The study aims at addressing the effect of students' perception and its impact on student interest in Mathematics using multivariate statistical techniques. One Thousand Two Hundred and Sixty Three (1263) students were drawn from ten (10) Senior High Schools in the Ashanti region of Ghana using structured questionnaires to investigate the effect and impact of student perception on their interest in Mathematics. The study used multivariate techniques to investigate and further predict the effect and impact of student perception on student interest in Mathematics. The study concluded that, negative perception of student about Mathematics significantly influence their interest in Mathematics negatively however, students perception explains almost 9% (P<0.001) of students interest in Mathematics. The study recommended for practice teaching methods that inculcates motivations to help reduce bad perception to optimize interest.

The study investigated the effect of teacher and student variables on student interest in Mathematics. The study used quantitative approach to research to explore and explain the effect of teacher and students variable on students' interest in Mathematics. The study used probability sampling technique to select and administer questionnaires to the participating schools and students. A sample of One Thousand Two Hundred and Sixty Three (1,263) was selected from Ten (10) schools in the Ashanti region of Ghana using the random sampling technique. The study revealed that six (6) out of eight (8) predictor variables are statistically significant in predicting students' interest in Mathematics. The teacher's ability to connect Mathematics to real life problems and school leadership contributed 37.8% and 2% approximately to the Arthur et al.; ARJOM, 4(3): 1-11, 2017; Article no.ARJOM.33544 2 variance in the student interest. The study further concluded that, students' perception, students' background, Mathematics facility as well as instructor quality and availability were statistically significant in predicting the student interest in Mathematics. However, the contribution of these predictor variables in explaining the variance in students' interest was less than 1%. The study recommends that in order for students to be interested in Mathematics, Mathematics teachers should connect Mathematics to real life scenarios to help build student interest. Original Research Article

Calculus at the college level has significant potential to serve as a pump for increasing the number of students majoring in STEM fields. It is a foundation course for all STEM majors and, if mastered well, should provide students with a positive and successful first-year experience and gateway into more advanced courses. Studies have shown that a high percentage of students failing college calculus has caused a shortage of individuals entering fields that are heavily dependent on mathematics. Many students are entering college ill-prepared for the rigors of college-level mathematics. This mixed methods study examines the relationship among high school preparation, additional preparation in college, and introductory calculus success. Using a convenience sample of three calculus professors, seven calculus teaching assistants and two hundred and seventy one calculus students at a large public mid-west university in the United States, we investigated the relationship between the amount and level of high school mathematics and student performance in college calculus. Our results suggest that good preparations in high school pre-calculus form a springboard for future success in college calculus as well as subsequent advanced mathematics courses.

Purpose -This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance and nurturance conceptions, about how teachers established and maintained classroom control.either the dominance or nurturance conceptions showed strong support for rule-based conceptions.Significance -The significance of this study to classroom practice is that knowing how to manage the classroom is one of the most important traits of quality instruction. Therefore it is important that teachers -both new and veteran -find the best way to manage their classroom in order to create a serene atmosphere for quality learning to take place.

Pages 64-69 64 www.ijntr.org  Abstract -This study determined the most effective teaching method among four (4) teaching methods (i.e., direct instruction, inquiry-based, cooperative, and guided discovery).The study adopted a 4 x 4 Latin-Square design, using four (4) classes, four (4) teachers and four (4) teaching methods to record students' scores. Participants consisted of forty (40) public high school students and four (4) teachers in a school district in the western region. The results indicated that main effect for teacher was significant, F (3, 15) = 37.50, p < 0.05, = 0.95, main effect for class was significant, F (3, 15) =755.83, p < 0.05, = 0.99, main effect for teaching method was significant, F (3, 15) = 37.50, p < 0.05, = 0.98. (i.e., there were significant differences in students' scores at all levels with respect to teacher, class, and teaching method). Tukey's HSD post hoc multiple comparison tests indicated that students' scores for direct instruction was significantly lower than their scores for cooperative, t (6) = -9.50, p < 0.05,C.I = [-11.95, -7.05], students' scores for direct instruction were significantly lower than their scores for guided-discovery, t (6 ) = -15.50, p < 0.05, C. I = [-17.95, -13.05], students' scores for inquiry-based instruction were significantly lower than their scores for cooperative, t (6) =-9.50, p < 0.05, C. I = [-11.95, -7.05], students' scores for inquiry-based instruction were significantly lower than their scores for guided- discovery, t (6) = -15.50, p < 0.05, C.I = [-17.95, -13.05]. Nonetheless, students' scores for direct instruction were not significantly different from their scores for inquiry-based instruction, t (6) = .00, p > 0.05, and students' scores for inquiry-based instruction were not significantly different from their scores for guided-discovery, t (6) = -15.50, p > 0.05.This study has demonstrated that a Latin-Square design has a greater ability and robustness in detecting treatment differences as compared to a one-way analysis of variance. The study finally concluded that mathematics teachers should be encouraged to use more guided-discovery and cooperative learning methods, in their instructions. Index Terms ─ Effective teaching methods, instruction, Latin-Square design, multiple comparison tests, main effect.