher training colleges cannot meet the rising demand for trained teachers, the TED began a process of initiating a modular training programme to provide initial training for the UTTs. To facilitate this process, a team was tasked to conduct a baseline survey to develop a data bank on the profile of UTTs; ascertain the curriculum needs of the UTTs; and gather information on variables that will enable them to successfully go through a modular programme. This paper reports the findings of the baseline survey.
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In the international assessment programme in mathematics and science, called the Trends in International Mathematics and Science Study (TIMSS), the achievement of Ghanaian students in mathematics had been among the lowest in the world.... more
In the international assessment programme in mathematics and science, called the Trends in International Mathematics and Science Study (TIMSS), the achievement of Ghanaian students in mathematics had been among the lowest in the world. This article contains the summary of results from TIMSS held in 2007 in which Ghana participated at the eighth grade level (i.e. JHS2). TIMSS 2007 involved approximately 425,000 students and 59 countries from all around the world. In 2003 Ghana participated in the TIMSS for the first time alongside 45 other countries. The 2007 survey updates the picture of performance from 2003, and in all 163 schools with JHS2 enrolment of 5,294 students sampled from all regions of Ghana participated in the study. The results indicate that Ghana's JHS2 students' performance in mathematics, though improved significantly (i.e. from a scale score of 276 in 2003 to 309 in 2007), remains among the lowest in Africa and the world. Ghana's performance on the international benchmarks also improved significantly. The mathematics score, 309, placed Ghana at the 47th position on the overall mathematics achievement results table when the 48 participating countries, which met the TIMSS sampling requirements, were ranked by their mean performances. The paper also presents a number of factors which students, teachers and head teachers identified as contributing to the abysmal performance in the subject. A number of recommendations are made for the improvement of mathematics education in Ghana.
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The main research question of Phase II is How, for whom and under what circumstances can the pedagogical integration of ICTs substantially improve the quality of teaching and learning at all levels and scales of African education systems?... more
The main research question of Phase II is How, for whom and under what circumstances can the pedagogical integration of ICTs substantially improve the quality of teaching and learning at all levels and scales of African education systems? It is important to note that this main research question ‐ central to the PanAfrican Research Agenda on the Pedagogical Integration of ICTs (Phase 2) ‐ falls directly in line with IDRC’s mission of “Empowerment through Knowledge”, promoting interaction, cooperation and mutual learning through knowledge creation and adaptation.Mission, research questions and objectives; Main research activities; Main expected outcomes of Phase 2; The importance of conducting continued PanAfrican research on the pedagogical integration of ICTs; PROJECT PROPOSAL; 1. INTRODUCTION; JUSTIFICATION OF THE PROJECT ‐ IN AN AFRICAN CONTEXT; 2.1 Pedagogical integration of ICTs: what is it?; 2.2 Use of ICTs in various learning contexts in Africa; 2.3 From digital divide to technopedagogical divide; 2.4 Why ICTs in African education?; 2.5 Challenges of ICTs integration: industrialized countries; 2.6 Challenges of ICTs integration: Africa; 2.7 The importance of conducting PanAfrican research on the pedagogical integration of ICTs; 3. THE PANAFRICAN RESEARCH AGENDA ON