Abstract: Unsatisfactory performance of mathematics at all levels in Ghana’s schools has been a source of concern to stakeholders in the education sector. This is because mathematics is one of the compulsory subjects that one must pass to progress to the next level. The problem is worse in the rural areas where schools encounter many challenges including a low fluency level of English which serves as the only medium of instruction from primary four upwards. Teaching primary schools mathematics using the mother tongue of the pupils enables active participation which is extremely important for building knowledge. This stems from the fact that primary school children in rural areas of Ghana can communicate effectively in their mother tongue. Ghana Education Service language of instruction policy which does not allow mother tongue usage in upper primary schools is doing more harm than good in the teaching and learning of mathematics in rural areas of Ghana. This study examined the impact of mother tongue as the language of instruction and pupils' achievement in mathematics in rural upper primary classes in Sefwi Akontombra District of Ghana.

The correlational study conducted indicated that there is a positive relationship between mother tongues usage as a medium of instruction and mathematics achievement at [β = 0.92; p =0.00]. Also, Mother tongue utilization impacts positively on effective communication at [β = 0.88; p=0.00]. A quasi-experiment was also conducted in three classes in an attempt to confirm the claims by the teachers who were respondents for the correlational study. The controlled group (A) was taught in only English as required by the Ghana Education Service language of instruction policy whereas the experimental group (B) was instructed in mother tongue (Twi). The mean scores were as follows: Primary 4, A=3.33, and B=8.2, Primary 5, A=2.00 and B=8.00 and Primary 6, A=2.36 and B=7.18. Both studies revealed beyond doubt that the impact of using mother tongue as a medium of instruction in rural upper primary classes is substantially positive on mathematics achievement. It is therefore imperative for policymakers to take a second look at the language of instruction policy and make it flexible for teachers to use pupils’ mother in teaching and learning of mathematics in rural upper primary classes to boost mathematics performance and build a stronger foundation of the subject in the pupils.

Keywords: mother tongue, language of instruction, mathematics achievement, effective communication.

Title: The Impact of Using Mother Tongue as Instructional Language in Teaching and Learning of Mathematics in Rural Primary Schools (A Case Study of four selected Schools in Sefwi Akontombra District, Ghana)

Author: Abraham Karikari, Emmanuel Opoku Kumi, Ellen Afia Achiaa, Juliet Adu

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journal

Abstract: The primary goal of this mixed method study was to determine the quality of work life of public secondary school teachers in far-flung areas using the convergent approach in which quantitative and qualitative data were collected, analyzed separately, and then merged. Descriptive and inferential statistics were used to test whether the quality of work life of selected 400 public secondary school teachers using an adapted survey questionnaire differ when grouped according to age, sex, and length of service. Also, the quality of work life through their lived experiences were extracted from seven participants during the in-depth interview and ten for focus group discussion. Adapted survey questionnaires were given to a sample of 400 teachers from public secondary school teachers in the region.  Results showed that the status of quality of work life was rated high in the quantitative phase; these were then merged and converged with responses in the qualitative phase as being expressed by teachers in far-flung areas. Moreover, the teachers in far-flung areas may participate in the intervention program, which is the output of this study, abbreviated as SHAS for Seminars, H for help from the LGUs and assistance from other stakeholders, and A for ask assistance from more experienced teachers to assist in trainings.

Keywords:  education, far-flung areas, mixed methods, Philippines, quality of work life.

Title: Quality of Work Life of Public Secondary School Teachers in Far-Flung Areas: A Mixed Methods Study

Author: Nimfa P. Balasabas

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: Higher Education plays a major role in building knowledge among current and next generation leaders and plays an important role in shaping the Nation’s economy. The impact of COVID-19 has put us in the process of thinking about where we are and where we want to get to. This situation has also made us to redesign the process and procedure of conduct of normal activities to fit ourselves into new situations and to sustain the normalcy in educational Institutions during similar situations arising in the future, institutions have redesigned process and procedures automatically and instantly but during pandemic, there has to be proper policy and procedure which are commonly observed to maintain sustainability in teaching-learning process.

Not only the present pandemic but, also there can be situations of natural disasters in future for which the Education system should be ready to face. The present situations are showing new dimensions and changes in the behavior and thinking of prospective admits.  Different ideas generation during this situation happened thus, the integration of these ideas without compromising on quality, safety, security and social wellbeing, regeneration of new pathways for Higher Education Sustainability in teaching-learning process could be possible. At the same time, every idea which are redesigned or regenerated should not be compromising on transparency, participation and accountability which are key to good Governance of Educational Institutions. Good governance of Educational Institutions means the policies, procedures followed are fair and favorable from the point of view of stakeholders of the Educational Institutions. Thus, this study explores different methodologies followed by Higher Education Institutions during the pandemic situation to conduct classes and sustaining good teaching- learning process, further to also identify varied process, procedures and determine which methodology are fairer to adopt as our future pathway to maintain Higher Education sustainability in teaching learning process. In this study an attempt is made to explore different techniques used in teaching-learning process by HEIs during similar situations.  There are many cloud-based systems created and adopted to impart education during situations of public disturbance and mainly lockdown, thus a safe and secure pathway should be created for all HEIs in-common following key elements of Governance. The system should be in favor of all stake holders of the institution thus attracting Governance from the beginning and also helpful in redesigning new pathways to achieve the goals. The conclusion is run after an attempt to create a course-management method developed to suit the situation.

Keywords: Higher education, new pathways, good governance of educational institutions, teaching learning process.

Title: Higher Education New pathways in teaching-learning process and Governance

Author: Dr. Mahalakshmi.V, Dr. Govindappa. D

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals