Mathematics Teachers’ Perceptions about Problem-Solving: The case of Ghana

Most students experience different levels of difficulties in learning mathematics. TIMSS results have shown that most students in Ghana do not perform well in higher level tasks designed to assess applications and non-routine problems. This study, therefore, aimed at examining Ghanaian Junior and Senior High School mathematics teachers problem-solving strategies and their professional development needs about problem-solving. 114 mathematics teachers from 28 Junior High School (JHS) and Senior High School (SHS) in the Cape Coast Metropolis took part in the study. Quantitative and qualitative data were collected using a semi-structured questionnaire. The results from the study show that although teachers appreciate the importance of problem-solving in improving mathematics teaching and learning, there has not been the needed problem-solving training to support teachers in this regard. The researcher, therefore, argue that despite the numerous advantages associated with problem-solving strategy of teaching and learning, continuous professional development training for teachers should be paramount in our quest for helping students develop problem solving skills. Ghanaian JHS and SHS students can be in a disadvantageous position as they compete with their peers from other countries in international comparison examinations if our teachers are not given the needed support to become proficient in the use of problem-solving strategies in the classrooms.

Curriculum Planning Activities of Heads of Schools and Academic Performance of Senior High School Students in the Northern Region of Ghana

The study examined the effects of curriculum planning activities of heads of senior high schools on students’ academic performance in Ghana. The cross-sectional survey design was used in the study. The sample size was 445. The proportionate stratified random and purposive sampling techniques. Data were collected using questionnaire, interviews and focus group discussions. Analysis of data involved the use of binary logistic regression, cross-tabulation and thematic analysis. It was found that of the eight predictors of high academic performance, four predictors emerged as significant. Thus, the study concludes that the curriculum leadership roles played by heads of schools contribute to the academic performance of their students directly. The study recommends that only competent and committed people should be appointed as heads of schools.

Alignment of the planned and implemented curricula in Junior High School English Language, Mathematics and Science in three Districts in Ghana

This paper draws on conceptualization of levels of curriculum as planned, implemented and attained curriculum to explore the alignment between the planned and implemented English Language, Mathematics and Science curricula in Ghana. A survey of curriculum delivery by 124 Junior High School Form 2 English, Mathematics and Science teachers, with 1268 of their students from 51 public and private schools, made up of a mix of below-average, average and above-average schools in terms of academic achievement of the students from three districts in the Central Region was carried out. A multi-stage sampling technique involving purposive and stratified random sampling methods were used in the selection of the research participants. The data were collected through documentary review, questionnaire survey for teachers and interviews with students. The data collected were analysed using both quantitative and qualitative methods. The quantitative data were analysed using frequency counts and descriptive statistics, while the qualitative data were analysed qualitatively and presented as narrative description with illustrative examples. The study revealed that gaps existed between the planned and the implemented English Language, Mathematics and Science curricula. Discussion of the findings and implications for practice, policy and research in Ghana and countries that share similar situation as Ghana are provided.

Integration of Practical Work into Teaching and Learning of Physics at the Senior High School Level

Practical work forms an integral part of teaching and learning as enshrined in the teaching physics syllabus designed for senior high schools in Ghana. This presupposes that the final grade of students is influenced by their performance in physics practical work. Hence, practical work in physics needs to be utilised to improve students’ performance. This study, therefore, sought to examine how practical work is integrated into the teaching and learning of physics at the senior high school level in the Volta Region of Ghana. In all, 16 physics teachers and 212 science students randomly sampled took part in the study. It was found that though teachers accept practical work as an essential ingredient for students’ understanding of concepts, they are not up-to-date on how practical work should be integrated into the teaching and learning of physics as prescribed by the syllabus for physics. Also, the teaching of practical work is done via group work, hands-on activity, interactive demonstrations, discussion and lecture. It is recommended that teachers should adopt integrating practical work into lessons instead of separating them from theory.