THE PEDAGOGICAL INTEGRATION OF ICTS; 4. LESSONS LEARNED IMPORTANCE OF CONTINUED IDRC SUPPORT FOR RESEARCH ON THE PEDAGOGICAL INTEGRATION OF ICTS IN AFRICA; 5. PHASE 2 – MISSION, RESEARCH QUESTION, AND OBJECTIVES; 5.1 Mission; 5.2 Research questions; 5.2.1 Main research question; 5.2.2 Specific research questions; 5.3 Research objectives; 5.3.1 Main research objective; 5.3.2 Specific research objectives; 6. MAIN EXPECTED OUTCOMES OF PHASE II: INFLUENCING AFRICAN ICT‐RELATED POLICIES ON EDUCATION, THE WAY TEACHERS ARE TRAINED, AND TEACHING PRACTICES AND CURRICULUM; 7. RESEARCH METHODOLOGY; 7.1 Broadening definition of ICTs for education; 7.2 The importance of mixed‐methods research; 7.3 Links between Phase 1 and Phase 2; 7.4 Strengths of the proposed study; 7.5 Triangulation as a methodological precaution; 7.6 Main data collection instruments (mainly for additional countries, institutions, indicators); 7.7 Video observation; 7.8 Data treatment and analysis; 8. PHASE 2 – ACTIONS AND ACTIVITIES; 8.1 Research activities; 9. PHASE 2 – SPECIFIC ACTION – SUPPLEMENTARY DATA; COLLECTION AND ANALYSIS; 9.1 Additional countries; 9.2 Additional institutions; 9.3 Supplementary indicators focusing on pedagogy; 10. PHASE 2 ‐ SPECIFIC ACTION – A SPECIAL FOCUS ON GENDER AND ICTS : CINDERELLA OR CYBERELLA ?; 11. PHASE 2 ‐ SPECIFIC ACTION – STRATEGIES TO IMPROVE SCIENTIFIC PUBLICATION ON ICTS IN EDUCATION IN AFRICA; 11.1 Strengthening research capacity; 11.2 Analytic capacity building; 11.3 Available data; 12. PHASE 2 ‐ SPECIFIC ACTION – POLICY DIALOGUE; 12.1 Strengthening policy dialogue capacity; 13. PHASE 2 – SPECIFIC ACTION – PARTNERSHIPS; 14. EVALUATION OF THE PROJECT; 15. INSTITUTIONAL FRAMEWORK; 16. REFERENCES; ANNEX I. PHASE I REVISITED – OBJECTIVES, RESEARCH QUESTIONS AND ACCOMPLISHMENTS; A.1 National research teams; A.3 Communication and sharing of research results; A.4 Evaluation; A.5 Main research findings; ANNEX II. THE PANAF OBSERVATORY REVISITED – AN UNPRECEDENTED RESOURCE FOR DATA ON THE PEDAGOGICAL INTEGRATION OF ICTS IN EDUCATION; ANNEX III: ICTS AND GENDER IN PRIMARY AND SECONDARY EDUCATION IN WEST AND CENTRAL AFRICA; ANNEX IV – PARTICIPATING AFRICAN SCHOOLS; Table 1 : Cameroon; Table 2 : Central African Republic; Table 3 : Republic of Congo; Table 4 : Côte d’Ivoire; Table 5 : Gambia; Table 6 : Ghana; Table 7 : Kenya; Table 8 : Mali; Table : 9 Mozambique; Table 10 : Senegal; Table 11 : South Africa; Table 12 : Uganda; ANNXEX V : GENERAL INFORMATION ON THE SCHOOLS SELECTED; ANNEX VI: SURVEYMONKEY RESULTS; ANNEX VII: LETTER OF SUPPORT FROM THE MINISTER OF EDUCATION OF THE CENTRAL AFRICAN REPUBLI
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The paper reports some of the findings of Ghana's participation in the Pan African Research Agenda on the Pedagogical Integration of ICT. The study examines Ghanaian educational institutions' capacity for, and approach to, ICT... more
The paper reports some of the findings of Ghana's participation in the Pan African Research Agenda on the Pedagogical Integration of ICT. The study examines Ghanaian educational institutions' capacity for, and approach to, ICT pedagogical integration. A Junior High School, three Senior High schools and a Teacher Education University are sampled by a University of Education Winneba (UEW) based research team according to given guidelines. The study combines document analysis and survey techniques with the use of structured questionnaire, class observation checklists and interview schedules to collect qualitative and quantitative data which have been uploaded onto an open online observatory at www.observatoiretic.org. The results indicate that some attempts had been made by the Ministry of Education to formalize the teaching of ICT literacy and encourage its integration into the teaching and learning process. Nonetheless, very little integration is observed in teaching and lear...
