The Concept of Linear Inequalities in One Variable (A Study in Afadzato South District, Ghana)

Abstract

The study examined junior high students' awareness of linear disparities in Ghana's Afadzato South District. The study examined male and female students' linear inequalities in learning outcomes in the 'Have' Circuit of Afadzato South District. The study challenge sparked three questions. Using a questionnaire, interview guide, and the Algebra Diagnostic Test, researchers collected quantitative and qualitative data. Data analysis employed descriptive statistics and t-tests. According to the report, 125 (40.3%) students passed the algebra diagnostic test after studying linear inequalities. 146 (47.1%) said linear inequalities helped them understand word problems. p 0.05, mean deviation = 1.516; standard error difference = 1.606. The test enhanced boys' and girls' performance. According to the report, stakeholders should support and motivate students to improve their math study habits. Every arithmetic topic is tied to a higher notion, so kids tend to view math as easy. Headmasters, headmistresses, District and Municipal Chief Executives of Education, and the Ministry of Education should provide teaching and learning materials to stimulate students' interest in math. Math clinics, workshops, and in-service training should be offered often for elementary math teachers to improve their skills. Effective monitoring and encouragement of elementary mathematics teachers can assist pupils to develop an interest in linear inequalities, allowing them to pursue higher studies.

Keywords:  Concept Linear Inequalities,  One Variable, mathematics, students

DOI: 10.7176/MTM/12-2-02

Publication date:September 30^th 2022