The growing impact of the Royalmas arithmetic programme has sparked calls for its expansion into public schools, as educators say the initiative is transforming how Ghanaian pupils understand and apply mathematical concepts.
The programme’s director, Erasmus Asamoah Cudjoe, said Royalmas is helping to solve a long-standing challenge in mathematics education—students’ struggle with application-based questions.
“Abacus programmes are not new, but Royalmas has taken them to another level,” he said during the Royalmas Annual End of Year Competition held over the weekend at KNUST. “We teach mental arithmetic, but the key difference is that children learn to apply what they have learned. This is critical, especially when you consider the challenges students face with application-based questions in exams like WASSCE.”
The competition brought together pupils from more than 15 private schools, alongside independent learners trained at Royalmas centres. The programme, which began in the Ashanti Region, has quickly grown into Greater Accra and the Eastern Region, with plans for a nationwide rollout.
Educators say the results are already evident.
At Eldia Montessori in Kumasi, School Administrator Mr Andoh Mensah said the programme has boosted pupils’ confidence and overall academic performance.
“Since introducing Royalmas, our pupils have developed clearly across all subjects,” he noted. “It may be an extracurricular activity, but we made it compulsory because the benefits are undeniable.”
Trinity Foundation School’s Head of Administration, Joseph Akwesi Sarpong, said students who previously struggled with basic math concepts now excel in both computation and real-world application. He added that the programme is helping sharpen critical thinking and problem-solving skills.
The Headmaster of Bright Future International School, Jeff Topoko, also highlighted the programme’s ability to reduce math anxiety—especially among girls—and strengthen logical thinking across subjects. However, he expressed concern that public school pupils are missing out on innovations that are available to private schools.
“Public schools are missing out, and it is a concern,” he said. “But with government support, this gap can be bridged. The programme is affordable and accessible; what is needed is policy support.”
Responding to the concerns, the Ashanti Regional STEM Coordinator at the Ghana Education Service (GES), Isaac Ankomah, revealed that discussions are underway to integrate Royalmas into public schools. He explained that the pilot focused on private schools due to resource availability but stressed that the programme’s applied-learning approach aligns with GES priorities.
“Royalmas introduces word problems and practical applications that enhance students’ understanding,” he said. “It will strengthen the mathematics curriculum in public schools once fully integrated.”
This year’s competition also demonstrated the strength of individual learners who train outside the school system, many of whom outperformed entire school teams—an indication of the programme’s effectiveness.
Held under the theme “Applying Concepts and Engineering Development,” the Royalmas competition highlighted the growing demand for math programmes that go beyond memorisation and help children solve real-world problems.
Organisers say the goal is to build a generation of confident young mathematicians equipped for the demands of STEM education—regardless of the school they attend.
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