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This research explores manifestations of ‘diploma disease’ in distance education (DE) upgrading programmes for basic school teachers in Ghana. A survey design which included document analysis was used to explore the emphasis in the... more
This research explores manifestations of ‘diploma disease’ in distance education (DE) upgrading programmes for basic school teachers in Ghana. A survey design which included document analysis was used to explore the emphasis in the contents of the DE programme and the experiences of teachers who took the programmes. The study involved a sample of 230 students (140 males and 90 females) who were all teaching in public schools (66% in primary and 31% in junior high schools). The findings indicate that the programme was fulfilling its purpose of upgrading a large number of teachers so they acquired a diploma and/or degree qualification for teaching in Ghanaian basic schools. In spite of their average satisfaction with their experiences of several aspects of the DE upgrading programme, a substantial proportion of the participants indicated that they had great difficulties in carrying out such activities as ‘teaching large classes’ and ‘teaching new content areas introduced into the syllabuses’ because the programme provided little opportunity to develop these skills. Finally, since the DE programme is based on the official curriculum designed for the traditional face-to-face programme, the failure of the former to increase teachers’ capacity to deliver as envisaged by the initiators of the programme can be attributed largely to inefficiencies in the official curriculum. The study concluded that the DE programme’s inability to increase teachers’ capacity to deliver better teaching is a manifestation of a ‘diploma disease’ resulting from inefficiencies in the nation’s teacher education system. Suggestions are made for improving the quality of DE upgrading programmes.
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The study was premised on the fact that instruction tailored to the level of cognitive development of the students is more effective than using one instructional strategy and hoping that all children in the class would understand.... more
The study was premised on the fact that instruction tailored to the level of cognitive development of the students is more effective than using one instructional strategy and hoping that all children in the class would understand. Unfortunately, it is impossible to tailor instruction to the level of development of all children in the class unless steps are taken to identify the levels at which children are operating. Consequently, in this study the level of development of 30 first- and second-graders was determined using individual pre-interviews. The study revealed that the range of unit items the child is capable of creating is restricted to the five unit items in an order of sophistication from the least advanced type; perceptual, to the most advanced type, abstract unit items. However, a counter of any advanced unit items does not lose the ability to count the less sophisticated ones. Recommendations for teaching and for future research have been made. Keywords : counting, counting schemes, figural representations,
In this paper, an attempt had been made to provide a historical background to the development of school mathematics in Ghana since the nation‟s independence from British rule in 1957 and how these have influenced current practice in... more
In this paper, an attempt had been made to provide a historical background to the development of school mathematics in Ghana since the nation‟s independence from British rule in 1957 and how these have influenced current practice in teaching mathematics and the culture of learning the subject. Some recommendations have been made to improve students‟ performance in the subject. Keywords : new math, mathematics content emphasis, mathematics teaching, learning culture of mathematics
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Introduction Calculators are now here with us. We use them in our homes, offices, commerce, markets and recreation time. Today many pupils in our basic schools have their own calculators. It is an open secret that candidates are using the... more
Introduction Calculators are now here with us. We use them in our homes, offices, commerce, markets and recreation time. Today many pupils in our basic schools have their own calculators. It is an open secret that candidates are using the device even though the West African Examination Council does not approve of its use at the basic level. In spite of its tremendous advantages, the Ministry of Education and Sports is yet to announce a clear national educational policy on the use of calculators in the teaching and learning of mathematics in basic schools. Now calculators are freely used in mathematics education in many developing countries and many have moved a step further to the use of computers.
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This paper reports a study that investigated the congruence between the teaching methods presented in Ghanaian primary mathematics official curriculum materials and teachers ’ classroom practice. The study involved a range of methods –... more
This paper reports a study that investigated the congruence between the teaching methods presented in Ghanaian primary mathematics official curriculum materials and teachers ’ classroom practice. The study involved a range of methods – observation of classroom practice, content and discourse analyses of lessons in mathematics. It has provided further evidence to support the supposition that in less developed countries, the official school mathematics curriculum exerts powerful influence on classroom practice. It was found out that though there was rhetoric in the introduction of the curriculum materials on the use of teaching skills that suggest discovery methods, the analyses indicated that only few learning/teaching activities that would encourage the use of such discovery methods were included in the materials.
