ghanaopendata/ghanaian-research-english huggingface dataset:
Teachers‘ Perceived Professional Practice In Teaching Shs Accounting

This study was carried out to investigate the extent to which the teachers perceived professional practices of Accounting teachers in Senior High Schools (SHS) within the Ketu North Municipal area of the Volta Region in Ghana contribute to the performance of students. The study adopted a descriptive survey approach with the use of a questionnaire to collect primary data from 344 Accounting students and 26 Accounting teachers as participants. The sample was obtained through a census. The researcher analysed the data using mean, standard deviation, independent sample t- test and hierarchical multiple regression analysis It was found from the analysis, that Accounting teachers exhibit high level of effectiveness in managing the learning environment in teaching Accounting. It was found from the study that Accounting teachers exhibit a moderate level of effectiveness in lesson planning and preparation. It was also revealed that there were no statistically significant differences in male and female teachers‘ effectiveness in managing students‘ behaviour during Accounting instruction. Managing learning environment and students‘ behaviour management were found to significantly influence students‘ learning outcomes. It is therefore recommended that the Ghana Education Service should intensify continuous professional development activities in the Municipality to enhance Accounting teachers‘ capacity to employ more innovating class management and instructional practices to promote the teaching and learning of Accounting.

Source: UCC
Teachers’ and Students’ Perceptions of the Effectiveness of Strategies Adopted in Curbing Exam Misconduct at Senior High Schools in the Sekondi takoradi Metropolis

The purpose of the study was to examine the instructors as well as learners’ mindsets towards the efficiency of the techniques implemented to reduce exam misconducts in the Sekondi-Takoradi Metropolis. Six research questions were posed, and two hypotheses were tested. The design for this investigation was a descriptive survey. The sample of the study comprised 280 invigilation teachers and 370 students from 10 SHS put up by government in Sekondi-Takoradi. A four-point scale questionnaire named “Stakeholders Perceptions of the Effectiveness of the Strategies for Curbing Exam Misconduct Questionnaire (SPESCEMQ)”, was modified Data were analysed using means, standard deviation, and multivariate analysis of variance (MANOVA). The study's outcome revealed that the strategies used to reduce pre-exam were effective, but post-exam misconducts were slightly effective in Sekondi-Takoradi, Ghana. Students and teachers agreed that taking part in misconduct associated with exam are barred from undertaking any external exam, and supervisors who aid and abet exam misconduct are imprisoned. In conclusion, it appears that both teachers and students have adopted new strategies in making post exam to be ineffective. Per the conclusions of the investigation, WAEC is encouraged to intensify the use of electronic means in checking of students.

Source: UCC
Teachers’ and Students’ Perceptions on the Teaching of Integrated Science in Abura Asebu Kwamankese District

Integrated science is very much important in the affairs of modern education and hence issues related to it have attracted much attention in literature. However, little attention has been paid to the teaching methods of the subject. The focus of the study was to assess the perceptions of teachers and students on the teaching of integrated science in secondary schools in the Abura-Asebu –Kwamankese District in the Central Region of Ghana. In the study, the descriptive research design was used. It focused on collecting primary data from the respondents for quantitative analysis. From a population of 3410, simple random sampling procedure and census were used to sample 358 students and 82 teachers respectively. Self-administered questionnaire was used in collecting the data from a total sample of 440 comprising students and teachers. The study revealed that discussions, question and answer and demonstration are highly used in the schools. It also revealed that there are inadequate teaching and learning resources for the subject within the study setting. It is recommended among others that teachers should explore additional teaching and learning methods as well as instructional methods like group work, visual presentation through the use of ICT tools and debate where necessary. Again, the Ministry of Education and school administrators should set up more practical laboratories and fill them with materials such as conical flask, iodine and burettes. Furthermore, school administrators should make sure that teachers are supervised to take students through practical lessons.

