Digitalizing the Teaching and Learning of Mathematics at the Senior High Schools in Ghana; the Case of Flipped Classroom Approach

Introduction: The 21st century comes with its own challenges so far as the teaching and learning of mathematics is concern. This is because most of the senior students have access to digital devices that allow them to navigate the social media channels like the WhatsApp, Twiter, instagram, SnapChat, Facebook, TikTok and the likes. Unfortunately these handles are loaded with various forms of videos and other stuffs that these innocent young ones turned to love to follow more than their studies, thereby affecting their academic achievements. Purpose: The motive of this study was to enhance students’ conceptual understanding in circle theorems using the flipped classroom approach. Methodology: A sample of Fifty (50) Remedial students from the Bekwai Municipal Assembly in the Ashanti Region of Ghana was selected by means of purposive sampling method for the study. With the use of quasi- experimental design, a pretest post test method was use to gather the data on the students to ascertain the impact of the interventional design. In addition to the tests, a questionnaire was also used to find out how students feel about the flipped classroom pedagogy in teaching and learning. Findings: The analysis of the questionnaire came out that students enjoyed the lessons and their performance appreciated as a result. A statistical significant improvement in the students’ performance made the researcher reject the null hypothesis and concluded that flipped classroom approach impacted positively on students’ performance. Recommendations: It was therefore recommended that the flipped classroom should be adopted as one of the pedagogical strategies in teaching mathematics at the Senior High school.

MODEL PEMBELAJARAN TERPADU (STUDI KASUS DI YAYASAN MUHAMMAD YA'QUB JOMBANG)

This study aims to describe the implementation of integrated learning models in educational institusions that are under the auspices of the foundation of Muhammad Ya’qub Jombang. Which include visits from the factors of purpose, educatos, students, learning strategies, materials, infrastructure and evaluation of integrated learning in educational institusions which is under the auspices of the foundation of Muhammad Ya’qub Jombang. The implementation of an integrated learning models on Biology subjects is called the shared models (divided model). However, the integrated learning models in educational institusions under the auspices of the foundation of Muhammad Ya’qub Jombang is superior because there is also educational training in learning. The purpose of this learning is the realization of the vision mission that has been integrated with the objectives of national education and the value of education contained in QS. Al-Baqarah verses 39 and 132. Judging from the factors of educators, there are feel still differences in quality in collaborating and integrating learning. Judging from the factors of student, they have understood the importance of learning. Viewed from the infrastructure facilities, namely the national examination secondary book and Biology pocket book, the Harun Yahya DVD learning media and the 2 in 1 Science (SD/MI) book. Judging from the factors of strategy factor of collaboration and integration, the intended collaboration is by practice the value of education contained in QS. Al-‘Alaq : 1 and integrate with religious values integrated with the discussion. Judging from the material factors, divided into to major groups, namely divinity and humanity. Judging from the evaluation/ assessment system factors: success in learning is seen in the success of the cognitive, affective, and psychomotor domains, as well as substandard enrichment for special and remedial students for students. Suggestion: Implementation of integrated learning model in educational institusions under the auspices of the foundation of Muhammad Ya’ub Jombang for a while has a lot of positive values. Therefore, it is better to be refined and taken in consideration to be implemented through policy nationally.

Effects of Delaying College-Level Mathematics Course Enrollment for Remedial Students

Mathematics has been a barrier for degree attainment. Research has focused on mathematics generally and not the transition from remedial to college-level coursework. This study examined the effects of delaying enrollment in college-level mathematics on student success. Propensity score matching minimized bias between immediate and delayed enrollment in a college-level course. Our findings indicated that delaying enrollment in a college-level course changed the likelihood a university retained first-time remedial mathematics students after Years 1 and 2. No evidence was found to suggest remedial students’ decision to delay enrollment in a college-level course affected undergraduate grade point average or earning a passing grade in college-level mathematics. Results of course performance were biased toward those who attempted a college-level mathematics course; 25.7% of the matched sample who completed their remedial courses never enrolled in a college-level mathematics course, and most of those departed early. Our results support the importance of early completion of mathematics.

Reading Problems among Primary School Remedial Pupils in One of Miri, Sarawak

Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study was conducted in one elementary school in the district of Miri, Sarawak involving 30 pupils in year two from remedial class. Data were collected through Diagnostic Tests, observations and interviews in the study group. The study found that the main problems were; students do not understand the basic concepts of reading clearly and the lack of motivation among the students. This study is expected to help teacher in particular remedial teachers in helping students overcome reading recovery KVKV word. To improve the reading skills of pupils, the study recommended that remedial students are taught by a variety of teaching strategies such as inserting games or songs in their teaching and learning in order to cultivate their interest in reading. Teachers are also advised to constantly motivate the students so that they are eager to learn the skills of reading.