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This study was conducted in the Agona West Municipality, covering a total of nine-nine (99) junior high schools. The objective was to determine the relationship between the proportions of syllabus covered by teachers to their students’... more
This study was conducted in the Agona West Municipality, covering a total of nine-nine (99) junior high schools. The objective was to determine the relationship between the proportions of syllabus covered by teachers to their students’ performance in the basic education certificate examination (BECE) mathematics. Stratified random sampling technique was employed for the selection of forty (40) out of the 99 schools (representing 40.4% of total schools in the municipal). A survey design was adopted for the study and data was collected using questionnaires and interview guides from fifty (50) teachers in the forty schools sampled for the study. The findings show that only 62% of the mathematics curriculum materials (MCM) were implemented even though teachers admitted in interviews that they conduct extra-classes for the students. This implies about 38% of the content in the MCM are not taught by the majority of the teachers and therefore the omission or skipping of certain topics was ...
The official school mathematics curriculum - textbooks, teacher's handbooks, and syllabus - has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly... more
The official school mathematics curriculum - textbooks, teacher's handbooks, and syllabus - has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever have access to other sources of information and activity for their teaching. The official mathematics curriculum for Ghanaian primary schools was originally written with the small intellectual elite, who will proceed to secondary and further education, in mind. Concerns have been raised internationally for countries still using such curricula to adjust them, but the Ghanaian official school mathematics curriculum has remained in use in the nation's schools since their introduction in 1975 with no significant revision. The study, on the one hand, involved an investigation of the extent to which primary teachers in Ghana translate the contents of the official mathematics curriculum into classroom reality. On the other hand, it addressed issu...
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The official school mathematics curriculum - textbooks, teacher’s handbooks, and syllabus has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever... more
The official school mathematics curriculum - textbooks, teacher’s handbooks, and syllabus has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever have access to other sources of information and activity for their teaching. The current official mathematics curricula materials for Ghanaian basic schools (the Ghana Mathematics Series) were originally written with the small intellectual elite, who will proceed to secondary and further education, in mind. This presentation examines why concerns were raised internationally for countries still using the ‘new math’ textbook schemes to adjust them; the effects of curriculum development projects in the mathematics and educational reforms on the Ghanaian school mathematics curriculum; how the Ghanaian official school mathematics curriculum is being reviewed to meet the challenges of the new millennium.
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This study was conducted in the Agona West Municipality, covering a total of nine-nine (99) junior high schools. The objective was to determine the relationship between the proportions of syllabus covered by teachers to their students’... more
This study was conducted in the Agona West Municipality, covering a total of nine-nine (99) junior high schools. The objective was to determine the relationship between the proportions of syllabus covered by teachers to their students’ performance in the basic education certificate examination (BECE) mathematics. Stratified random sampling technique was employed for the selection of forty (40) out of the 99 schools (representing 40.4% of total schools in the municipal). A survey design was adopted for the study and data was collected using questionnaires and interview guides from fifty (50) teachers in the forty schools sampled for the study. The findings show that only 62% of the mathematics curriculum materials (MCM) were implemented even though teachers admitted in interviews that they conduct extra-classes for the students. This implies about 38% of the content in the MCM are not taught by the majority of the teachers and therefore the omission or skipping of certain topics was ...
The use of English or a second language in teaching mathematics is one of the major factors that discourage teachers from teaching problem solving. My personal experience has been that about half of the pupils completing primary schools... more
The use of English or a second language in teaching mathematics is one of the major factors that discourage teachers from teaching problem solving. My personal experience has been that about half of the pupils completing primary schools in Ghana today have not had any grasp over the basic mathematical concepts in either their first language or the official medium of instruction. They can rarely relate the mathematical knowledge gained from school to solving problems involving situations outside the classroom. This unfortunate situation can be attributed to some extent to the fact that many teachers tend to ignore the problem of language in mathematics. In order to help teachers to reduce the language barriers in children's efforts to solve problems, this presentation examines mathematics teaching in a second language and its associated difficulties. It also considers proposals that will reduce pupils' difficulties in solving problems in basic schools.
