Kofi Ashiboe-Mensah | University Of Education, Winneba (original) (raw)

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Conference Presentations by Kofi Ashiboe-Mensah

Research paper thumbnail of Ghanaian Tertiary Graduates' Perception of Entrepreneurship Education on Employment Opportunities

GAUP Conferebce, 2017

This study focuses on whether entrepreneurship education increases entrepreneurial interest in st... more This study focuses on whether entrepreneurship education increases entrepreneurial interest in students to set up new businesses. Entrepreneurship is a core course taken in the third year by all students of Ho Technical University. Out of the 1329 population of level 300 students of the 2016/2017 academic year, data were collected by convenience sampling from 325 (217 males and 108 females) with mean age of 24.75 years from 14 departments of four faculties. The students responded to 43-survey items derived from reviewed literature on a 5-Point Likert-Scale. It is concluded that more than 84% of the respondents agreed that entrepreneurship education informed students about entrepreneurship through the acquisition of practical skills, knowledge about acquisition of personal orientation, knowledge about business management principles and the availability of entrepreneurial support agencies. This policy makers, management of tertiary institutions, students and educational evaluators on how to ensure that tertiary graduates set up entrepreneurship ventures in order to partially solve the unemployment problem in Ghana.

Research paper thumbnail of DYNAMICS OF TEACHING AND LEARNING OF MATHEMATICS IN GHANAIAN SENIOR HIGH SCHOOLS

INJRD, 2024

This study examined student, teacher and environmental factors that influence mathematics educati... more This study examined student, teacher and environmental factors that influence mathematics education in Senior High Schools in Ghana. A cross-sectional data was conveniently collected from 305 final (3 rd) year students of Ho Technical University who passed mathematics in the West African Senior Secondary Certificate Examination (WASSCE) successfully. With a 76.0% response rate, the questionnaire has a high level of internal consistency of 0.88 among the measured variables at 5% significant level, using SPSS version 22.0. The result which was analysed using the binomial test revealed that 78.8% of the respondents were between the ages of 20 and 25 years and 21.2% were above 25 years. Whilst 70.2% were taught by a maximum of three mathematics teachers, 29.8% were taught by more than three mathematics teachers in the senior high schools. With this, 68.3% of the respondents who were taught by a maximum of three teachers had between grades A1 and C6 whilst 39.3% who were taught by more than three teachers had between grades A1 to C6. As many as 52.0% responded that they did not learn mathematics because they knew of being helped during the examinations, whereas 40.0% and 42.0% said the grades they had at WASSCE and BECE respectively, were not the true reflection of their competencies. The findings indicated that 44.0% were nervous during examination because they did not prepare. However, 41.0% agreed that they had weak mathematical foundation, and 44.0% said they performed well without understanding mathematical concepts. Furthermore, 75.0% of the respondents specified that mathematics syllabi were voluminous to complete and 71.0% reiterated that learning materials were inadequate, thus making learning the subject difficult. In addition, 78.0% and 58.0% of respondents indicated that school management and parents did not support the learning of mathematics respectively. In conclusion, school management, teachers and parents must contribute to the success of students' mathematics learning and students must not have more than three mathematics teachers during their three-year stay in the senior high schools.

Papers by Kofi Ashiboe-Mensah

Research paper thumbnail of TEACHER-TRAINEES' BACKGROUND IN TEACHING AND LEARNING OF MATHEMATICS

IMJRE, 2023

This study investigated teacher trainees' preference for enrolling in the college of education pr... more This study investigated teacher trainees' preference for enrolling in the college of education programmes and their conceptual understanding of mathematics. The study employed the quantitative research approach where purposive and convenience sampling techniques were adopted to select 641 third-year teacher-trainees of the 2019/2020 batch from three colleges of education in the Volta Region. The instrument for data collection was developed and structured from reviewed literature and analyzed using descriptive statistics. The 21-survey items were administered to 842 participants at Akatsi, Peki, and St. Francis Colleges of Education. At the Junior High School and Senior High School levels, teacher-trainees below the age of 25 years performed better in mathematics than those above 25 years and only 20.3% and 24.6% studied Sciences at the SHS and the College of Education respectively. As low as 34.9% did not want to become teachers, nevertheless, 72.9% desired to teach mathematics after graduation. The study would enable the Colleges of Education to meet the goal of mathematics learning as stipulated in the National Curriculum Framework of 2005 (the 'mathematization' of the child's thinking). On average, teacher trainees have relatively good knowledge and interest in the teaching and learning of mathematics. They should, therefore, be guided in introducing them to effective instructional strategies with special reference to constructivism.

