Enhancing practical skills of TVET students using mathematics as a tool: A case study in some selected TVET schools in Kwahu

Ghana, a developing nation, is no exception to the growing global popularity of technical and vocational education and training (TVET) education. However, the idea of making TVET more applicable and work-oriented in Ghana has only been briefly considered. This investigation examines how mathematics is used as a tool to enhance the practical skills of TVET students. 316 respondents, consisting of 234 males and 82 females, were chosen as the target group by a straightforward random selection procedure. Using the purposive sampling technique, second-year students from three TVET institutions in Kwahu were chosen as the target respondents. For the purpose of investigation, an exploratory survey approach was utilized. Typically, questionnaires were administered to a sample of students at a specific period in order to record their attitudes, beliefs, actions, perceptions, or qualities for descriptive analysis. The data-collection techniques employed in this study, which concentrated on aspects including TVET students’ attitudes toward mathematics (ATTI), TVET students’ interest in mathematics, and TVET students’ practical skills, were modified from those used in earlier studies conducted by other researchers. The acquired data was examined making use of Amos version 23’s structural equation modeling software. The study’s findings showed that TVET students’ attitudes about mathematics significantly influenced their interest in the subject. The outcomes also revealed that ATTI had a positive effect and were statistically significant for their practical skills.