An exploration of Ghanaian students’ valuing in mathematics: How does it evolve across school levels?
Monica E. Carr 1 * , Ernest Kofi Davis 2 , Wee Tiong Seah 1
More Detail
1 Melbourne Graduate School of Education, The University of Melbourne, Melbourne, AUSTRALIA2 University of Cape Coast, Cape Coast, GHANA* Corresponding Author

Abstract

A total of 1,256 students selected through stratified random sampling from 18 primary and public secondary schools as a fair sample across urban and rural settings in the Cape Coast Metropolis of Ghana responded to the ‘what I find important (in my mathematics learning)’ questionnaire. Section A contained 64 Likert type questions, and section B contained 10 continua dimension questions in which respondents provided weighted responses on their valuing in relation to learning mathematics, using a slider scale. In this paper, section B was visually analyzed in MS Excel, using the radar chart function to explore the evolution of values in mathematics across school levels. Findings suggested that the students’ values in mathematics evolve as they progress through school, shifting from learning content to learning environment to learning approaches.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 10, Article No: em2332

https://doi.org/10.29333/ejmste/13542

Publication date: 01 Oct 2023

Online publication date: 07 Aug 2023

Article Views: 684

Article Downloads: 469

Open Access References How to cite this article