Research paper thumbnail of An optimal investment policy for two financial institutions in Ghana

Research paper thumbnail of TEACHER-TRAINEES' BACKGROUND AND INTEREST IN THE TEACHING AND LEARNING OF MATHEMATICS

IMJRE, 2023

This study investigated teacher trainees' preference for enrolling on the college of education pr... more This study investigated teacher trainees' preference for enrolling on the college of education programmes and their conceptual understanding of mathematics. Over the past five years ending 2017/2018 academic year, only 30.1% of WASSCE candidates passed mathematics with grades 1-6 (WAEC, 2019) nationwide. Meanwhile, these are the candidates who were admitted into the colleges of education and are trained to become teachers of mathematics. The study employed the quantitative research approach where purposive and convenience sampling techniques were adopted to select 641 third-year teacher-trainees of the 2019/2020 batch from three colleges of education in the Volta Region. The instrument which was used to collect the data was developed and structured from reviewed literature and analyzed using descriptive statistics. The 21-survey item was administered to participants on their various campuses of Akatsi, Peki and St. Francis Colleges of Education. Only 20.3% and 27.0% of the respondents studied Sciences at the SHS and the College of Education respectively. At both levels, teachertrainees below the age of 25 years performed better in mathematics than those above 25 years. As low as 34.9% did not want to become teachers, nevertheless, 72.9% desired to teach mathematics after graduation. Out of the 27.1% who don't want to teach mathematics, 70.6% of them indicated the difficulty of, weak foundation of and dislike for the subject as their reasons. 2 | P a g e In view of these, only 38.2% and 66.0% passed mathematics with grades 1-6 at the WASSCE and BECE respectively. In furtherance to their learning strategies, only 47.3% of the study sample claimed they know something about constructivism, however, 67.3% could not explain the term. On the average, teacher-trainees have relatively good knowledge and interest in the teaching and learning of mathematics, therefore they must be guided by introducing them to effective instructional strategies with special reference to constructivism.

Research paper thumbnail of Ghanaian Tertiary Graduates' Perception of Entrepreneurship Education on Employment Opportunities

GAUP, 2017

This study focuses on whether entrepreneurship education increases entrepreneurial interest in st... more This study focuses on whether entrepreneurship education increases entrepreneurial interest in students to set up new businesses. Entrepreneurship is a core course taken in the third year by all students of Ho Technical University. Out of the 1329 population of level 300 students of the 2016/2017 academic year, data were collected by convenience sampling from 325 (217 males and 108 females) with mean age of 24.75 years from 14 departments of four faculties. The students responded to 43-survey items derived from reviewed literature on a 5-Point Likert-Scale. It is concluded that more than 84% of the respondents agreed that entrepreneurship education informed students about entrepreneurship through the acquisition of practical skills, knowledge about acquisition of personal orientation, knowledge about business management principles and the availability of entrepreneurial support agencies. This policy makers, management of tertiary institutions, students and educational evaluators on how to ensure that tertiary graduates set up entrepreneurship ventures in order to partially solve the unemployment problem in Ghana.

Research paper thumbnail of Ghanaian tertiary graduates' perception of entrepreneurship education on employment opportunities

This study focuses on whether entrepreneurship education increases entrepreneurial interest in st... more This study focuses on whether entrepreneurship education increases entrepreneurial interest in students to set up new businesses. Entrepreneurship is a core course taken in the third year by all students of Ho Technical University. Out of the 1329 population of level 300 students of the 2016/2017 academic year, data were collected by convenience sampling from 325 (217 males and 108 females) with mean age of 24.75 years from 14 departments of four faculties. The students responded to 43-survey items derived from reviewed literature on a 5-Point Likert-Scale. It is concluded that more than 84% of the respondents agreed that entrepreneurship education informed students about entrepreneurship through the acquisition of practical skills, knowledge about acquisition of personal orientation, knowledge about business management principles and the availability of entrepreneurial support agencies. This shows that the students are highly confident of setting up their own businesses through the...