This study investigated Effutu Municipality Junior High School (JHS) 2 students’ performance on the National Minimum Standards (NMS) set by the 2012 JHS revised mathematics syllabus. It specifically sought to find out whether the JHS 2... more
This study investigated Effutu Municipality Junior High School (JHS) 2 students’ performance on the National Minimum Standards (NMS) set by the 2012 JHS revised mathematics syllabus. It specifically sought to find out whether the JHS 2 students in the Municipality will attain the NMS set by the end of basic education. The population was JHS 2 students in the Central Region in the 2013/2014 academic year. Ten JHS were randomly selected in the Effutu Municipal to participate in the study. A total of 285 students (141 males and 144 females) responded to test items based on the NMS. The study employed survey as a strategy of enquiry using a test designed following rigorous standard-test design principles. The test comprised a 35 item multiple choice items taken in 120 minutes. For easy interpretation, the students obtaining a mean score below 55% were categorized as ‘performing below minimum standards’, those scoring between 55% and 65% were categorized as performing at ‘minimum compete...
Ghana began to implement an 'extended basic education' system which makes senior high school (SHS) education free and inclusive from September 2017. This free senior high school (free SHS) initiative implies the Ghana government has... more
Ghana began to implement an 'extended basic education' system which makes senior high school (SHS) education free and inclusive from September 2017. This free senior high school (free SHS) initiative implies the Ghana government has redefined basic education to include the upper segment of secondary education and therefore all junior high school students now proceed to SHS to take programmes in general secondary education (GSE) or technical/vocational education and training (TVET). The free SHS, which is an inclusive basic education initiative, involves a new way of thinking about pre-tertiary education as a means of ensuring all students experience some form of GSE and/or TVET and be successful in acquiring the combination of basic knowledge, skills and competencies that will ensure they succeed in the 21st century. The success of the free SHS initiative will depend on the use of a curriculum, including a national examination system, which will make the educational provisions equitable and inclusive. This paper discusses a curriculum and an examination system that should be put in place to ensure all students succeed in acquiring the combination of basic knowledge, skills and competencies needed to be successful adults. The authors argue that not all free SHS products will qualify to take the West African Senior School Certificate Examination (WASSCE) because it is largely a university entrance examination meant for the upper 30% segment of SHS candidates. The WASSCE tests largely academic knowledge for identifying those who can cope with university programmes, and for that reason, many candidates in the lower 40% segment of the stretched ability band will find the examination difficult and perform poorly in it. In order to meet the needs of all in the free SHS system, there is an urgent need for the Ministry of Education, with the support of the National Council of Curriculum and Assessment (NaCCA), to design and implement an inclusive SHS curriculum (or syllabus) and examination system, that will ensure teachers use inclusive and equitable teaching approaches to provide opportunities for all free SHS students to succeed. It is recommended that in addition to the WASSCE, a minimum competency and differentiated examination (i.e., Senior School Leaving Certificate Examination (SSLCE)) is instituted for all students completing free SHS. The SSLC should have grades equivalent to the WASSC grades, to make it mandatory for tertiary institutions to accept the qualifications for admission into programmes that do not require rigorous academic work. Finally, it is recommended that the BECE is replaced by the Junior High National Standards Assessment Test (JHNSAT), which will also be a minimum competency and differentiated examination, which will be taken by all JHS students at the end of Year 2 in four core subjects.
