[Air-L] SOURCES OF FUNDING FOR ONLINE MATHEMATICS PROJECT
kofiware2000 at gmail.com
Thu Mar 29 06:48:00 PDT 2018
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.
*Dr Stephen Bekoe*
BA, Ghana MSc, Singapore PhD, England
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 at gmail.com>
> 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.
> Jaclyn Ocumpaugh
> Associate Director, Penn Center for Learning Analytics
> University of Pennsylvania
> On Thu, Mar 29, 2018 at 8:02 AM, kofi ware <kofiware2000 at 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
>> 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
>> concerted efforts in overcoming this hurdle. This is necessitated by the
>> fact that mathematics is often included among the core subjects and as
>> is a pre-requisite for admission from the basic level to the secondary
>> school level and subsequently from secondary schools to tertiary
>> 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*
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