Research that returns to the classroom
Theophilus Badger’s work connects mathematics education research with the daily realities of learners and teachers—turning evidence into more confident, inclusive, and effective learning.
Researcher (PhD in Education student) @ Queens University, Belfast, Northern Ireland-United Kingdom
Evidence with practical purpose
Both studies address a central question: how can mathematics teaching respond more effectively to the experiences and needs of learners?
A mixed-methods study of 372 respondents examining how willingness to learn, perceptions of difficulty, access to learning materials, teacher relationships, and attentiveness influence mathematics performance.
The findings point to confidence, counselling support, strong teacher–student relationships, and readiness to learn as practical levers for improvement.
A quasi-experimental study comparing conventional instruction with a flipped-classroom model for senior high school geometry.
Students in the flipped-classroom group achieved significantly stronger post-test results, with no significant performance gap between male and female learners.
From findings to practice
Research is presented as a working tool for better teaching—not as a list of credentials.
Learner confidence
Understanding the attitudes, relationships, and learning conditions that shape mathematics outcomes.
Evidence-led instruction
Testing approaches such as flipped learning and translating findings into stronger classroom practice.
Teacher development
Sharing practical frameworks through workshops, debate, mentoring, and professional collaboration.
Classroom practice, professional learning, and creative contribution
Ghana International School identifies Theophilus as an experienced secondary mathematics educator, author, and published researcher. His TIME Conference contributions show that work in action.
Math Gossip: Unspoken Factors Influencing Learning in Your Mathematics Classroom
Workshop co-presenter with Abraham Awudi · 7th TIME Educators Conference
A professional-learning session examining the less-visible factors that shape learner interest, confidence, and participation in mathematics.
Spoken Word at the World Teachers’ Day Celebration
Featured spoken-word contributor · 8th TIME Educators Conference
Contributed creative performance to a conference centred on teachers, students, and new knowledge—bringing together education and artistic expression.
Student Expectations vs. Teacher Realities in Differentiation
Workshop co-presenter with Abraham Awudi · 9th TIME Educators Conference
A reflective 70th-anniversary debate asking whether classroom differentiation genuinely meets diverse learner expectations or simply repackages familiar methods.
A documented educator profile
The 9th TIME Educators Conference biography records more than 15 years of secondary teaching and mentoring, three master’s degrees including an MEd in Mathematics Education, seven authored books, and two peer-reviewed studies.
Bring research-informed practice to your audience
Invite Theophilus for a mathematics education workshop, teacher-development session, research conversation, or student engagement.