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In the international assessment programme in mathematics and science, called the Trends in International Mathematics and Science Study (TIMSS), the achievement of Ghanaian students in mathematics had been among the lowest in the world.... more
In the international assessment programme in mathematics and science, called the Trends in International Mathematics and Science Study (TIMSS), the achievement of Ghanaian students in mathematics had been among the lowest in the world. This article contains the summary of results from TIMSS held in 2007 in which Ghana participated at the eighth grade level (i.e. JHS2). TIMSS 2007 involved approximately 425,000 students and 59 countries from all around the world. In 2003 Ghana participated in the TIMSS for the first time alongside 45 other countries. The 2007 survey updates the picture of performance from 2003, and in all 163 schools with JHS2 enrolment of 5,294 students sampled from all regions of Ghana participated in the study. The results indicate that Ghana's JHS2 students' performance in mathematics, though improved significantly (i.e. from a scale score of 276 in 2003 to 309 in 2007), remains among the lowest in Africa and the world. Ghana's performance on the international benchmarks also improved significantly. The mathematics score, 309, placed Ghana at the 47th position on the overall mathematics achievement results table when the 48 participating countries, which met the TIMSS sampling requirements, were ranked by their mean performances. The paper also presents a number of factors which students, teachers and head teachers identified as contributing to the abysmal performance in the subject. A number of recommendations are made for the improvement of mathematics education in Ghana.
Ghana is currently implementing an 'extended basic education' system which makes senior high school (SHS) education free and inclusive. In this regard, the SHS mathematics curriculum must be diversified to meet the needs of the widened... more
Ghana is currently implementing an 'extended basic education' system which makes senior high school (SHS) education free and inclusive. In this regard, the SHS mathematics curriculum must be diversified to meet the needs of the widened ability band of students currently in the free SHS. There is, therefore, a need for democratization of the secondary mathematics curriculum to ensure ALL learners receive a fairly equal (i.e., equitable) amount of attention and/or time in learning the subject. To achieve this, it is proposed that the standards-based mathematics curriculum is structured into five overlapping mathematics learning pathways to meet the demands of the widened ability band of students. It is further suggested that a national high school certificate examination is established that will have graduated test papers/items to allow the candidate to take the examination at levels that are appropriate to their learning pathways (i.e., Core, Extension 1 and Extension 2). Finally, it is argued that the curriculum review required the establishment the assessment/examination system suggested by the national secondary education policy document for assessing the subject and related core-competencies learners need in order to succeed in the 21st century.
The on-going educational reform programme, which was launched in September 1987, seeks to increase access, improve community participation and ultimately enhance the quality of education which, according to concerned observers, is... more
The on-going educational reform programme, which was launched in September 1987, seeks to increase access, improve community participation and ultimately enhance the quality of education which, according to concerned observers, is declining at all levels of the educational system. In this millennium characterised by increasing knowledge, the quality of a country’s education determines the quality of life of its people. Similarly, the quality of an educational system is determined, to a greater extent, by the quality of its teachers and the infrastructural facilities that are available for use in schools.
In order to reverse the downward trend in the quality of education, a core of well – educated and dedicated teachers is needed to revitalise the teaching force. It is in recognition of the unique role of the teacher that the Third National Teacher Education Forum, hosted by the University College of Education of Winneba, from 2nd to 5th August 2000 focused on the theme: “IMPROVING TEACHER EFFECTIVENESS IN THE NEW MILLENIUM”. The forum underscored the fact that teacher effectiveness is an indispensable factor in the attainment of quality education. The objectives of the forum were to evaluate educational policies and strategies and to assess the extent to which they impact on educational quality.
The following report comprises a welcome address by the Principal of UCEW, Prof. J. Anamuah-Mensah, a keynote address by Mr Kwabena Kyere, Honourable Deputy Minister of Education, an Executive Summary of presentations and six lead paper presentations by distinguished scholars and educators. There were also presentations by heads of academic departments and units. In addition, there were presentations that reflected the sub-themes of the forum by academics from universities across the country. The forum came out with a number of recommendations aimed at improving teacher education in such areas as policy formulation, structure, curriculum, assessment and teacher morale.
