COGNITIVE DISPOSITIONAL EMPATHY ON MATHEMATICAL ENGAGEMENT AND PERFORMANCE

Authors

  • Isaac Owusu-Darko Department of Mathematics Education, Valley View University, Techiman Campus, P. O. Box 183, Techiman, Ghana
  • Winnifred Ansah Hughes Department of Mathematics Education, Valley View University, Techiman Campus, P. O. Box 183, Techiman, Ghana
  • Osei-Boadu Yaw Department of Education, Valley View University, Techiman Campus, P.O. Box 183, Techiman, Ghana

DOI:

https://doi.org/10.46827/ejes.v0i0.439

Keywords:

dispositional empathy (DE), mathematical engagement, attitude, academic performance (AP), senior high school (SHS)

Abstract

The study used a cross-sectional quantitative survey design to study the influence of Dispositional Empathy on Mathematical Engagement (mathematical performance) among Techiman North Senior High School (SHS) students in Ghana, West Africa. Participants across SHS 1, 2 and 3 were selected from the three SHS to take part in the study. The methodology used for the study was the descriptive research design professed to investigate the research questions along the scale of qualitative analyses using the Pearson independent chi-square test statistics. The study’s inferential statistics was done under the assumption of the qualitative test using chi-square estimator supported with Cramer’s V and under rare cases, the use of simple percentages. This helped in analyzing the existing collinearity among the study variables and defining a best fitted hypothetical test for the study variables considered to be associated. It was concluded however that, dispositional empathy on student Academic Performance (AP) is independent of students' response on cognition in mathematical engagement. Again, the fact that a student see mathematics as difficult to understand cognitively or not doesn’t mean he or she can’t pass mathematics evaluated lesson. That is, a student noticing mathematics as intuitively difficult or easy doesn’t guarantee passing with excellent, very good, good, credit, pass or fail etc. After careful analyses of the study variables, we recommend that teachers should try as much as possible to satisfy students’ affective domain when considering lesson objectives, methodology and evaluation of mathematical lessons. Students should take their mathematics lessons serious and must have positive cognition with confidence in Mathematical lesson.

 

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References

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Published

2017-01-09

Issue

Vol 3, No 1 (2017)

Section

Articles

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