[Air-L] SOURCES OF FUNDING FOR ONLINE MATHEMATICS PROJECT

[kofi ware]

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 at 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 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
>> 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 at 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
>>
>> Join the Association of Internet Researchers:
>> http://www.aoir.org/
>>
>
>