This paper investigates the extent to which teacher behaviour in classroom affects student achievement gains in mathematics in Ghana. A representative sample of primary schools from three districts of the Upper East Region of Ghana was selected (n = 73) using stage sampling procedure, and written tests in mathematics were administered to all grade six students at the beginning and end of school year 2013– 2014. Two observation instruments and a student questionnaire were used in collecting ...
Abstract One of the key findings of Educational Effectiveness Research (EER) is the importance of the classroom level as a predictor of pupil outcomes. Research from developed countries has therefore centered on the classroom, and classroom processes as an important determinant of students' learning outcomes. Unfortunately, little of this strand of research has been conducted in sub-Saharan African countries, particularly in Ghana. This study is the first of its kind in Ghana, if not the e...