Source: UCC
Teachers’ awareness of and attitude towards Government digitalisation programme and its impact On education in selected senior high schools in the Kumasi metropolis

The prime purpose of this study was to examine teachers’ awareness of and attitude towards government digitalisation programmes and its impact on education in selected senior high schools in the Kumasi Metropolis. The descriptive survey research design was used for this study. The study utilised simple random sampling to select 260 respondents for the study. The instrument used to collect data was questionnaire, and the data collected were analysed using mean, standard deviation, mean of means, Pearson product moment correlation and linear regression. The results of the study revealed that teachers at senior high schools in the Kumasi Metro were aware of government digitalisation programmes. The findings also showed that teachers have positive attitude towards government digitalisation programmes. Furthermore, the outcome of the study found that teachers use various government digitalisation programmes. Concerning the findings from the hypotheses, it was revealed that teachers’ level of awareness predicted teachers’ attitude towards digitalisation programmes. Additionally, the study showed that teachers’ attitude towards digitisation predicted their level of use of digitalisation programmes. The study, therefore, recommended that government of Ghana should extend their digitalisation agenda to the education sector. It was also recommended that the management of Ghana education service should take into cognizance the awareness level and attitude of teachers when implementing digitalised technology for education.

Source: UCC
Teachers’ Concerns Towards the Implementation of ICT Curriculum in Basic Schools in Kumasi Metropolis

The study sought to assess concerns of teachers regarding the implementation of ICT curriculum in basic schools in Kumasi metropolis. It also examined the relationship between gender and teachers’ stages of concerns. A multi-stage sampling procedure was adopted in selecting the sample for the study. The Stages of Concern Questionnaire was modified and used to gather data from 181 male and 165 female ICT teachers. Both descriptive and inferential statistics were used in analysing the data. Results showed that teachers generally had high consequence and informational concerns and low concern at awareness stage. This indicates that teachers were more bothered on the impact of the ICT curriculum on their students and also lacked requisite knowledge and skills in implementing the curriculum. Moreover, the independent sample t-test conducted revealed statistically significant relationship between gender and informational, management, consequence, collaboration and refocusing concerns. It was recommended among others that GES should embark on rigorous educational programmes in order to upgrade teachers’ knowledge and skills on the ICT curriculum.

Source: UCC
Teachers’ design and use of animation for teaching religious and moral education in junior high schools: a case study

Junior high schools in Akatsi South Municipality served as the place for this present study. The purpose of this study was to find out how teachers develop and use animation to promote child-centred learning in teaching RME so as to make learning abstract concepts meaningful. Six research questions were raised to guide the study. I used a case study design for the study. The sample consisted of 10 RME teachers and 50 learners. Census and Purposive sampling techniques were used in selecting the respondents. Data were collected using document analysis, observation, interview and focus group discussions. The data were analysed using the thematic approach. The study revealed that the teachers design and or download animation videos to teach RME. Furthermore, use of animation to teach RME is polymethodical that promote child-centred education. Also, the use of animation to teach RME conforms to some of the sub-divisions of the three domains of the National Teachers’ Standards (NTS). In addition, animation attracts learners’ attention, promotes easy understanding of concepts, enhances teacher/learner communication and stimulates enjoyment. Challenges such as lack of equipment in schools and lack of electricity confront the designing and use of animation. The study concludes that animation is a multi-sensory tool that aids understanding of abstract concepts. I recommended that the teacher education institutions should incorporate training in animation in their curricular so that pre-service teachers can acquire the skills before they complete college. Furthermore, government should supply computers, projectors and electricity to schools to promote the use of animation in teaching.

Source: UCC
Teachers’ Emotional Intelligence and Professional Self-Efficacy as Predictors of Students’ Academic Achievement.

This study aimed to investigate the relationship between teachers' emotional intelligence and professional self-efficacy as predictors of students' academic achievement. An analytical cross-sectional design was used with a sample size of 550 teachers selected through probability sampling procedures. The data were collected using the Emotional Intelligence Scale and the Teacher Self-Efficacy Scale. The results of the study revealed that the teachers in the Wa West District had low emotional intelligence and low self-efficacy. However, emotional intelligence was found to predict self-efficacy positively. Furthermore, emotional intelligence and teachers' professional self-efficacy were found to positively predict students' academic achievement. These findings suggest that teachers' emotional intelligence and professional self-efficacy are important factors in predicting students' academic achievement. It is recommended that teachers in the Wa West District should be provided with training programs to improve their emotional intelligence and self-efficacy. This would enhance their ability to effectively manage their emotions, cope with stress, and engage in positive interactions with students. Additionally, teachers should be encouraged to collaborate with colleagues, participate in professional development activities, and receive feedback on their teaching practices to improve their professional self-efficacy.