J. K. ABOAGYE
(CHAIRMAN)
LOCAL ORGANISING COMMITTEE
In order to reverse the downward trend in the quality of education, a core of well – educated and dedicated teachers is needed to revitalise the teaching force. It is in recognition of the unique role of the teacher that the Third National Teacher Education Forum, hosted by the University College of Education of Winneba, from 2nd to 5th August 2000 focused on the theme: “IMPROVING TEACHER EFFECTIVENESS IN THE NEW MILLENIUM”. The forum underscored the fact that teacher effectiveness is an indispensable factor in the attainment of quality education. The objectives of the forum were to evaluate educational policies and strategies and to assess the extent to which they impact on educational quality.
The following report comprises a welcome address by the Principal of UCEW, Prof. J. Anamuah-Mensah, a keynote address by Mr Kwabena Kyere, Honourable Deputy Minister of Education, an Executive Summary of presentations and six lead paper presentations by distinguished scholars and educators. There were also presentations by heads of academic departments and units. In addition, there were presentations that reflected the sub-themes of the forum by academics from universities across the country. The forum came out with a number of recommendations aimed at improving teacher education in such areas as policy formulation, structure, curriculum, assessment and teacher morale.
J. K. ABOAGYE
(CHAIRMAN)
LOCAL ORGANISING COMMITTEE
Research Interests:
This paper reports a design research project which led to the establishment of a postgraduate programme in teaching and learning in higher education. The project involved the design and trial testing of a diploma programme for the... more
This paper reports a design research project which led to the establishment of a postgraduate programme in teaching and learning in higher education. The project involved the design and trial testing of a diploma programme for the training and continuing professional development (CPD) of academics in tertiary institutions. The study began with a needs assessment survey which covered all public tertiary institutions, two polytechnics and three private universities in Ghana. A random sample of 211 lecturers were reached (with 50% from public universities, 29% from private universities; 37% from polytechnics; and 12.4% being female and 87.6 being males). To ensure the design (i.e. the programme) is usable and applicable to tertiary institutions across Ghana, the study employed multiple procedures for data collection to ensure the intervention was developed and enacted based upon theories that had been elaborated and revised by collaborating researchers and practitioners working with beginning lecturers during the design and trial testing process. At the end of the programme each year group of participants were given questionnaires to complete, and in addition some were interviewed, to evaluate the programme. Finally, the paper the results of the project, discusses its implications for the CPD of academics in tertiary institutions, and makes recommendations for tertiary institutions in Africa to take advantage of the opportunities offered by the programme.
Research Interests:
Without a clear vision of the basic standards (i.e. meaning of academic success) and without the ability to effectively assess student attainment of those standards at the classroom, school, and district levels, teachers will remain... more
Without a clear vision of the basic standards (i.e. meaning of academic success) and without the ability to effectively assess student attainment of those standards at the classroom, school, and district levels, teachers will remain unable to help students attain higher levels of academic achievement in literacy and numeracy, regardless of the instructional methods they use or, how they organize teaching and learning in our schools. The paper attempts to explain the major reasons, particularly those regarding the nature and organization of the curriculum at the basic level, that account for the low literacy and numeracy levels in Ghanaian schools. It is argued that the over-emphasis on the use of the objective model for the design of the national curricula, and low assessment literacy of teachers, are major factors that inhibit performance at the basic level. It is further argued that the low assessment literacy of teachers and education officers has been the result of the fact that the Ghanaian school curricula fail to explicitly list the basic competencies (i.e. national minimum standards) that guarantee academic success. As a consequence, teachers in some districts in the country are forced to use District Prescribed Schemes of Work (DPSW) and administer District End of Term Tests (DETT). This practice was found to be educationally incorrect because they prevent the schools from using assessment tools (including the SEA) and teaching strategies (including differentiation) that will assure individual students’ academic success. Finally the writers express concern over the West African Examinations Council’s inertia to adopt changes in school-based assessment brought about by the 2007 educational reforms. Recommendations are made for the way forward to ensuring academic success in literacy and numeracy in our schools.
