This paper illustrates analysis of longitudinal data on students' academic performance using GEE (Generalize Estimation Equations) under various working correlation assumptions. Many factors account for students' academic performance in the fulcrum of all levels of education. Hence, any variable that triggers the academic performance of students evoke the awareness of all. The aim of this thesis is to analyze academic performance using application of Generalized Estimating Equation (GEE) Models under various working correlation assumptions. There are various statistical and mathematical models employed in the analyses of students' academic performance in different level of schools. In this paper, we formulate the Generalized Estimating Equation (GEE) model approach under various correlation assumptions to analyze the probable 3360 Isaac Owusu-Darko et al. performance in relation to variables such as gender, entry age into the school, the geographical location of students, as well as Graded level of former School attended. We used real data set of students' Semester Weighted Average (SWA), and back these with validate and reliable questionnaire about students personal information (on their Biodata response) for a complete data set. From our analyses, the test of model-based and empirical-based standard error estimates on Coefficient Estimation of the Study Parameters based on our GEE assumptions reveals that, only the geographical location of students is significant and hence affects their academic performance. Our contrast effect of linear time interactions with respect to the locations made us recommend an enhancement of mathematics teaching in locations that are lagging, especially in the Northern Belt of Ghana.
There has been an alarming interest and complain about the use of corporal punishment on the part of teachers and parents respectively in the teaching and learning process. Corporal punishment creates a peculiar perception of how stakeholders of schools perceived its impact on pupils’ academic performance. The study, however, sought to investigate the perceived impact of corporal punishment on pupils learning outcomes in the teaching and learning of mathematics for selected schools in Techiman municipal. The methodology used for the study was a descriptive research design with a mixed paradigm. Both quantitative (in the form of pupils obtained scores in pre-test and post-test) and qualitative data (from teachers and parents’ responses to questionnaires) were used. The findings revealed that there is a significant mean difference between pupils’ performance about whether they were taught with corporal punishment or otherwise. Majority of the parents and teachers presumed that sometimes using corporal punishment helps and foster students to learn. Parents strongly disagreed to the complete ban of corporal punishment in the school. Teachers however consensus agreed that they occasionally use Corporal Punishment to help pupils learn It is recommended that corporal punishment usage in schools should not be banned entirely but rather, measures should be put in place to monitor how it is meted out in schools. Teachers should not abuse the use of corporal punishments in schools.
Arguably the teaching and learning of algebra in schools have been perceived as difficult (Looney, 2004) at all levels due to the non-usage of modern technology, especially in Africa. This study sought to explore how the geometer’s sketchpad (GSP) could be used to improve students’ performance in quadratic graphs. The study employed true-experimental (Post-test) design as a strategy of enquiry using Geometer’s Sketchpad application software in which the mixed-method strategy was used in the sampling of the study area, study respondents and analysis. A total of 80 students were sampled for the entire study but 40 for the Experimental Group and 40 for the Control Group not undermining gender fairness. The study revealed a positive improvement in student’s performance after using the Geometer’s Sketchpad Application (GSP) software. The study can confirm that the integration of GSP technology in teaching and learning of quadratics can improve students’ motivation, excitement and concepts understanding.
The mathematics curriculum implementation depends largely on teachers’ choice of pedagogical skills that would influence meaningful teaching and learning. The suggestive ideal approach this paper presents is to consider exploration and demonstration of Akan (a tribe in Ghana, West Africa) ethnomathematics in the teaching and learning of some selected mensuration and geometrical concepts found in the secondary school curriculum. The study found various Akan ethnomathematical processes supporting the teaching and learning of school geometrical and mensuration topics such as artefacts, buildings, tools, and others. The ethnomathematical processes reveal a resemblance of <i>pi</i> (<i>π</i> ) concepts and its application to ethno-technology from selected artefacts used for pedagogical demonstrations. We recommend further research into the practical effect of ethnomathematics move in teaching other mathematical concepts in several communities where there exists cultural diversity. It is suggested that mathematics educators adopt ethnomathematics methodology by integrating it into the curriculum implementation process to check its impact on the teaching and learning of mathematics.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.