Source: UCC
Teachers’ equity sensitivity to and concerns about the single spine salary structure

The purpose of the study was to investigate the equity sensitivity and concerns of teachers about the single spine salary. Questionnaires comprising the conventional Equity Sensitivity Instrument and some other typical items on teacher concerns about the single spine salary structure were administered to 129 basic school student teachers of the Institute of Educational Development and Extension (IEDE) at the Cape Coast study centre in the Cape Coast metropolis. Both descriptive and inferential statistics were used to analyse the data. The study found that teachers were mainly equity sensitive and require fair and equitable treatment on the single spine salary structure. Yet their equity sensitivity was independent of their gender, qualification or rank. Teachers’ concern was fundamentally three-fold: (i) the delay in getting their turn on the implementation of the single salary; (ii) their lack of knowledge of the amount they would receive and what other workers were collecting under the new salary scheme; and (iii) the feeling that GNAT failed to bargain well for them; and the ability of the new salary structure to motivate them to work better. It has been, accordingly, recommended that the Fair Wages and Salaries Commission be actually fair in principle and in deed. The Commission should expedite the implementation of the salary such that teachers would see and experience the relative advantage the new salary scheme brings. The Ghana National Association of Teachers (GNAT) should give periodic report to teachers on the progress of the negotiation of the salary of teachers with the Fair Wages Commission.

Source: UCC
Teachers’ Experiences in Assessment Process for Children at-risk of Learning Difficulties in Cape Coast Metropolis

The purpose of the study was to explore teachers’ experience in assessment process for children at-risk of learning difficulties in Cape Coast Metropolis. The study adopted a qualitative approach with a phenomenological research design and was guided by five research questions. Purposive sampling, specifically criterion sampling, was used to select 16 participants comprising 8 males and 8 females. The research instrument for the data collection was a semi structured interview guide. Thematic analysis was adopted to analyse the interview data. It was revealed in the study that teachers had some level of understanding regarding assessment and learning difficulties and they identified children at-risk of learning difficulties based on written exercises and observations. The results of the study showed that teachers made some remediation efforts, and referred children by advising their parents to take them to specialists for further assessment. It was further discovered in the study that teachers collaborated with parents, headteachers and their colleague teachers through Parent Association meetings and staff meetings. Finally, it was found in the study that the challenges teachers faced in assessment process are: inadequate textbooks, low parental involvement, inadequate resource teachers, and inadequate resource centres. Based on the findings, it is recommended that the local government authorities should collaborate with local businesses to provide basic schools with textbooks. The School Management Committee should sensitise parents through mediums such as the churches, mosques, and community centres. Lastly, the Ghana Education Service should provide schools with resource centres and appoint resource teachers to assist the regular education teachers

Source: UCC
Teachers’ Knowledge and Practice of Performance-Based Assessment in Junior High Schools in the Berekum Municipality, Ghana

The study sought to assess the knowledge and practice of performance-based assessment among Junior High School teachers in the Berekum Municipality of the Brong-Ahafo Region of Ghana. The study adopted a descriptive survey research design procedure with a quantitative approach. The study employed the census sampling procedures in sampling 588 Junior High School teachers in the Berekum Municipality. Questionnaire and a documentation checklist were used for the research study. The study revealed that Junior High School teachers in the Berekum Municipality are not abreast with what Performance-Based Assessment entails. The study revealed that in the practice of Performance-Based Assessment in the Berekum Municipality, most of the teachers were not really practicing the Performance-Based Assessment because they lacked the required knowledge and skills needed to practice it. It was further evident that Junior High School teachers in the Berekum Municipality were challenged in terms of time factor, insufficient knowledge, lack of attention from policy makers, too much workload, teaching of large classes and lack of practical materials. It was recommended that Junior High School teachers in the Berekum Municipality be retrained on Performance-Based Assessment so that they would know what it is and how it could be applied. This could be done by Ghana Education Service in liaising with measurement and evaluation experts in the University of Cape Coast.