[A paper presented at a Colloquium organized by GNAT in Tamale in August 2013]
[A paper presented at a Colloquium organized by GNAT in Tamale in August 2013]
Research Interests:
The research was aimed at assessing the extent to which the programmes in Ghanaian institutions of higher learning meet national expectations and aspirations for socioeconomic development as well as the extent to which the products of... more
The research was aimed at assessing the extent to which the programmes in Ghanaian institutions of higher learning meet national expectations and aspirations for socioeconomic development as well as the extent to which the products of such institutions perceive how the programmes they pursued meet the expectations and/or demands of their jobs. The study also sought to identify the policy gaps in managing and running higher education institutions and measures that should be taken to make it possible for future policies and practices to develop synergies between tertiary education and end users that would make socioeconomic development possible. The study used a convenient sample comprising officials from six tertiary institutions (i.e. two public universities, two private universities and two polytechnics) and officials from ministries and public services which employ products of tertiary institutions. In all the study involved a total of 225 participants. The study employed a survey design which involved content analysis, questionnaires, individual interviews and focus group discussions in the collection of both quantitative and qualitative data in the 2014-2015 academic year.
Research Interests:
Ghana began to implement a ‘universal extended basic education’ system which makes senior high school (SHS) education system inclusive from September this year. That is, the government has redefined basic education to include the upper... more
Ghana began to implement a ‘universal extended basic education’ system which makes senior high school (SHS) education system inclusive from September this year. That is, the government has redefined basic education to include the upper segment of secondary education and from September 2017 all junior high school students are to proceed to SHS. This move demonstrates the government’s commitment to the fourth United Nations’ Sustainable Development Goal (SDG4) which is to ensure learners from diverse backgrounds will have an equitable quality basic education. UNICEF describes quality in education to encompass a broader definition involving learners’ readiness, learning environments, curriculum content, curriculum processes and curriculum outcomes. In the last two decades, successive governments have made a great deal of investment to improve the first two elements of quality education but the curriculum related elements have seen little change. To date, the majority of Ghanaians perceive basic education including secondary education mainly as a preparation for further education and students who are not able to proceed to the next level are labelled failures. But the new inclusive basic education initiative involves a new way of thinking about pre-tertiary education to ensure all students succeed. Most of the students of this new system to get the education they will need to succeed depends not only on high level of funding the government is injecting into the system for school infrastructure, teacher emoluments and students’ fees but also on the use of a curriculum that will make educational provisions inclusive in order to address the students’ cognitive, emotional and creative development. The current curriculum, however, focuses on subject content whose teaching is not guided by any assessment standards and performance benchmarks and also places little emphasis on such cross-cutting essential learnings (or transversal competencies) such as critical and creative thinking, education for sustainable development and sustainable lifestyles, human rights, gender equality, global citizenship and appreciation of cultural diversity. Therefore with the inclusive basic education system, Ghana can be said to have made great stride in increasing access to SHS education from about 60% to nearly 92% of the students completing junior high school. But the big question is “How can Ghana progress from achieving “ACCESS” to SUCCESS in providing inclusive and equitable quality basic education for all to SHS’? In other words, what type of curriculum should be implemented to ensure ALL students are not only in school but are also experiencing programmes and practices that ensure they succeed in the 21st century?
Research Interests:
This is a report on a study of In-service Teacher Education and Training (INSET) in Ghana. The study, which forms part of a broader UNESCO-Commonwealth Secretariat ADEA commissioned study in Sub-Saharan Africa, was carried out between May... more
This is a report on a study of In-service Teacher Education and Training (INSET) in Ghana. The study, which forms part of a broader UNESCO-Commonwealth Secretariat ADEA commissioned study in Sub-Saharan Africa, was carried out between May 15, and July 30, 2012. It aimed at exploring the types of INSET programmes available in Ghana, the nature of the INSET programmes (contents, delivery modes, etc.), achievements of INSET in Ghana, challenges associated with implementing INSET in the country and ways of enhancing INSET delivery. The report covers a brief demographic profile of Ghana, teacher education in Ghana, in-service teacher education programmes in Ghana, key issues emerging from the study, conclusions and key lessons for in-service teacher education.