Dear Colleagues, I respectfully write to submit a detailed information about the online mathematics projects to you in accordance with Jaclyn's suggestion. I will be grateful to receive your feedback. Please find enclosed. Many Thanks *Dr Stephen Bekoe* BA, Ghana MSc, Singapore PhD, England *Research Scientist* Geo-spatial and Information Science Division Institute for Scientific and Technological Information *Council for Scientific and Industrial Research, Ghana* On Thu, Mar 29, 2018 at 1:54 PM, Jaclyn Ocumpaugh <jlocumpaugh@gmail.com> wrote:
Dear Dr. Bekoe, This sounds like a really important project, and your email provides quite a bit of information about the measures being used to determine (lack of) success, but it doesn't say much about your plans to fix it? Are you planning to develop new software? Re-write the curriculum? Use one that is already established elsewhere? Provide hardware?
People might have better ideas about how to help if they knew more about the actions you were hoping to fund.
Best, Jaclyn Ocumpaugh Associate Director, Penn Center for Learning Analytics University of Pennsylvania
On Thu, Mar 29, 2018 at 8:02 AM, kofi ware <kofiware2000@gmail.com> wrote:
Dear Colleagues,
I respectfully write to ask colleague researchers in this platform to suggest potential sources of funding to implement my online mathematics project in Ghana.
An overview of the project
Statistics of results from the West African Examination Council (WAEC) continues to show an abysmal performance of students in mathematics right from the basic school level to the secondary school level.
For example, results released by the West African Examination Council (WAEC) indicate that only 25.29% of candidates who took the May/June 2015 West African Senior School Certificate Examination (WASSCE) obtained A1-C6 in mathematics while 29.75% had D7-E8 and 37.17% had F9.
In 2016, only 77, 108 (32.83%) of students who sat for the WASSCE passed in core mathematics obtaining between A1-C6; 65, 007 (27.68%) obtained D7-E8 whilst 89,477 (38.10%) had F9.
In 2017, statistics from WAEC indicated that 122,450 (42.73%) had A1-C6 while 106,024 (37%) had D7-E8 and a total of 58, 351 (20.27%) had F9.
Even though there seems to have been a considerable improvement in 2017 as compared to the previous two years, the general trend and overall performance in mathematics paints a gloomy picture and therefore, calls for concerted efforts in overcoming this hurdle. This is necessitated by the fact that mathematics is often included among the core subjects and as such is a pre-requisite for admission from the basic level to the secondary school level and subsequently from secondary schools to tertiary institutions.
In view of this, it is important for teachers to move away from the old teaching methodologies and to be innovative and adopt more pragmatic measures to help student pass mathematics. This involves implementing strategies that will complement the normal class room work and grant an opportunity for students who are slow learners to be able to catch up with their colleagues.
I would be grateful to receive your feedback
*Dr Stephen Bekoe* BA, Ghana MSc, Singapore PhD, England
*Research Scientist* Geo-spatial and Information Science Division Institute for Scientific and Technological Information *Council for Scientific and Industrial Research, Ghana* _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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