Source: UCC
Teachers’ Knowledge and use of Indoctrinatory Practices in Teaching Christian Religious Studies: A Study of Mission Schools in Central Region

This study sought to unpack teachers‘ knowledge and use of indoctrinatory practices in the teaching of Christian Religious Studies in mission schools in the Central Region. The concurrent parallel mixed-method design was used. The population for the study was all CRS teachers and students from 19 mission schools within Central Region. The lottery method of simple random sampling was employed to select 320 students while the census method was used to get all 39 teachers of CRS in the schools. The Statistical Package for Social Sciences (SPSS) version 25 was used to analyse data collected with the questionnaires and a structured observation guide as data collection instruments. Mission CRS teachers were found to have some idea of the term indoctrination. It is seen as imposing religious ideas on learners. Their participation in indoctrinatory practices was lowly. Mission school teachers were found to have high knowledge of the rationale as well as the content for teaching CRS. Again, there was no statistically significant difference in CRS teachers‘ participation in indoctrinatory practices based on their religious background. A weak positive non-significant association was found between CRS teachers‘ content knowledge and their knowledge of the rationale for CRS [r=.363, sig =.073]. It was recommended that the Central Regional Office of Education should team up with the Ghana Education Service (GES) to organise in-service workshops for teachers to deepen their understanding of the meaning of the term indoctrination. Again, the GES should encourage teachers to desist from any form of indoctrination. The Regional Directorate of Education should partner with GES to design programs for teachers to keep on upgrading themselves with the appropriate pedagogies. Finally, the Regional Directorate of Education and GES should motivate teachers to ensure that the content they teach aligns with the inherent logic of CRS.

Source: UCC
Teachers’ Knowledge Level and Practices of Classroom Assessment in Ellembelle District

The purpose of this research work was to ascertain the knowledge level and practice of teachers on classroom assessment in the Ellembelle District. Multistage Sampling approach was employed to select 207 participants for the study. Questionnaire was used as the main data collection instrument. The reliability of the tried-out instrument was determined using Cronbach's Coefficient Alpha as a measure of internal consistency. The reliability coefficient of the questionnaire was 0.79. Data was analyzed using Means, Standard deviation, Pearson moment correlation coefficient and independent t test. The study found that teachers were very knowledgeable about classroom assessment and have positive classroom assessment practices. It was also found that there was a moderate positive correlation between teachers’ knowledge and practice of classroom assessment and that there was no statistically significant gender difference in teachers’ practice of classroom assessment. Based on the findings, it was recommended that Ghana Education Service should make sure class sizes in the district are reduced, involve peer assessment, conduct in service training, self-assessment and performances assessment so as to enhance effective classroom assessment

Source: UCC
Teachers’ Knowledge on Validity and Reliability of Classroom Assessment: Evidence From Senior High School Teachers in Sekondi-takoradi Metropolis

The study focused on investigating knowledge on validity and reliability of classroom assessment among SHS teachers in Sekondi-Takoradi Metropolitan Assembly. This study adopted the descriptive survey design. A sample of 278 was selected for the study through stratified random sampling technique. Questionnaire and observation checklist were designed for collecting data for the present investigation. Data were analysed using frequencies and percentages, means and standard deviations, one-way MANOVA, content analysis, and simultaneous multiple linear regression analysis. It was found that majority of the respondents possessed high knowledge on validity and reliability. It was also revealed that the respondents did not engage in several practices that enhance validity and reliability of assessment, however, they mostly engaged in only a few. The results further showed no statistically significant gender difference in knowledge on validity and knowledge on reliability. With respect to years of teaching, there was a statistically significant difference in knowledge on validity, however, no statistically significant difference in teachers’ knowledge on reliability. Finally, it was revealed that both knowledge in validity and reliability were positive predictors of adherence to practices that enhance validity in assessment. It was concluded that the soundness of the interpretations and uses of the end of semester results of the schools in this study for certain purposes are questionable. It was recommended that the Metropolitan Directorate of Education, STMA, continues to intensify their workshops for teachers, particularly in the area of assessment.

Source: UCC
Teachers’ perception of authentic assessment techniques practice in social studies lessons in senior high schools in Ghana

The study sought to find out teachers’ perception of authentic assessment techniques practice in Social Studies lessons in Senior High Schools (SHSs) in Ghana. The study used a descriptive case study design. A sample of twenty (20) teachers and ten (10) senior high schools were selected for the study. Semi structured interview was the main instruments used for data collection. The results indicated that authentic assessment, as a classroom assessment strategy, does have a place in SHSs in the Central Region of Ghana. The teachers in this study perceived that the form of authentic assessment used in their classrooms was limited by policies, time, resources and assessment methods employed by their schools. These policies affect their use of this assessment method because the subject is a core in the SHS. Regular in-service training and capacity building workshops on classroom assessment should be organized for these SHS teachers to improve their use of assessment as a tool to enhance teaching and learning.

Source: UCC