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The economic value of education for both individual and national development is significant. Consequently, human capital development through education and training is a critical driver of improved quality of life. Mathematics is a fundamental component of the school curriculum; however, there is clear evidence of declining performance among primary school pupils, especially in developing countries such as Ghana. In response, governments and educational authorities have implemented various interventions to improve mathematics outcomes at the basic education level. Despite these efforts, recent data indicate that the learning poverty rate has risen from 53% to approximately 63% due to the COVID-19 pandemic and other related factors. This increase is particularly pronounced in Sub-Saharan Africa, including Ghana, where the gap is wider compared to other regions. The growing learning poverty disparity, especially in rural schools, reflects not only systemic issues but also critical equity and inequality challenges requiring urgent attention. This study leveraged co-creation between teachers and researchers to design and implement context-specific lessons and instructional materials to enhance problem-solving skills in mathematics among Primary 1–3 pupils. Data were collected from four rural schools, involving 12 teachers and 293 pupils, using problem-solving assessments, interviews, and classroom observations. Quantitative data were analysed with descriptive statistics (means and standard deviations) and inferential statistics (ANOVA), while qualitative data underwent content analysis. Findings revealed that pupils in rural schools face diverse challenges in solving non-routine problems, including factual errors, conceptual misunderstandings, and vernacular language barriers. The co-created intervention, lesson plans, and instructional materials significantly improved pupil performance across three core areas: number and algebra, measurement and geometry, and data handling. Furthermore, teacher interviews indicated that the co-creation process enhanced their professional development by improving pedagogical skills and content knowledge.

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Bridging the Learning Poverty Gap in Foundational Mathematics through co-Creation in Rural Primary Schools

  • 章节

  • 发表日期：

    2026年

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  • Ernest Ampadu

摘要

The economic value of education for both individual and national development is significant. Consequently, human capital development through education and training is a critical driver of improved quality of life. Mathematics is a fundamental component of the school curriculum; however, there is clear evidence of declining performance among primary school pupils, especially in developing countries such as Ghana. In response, governments and educational authorities have implemented various interventions to improve mathematics outcomes at the basic education level. Despite these efforts, recent data indicate that the learning poverty rate has risen from 53% to approximately 63% due to the COVID-19 pandemic and other related factors. This increase is particularly pronounced in Sub-Saharan Africa, including Ghana, where the gap is wider compared to other regions. The growing learning poverty disparity, especially in rural schools, reflects not only systemic issues but also critical equity and inequality challenges requiring urgent attention. This study leveraged co-creation between teachers and researchers to design and implement context-specific lessons and instructional materials to enhance problem-solving skills in mathematics among Primary 1–3 pupils. Data were collected from four rural schools, involving 12 teachers and 293 pupils, using problem-solving assessments, interviews, and classroom observations. Quantitative data were analysed with descriptive statistics (means and standard deviations) and inferential statistics (ANOVA), while qualitative data underwent content analysis. Findings revealed that pupils in rural schools face diverse challenges in solving non-routine problems, including factual errors, conceptual misunderstandings, and vernacular language barriers. The co-created intervention, lesson plans, and instructional materials significantly improved pupil performance across three core areas: number and algebra, measurement and geometry, and data handling. Furthermore, teacher interviews indicated that the co-creation process enhanced their professional development by improving pedagogical skills and content knowledge.