Research paper thumbnail of Ghanaian Tertiary Graduates' Perception of Entrepreneurship Education on Employment Opportunities

GAUP Conferebce, 2017

This study focuses on whether entrepreneurship education increases entrepreneurial interest in st... more This study focuses on whether entrepreneurship education increases entrepreneurial interest in students to set up new businesses. Entrepreneurship is a core course taken in the third year by all students of Ho Technical University. Out of the 1329 population of level 300 students of the 2016/2017 academic year, data were collected by convenience sampling from 325 (217 males and 108 females) with mean age of 24.75 years from 14 departments of four faculties. The students responded to 43-survey items derived from reviewed literature on a 5-Point Likert-Scale. It is concluded that more than 84% of the respondents agreed that entrepreneurship education informed students about entrepreneurship through the acquisition of practical skills, knowledge about acquisition of personal orientation, knowledge about business management principles and the availability of entrepreneurial support agencies. This policy makers, management of tertiary institutions, students and educational evaluators on how to ensure that tertiary graduates set up entrepreneurship ventures in order to partially solve the unemployment problem in Ghana.

Research paper thumbnail of DYNAMICS OF TEACHING AND LEARNING OF MATHEMATICS IN GHANAIAN SENIOR HIGH SCHOOLS

INJRD, 2024

This study examined student, teacher and environmental factors that influence mathematics educati... more This study examined student, teacher and environmental factors that influence mathematics education in Senior High Schools in Ghana. A cross-sectional data was conveniently collected from 305 final (3 rd) year students of Ho Technical University who passed mathematics in the West African Senior Secondary Certificate Examination (WASSCE) successfully. With a 76.0% response rate, the questionnaire has a high level of internal consistency of 0.88 among the measured variables at 5% significant level, using SPSS version 22.0. The result which was analysed using the binomial test revealed that 78.8% of the respondents were between the ages of 20 and 25 years and 21.2% were above 25 years. Whilst 70.2% were taught by a maximum of three mathematics teachers, 29.8% were taught by more than three mathematics teachers in the senior high schools. With this, 68.3% of the respondents who were taught by a maximum of three teachers had between grades A1 and C6 whilst 39.3% who were taught by more than three teachers had between grades A1 to C6. As many as 52.0% responded that they did not learn mathematics because they knew of being helped during the examinations, whereas 40.0% and 42.0% said the grades they had at WASSCE and BECE respectively, were not the true reflection of their competencies. The findings indicated that 44.0% were nervous during examination because they did not prepare. However, 41.0% agreed that they had weak mathematical foundation, and 44.0% said they performed well without understanding mathematical concepts. Furthermore, 75.0% of the respondents specified that mathematics syllabi were voluminous to complete and 71.0% reiterated that learning materials were inadequate, thus making learning the subject difficult. In addition, 78.0% and 58.0% of respondents indicated that school management and parents did not support the learning of mathematics respectively. In conclusion, school management, teachers and parents must contribute to the success of students' mathematics learning and students must not have more than three mathematics teachers during their three-year stay in the senior high schools.

Research paper thumbnail of TEACHER-TRAINEES' BACKGROUND IN TEACHING AND LEARNING OF MATHEMATICS

IMJRE, 2023

This study investigated teacher trainees' preference for enrolling in the college of education pr... more This study investigated teacher trainees' preference for enrolling in the college of education programmes and their conceptual understanding of mathematics. The study employed the quantitative research approach where purposive and convenience sampling techniques were adopted to select 641 third-year teacher-trainees of the 2019/2020 batch from three colleges of education in the Volta Region. The instrument for data collection was developed and structured from reviewed literature and analyzed using descriptive statistics. The 21-survey items were administered to 842 participants at Akatsi, Peki, and St. Francis Colleges of Education. At the Junior High School and Senior High School levels, teacher-trainees below the age of 25 years performed better in mathematics than those above 25 years and only 20.3% and 24.6% studied Sciences at the SHS and the College of Education respectively. As low as 34.9% did not want to become teachers, nevertheless, 72.9% desired to teach mathematics after graduation. The study would enable the Colleges of Education to meet the goal of mathematics learning as stipulated in the National Curriculum Framework of 2005 (the 'mathematization' of the child's thinking). On average, teacher trainees have relatively good knowledge and interest in the teaching and learning of mathematics. They should, therefore, be guided in introducing them to effective instructional strategies with special reference to constructivism.

Research paper thumbnail of An optimal investment policy for two financial institutions in Ghana

Research paper thumbnail of TEACHER-TRAINEES' BACKGROUND AND INTEREST IN THE TEACHING AND LEARNING OF MATHEMATICS

IMJRE, 2023

This study investigated teacher trainees' preference for enrolling on the college of education pr... more This study investigated teacher trainees' preference for enrolling on the college of education programmes and their conceptual understanding of mathematics. Over the past five years ending 2017/2018 academic year, only 30.1% of WASSCE candidates passed mathematics with grades 1-6 (WAEC, 2019) nationwide. Meanwhile, these are the candidates who were admitted into the colleges of education and are trained to become teachers of mathematics. The study employed the quantitative research approach where purposive and convenience sampling techniques were adopted to select 641 third-year teacher-trainees of the 2019/2020 batch from three colleges of education in the Volta Region. The instrument which was used to collect the data was developed and structured from reviewed literature and analyzed using descriptive statistics. The 21-survey item was administered to participants on their various campuses of Akatsi, Peki and St. Francis Colleges of Education. Only 20.3% and 27.0% of the respondents studied Sciences at the SHS and the College of Education respectively. At both levels, teachertrainees below the age of 25 years performed better in mathematics than those above 25 years. As low as 34.9% did not want to become teachers, nevertheless, 72.9% desired to teach mathematics after graduation. Out of the 27.1% who don't want to teach mathematics, 70.6% of them indicated the difficulty of, weak foundation of and dislike for the subject as their reasons. 2 | P a g e In view of these, only 38.2% and 66.0% passed mathematics with grades 1-6 at the WASSCE and BECE respectively. In furtherance to their learning strategies, only 47.3% of the study sample claimed they know something about constructivism, however, 67.3% could not explain the term. On the average, teacher-trainees have relatively good knowledge and interest in the teaching and learning of mathematics, therefore they must be guided by introducing them to effective instructional strategies with special reference to constructivism.

Research paper thumbnail of Ghanaian Tertiary Graduates' Perception of Entrepreneurship Education on Employment Opportunities

GAUP, 2017

This study focuses on whether entrepreneurship education increases entrepreneurial interest in st... more This study focuses on whether entrepreneurship education increases entrepreneurial interest in students to set up new businesses. Entrepreneurship is a core course taken in the third year by all students of Ho Technical University. Out of the 1329 population of level 300 students of the 2016/2017 academic year, data were collected by convenience sampling from 325 (217 males and 108 females) with mean age of 24.75 years from 14 departments of four faculties. The students responded to 43-survey items derived from reviewed literature on a 5-Point Likert-Scale. It is concluded that more than 84% of the respondents agreed that entrepreneurship education informed students about entrepreneurship through the acquisition of practical skills, knowledge about acquisition of personal orientation, knowledge about business management principles and the availability of entrepreneurial support agencies. This policy makers, management of tertiary institutions, students and educational evaluators on how to ensure that tertiary graduates set up entrepreneurship ventures in order to partially solve the unemployment problem in Ghana.

Research paper thumbnail of Ghanaian tertiary graduates' perception of entrepreneurship education on employment opportunities

This study focuses on whether entrepreneurship education increases entrepreneurial interest in st... more This study focuses on whether entrepreneurship education increases entrepreneurial interest in students to set up new businesses. Entrepreneurship is a core course taken in the third year by all students of Ho Technical University. Out of the 1329 population of level 300 students of the 2016/2017 academic year, data were collected by convenience sampling from 325 (217 males and 108 females) with mean age of 24.75 years from 14 departments of four faculties. The students responded to 43-survey items derived from reviewed literature on a 5-Point Likert-Scale. It is concluded that more than 84% of the respondents agreed that entrepreneurship education informed students about entrepreneurship through the acquisition of practical skills, knowledge about acquisition of personal orientation, knowledge about business management principles and the availability of entrepreneurial support agencies. This shows that the students are highly confident of setting up their own businesses through the...