ghanaopendata/ghanaian-research-english huggingface dataset:
Teaching English Grammar in the ESL classroom the case of the Senior High Schools in the Sisaala East Municipality.

The study examined teaching grammar in the ESL classroom in the senior high schools in the Sisaala East Municipality. The rationale for this study considered the vital role grammar plays in language instruction and communication. In the view of Dadzie and Bosiwah (2015), no language makes sense without the use of grammar. They add that grammar is the bedrock of effective communication. As a result, grammar is taught in all schools throughout the country. Since grammar enhances effective communication among students, Akurugu (2010) stressed that teachers should adopt modern methods of grammar teaching in schools to encourage active students‘ participation in grammar lessons. The qualitative research approach was adopted for the study because according to Creswell (2018), this approach is mostly used by researchers to obtain in-depth comprehension of the problem under investigation. Interviews, observations and document analysis were used to collect data from a sample size of 24 ESL teachers using the census sampling technique. The data was analysed thematically and discussed in line with the research objectives. A number of findings were established. It was revealed that the traditional grammar methods are mostly used which largely emphasize accuracy of grammar structures as stressed by (Richards & Rodgers, 2001) with little emphasis on fluency. One other finding is on assessment of grammar lessons, the study highlighted that the paper-and pencil test have long been used and are still been used which is a traditional way of assessment that does not enhance communication. In connection with this finding is that teachers are to utilize a combination of traditional and communicative approaches to assess the students. Teachers employ a range of formative and summative assessments aligning them with instructional objectives and providing timely feedback to students. The study concludes that in teaching English grammar teachers employ communicative and task-based grammar methods. That there is the need for reconceptualization of grammar teaching by shifting from the traditional methods to the modern ones especially Communicative Language Teaching (CLT) (Larsen Freeman, 2015). Despite the criticism faced by the traditional approaches for potential mechanical learning, they are still in use. Recommendations include on-going professional development for teachers, emphasizing student involvement, encouraging diverse assessment methods, and leveraging digital tools.

Source: UEW
Teaching English Grammar to form-two Learners at Kwashieman 2 basic School, Accra

This study explored teaching English grammar to Form Two Learners at Kwashieman 2 Basic School in Accra, Ghana. A descriptive case study design together with a qualitative approach was used in this study. Ten English language teachers were sampled using a maximum variation purposive sampling technique. A semi-structured interview guide was used to gather data in this study. Themes and direct quotes were used to analyse the data. Among other difficulties, it was found that complex grammar structures, irregular verbs and verb tenses, ambiguity and homophones, pronunciation and stress patterns, and articles and word order were other difficulties JHS 2 pupils faced. Also, cultural and linguistic differences, cognitive factors, lack of motivation, limited access to resources, and teacher competence were possible reasons for the difficulties JHS 2 pupils face. Additionally, strategies that can be used to minimise difficulties JHS 2 pupils face include: technology integration, differentiated instruction, formative assessment and timely feedback, collaborative learning and peer support. In conclusion, this study highlighted the significance of adopting student-centred and interactive teaching methods for English grammar instruction at Kwashieman 2 Basic School. Recommendations were made based on the findings of the study; School administrators should foster a supportive learning environment that encourages collaboration among teachers and promotes the sharing of best practices; Teachers should be encouraged to adapt the curriculum to accommodate students' diverse learning needs and proficiency level; and school administrators and educational authorities should advocate for policy changes that support innovative teaching practices, technology integration, and the implementation of a more flexible curriculum.

Source: UEW
Teaching learners with visual impairments in inclusive schools in the Kwabre East Municipality, Ghana

The purpose of this study was to examine the challenges regular teachers face in teaching learners with visual impairments in inclusive schools in the Kwabre East Municipality. The study was quantitative, and a descriptive cross-sectional design was adopted. The sample size was 327, and the respondents were teachers. A systematic sampling technique was used in this study. The data was collected using a closed-ended questionnaire. The data was analyzed using STATA software version 14.0. Findings were presented using frequencies, means, standard deviation, chi-square, and the relative importance index. Results from the study showed that regular teachers face pedagogical challenges, material resource challenges, and assessment challenges in teaching learners with visual impairments. The study further found an association between age, years of teaching experience, and whether a respondent studied SPED. The study therefore recommends that the Kwabre East Municipal Education Directorate conduct periodic in-service training and free refresher courses for teachers who are already in the field since this will help them acquire skills to better position them to teach learners with visual impairments. Again, a high number of special education coordinators and specialists should be sent to the Kwabre East Municipality to support special education in the municipality. This will help to bridge the inadequate special education expertise gap and provide support and guidance to regular teachers in the municipality.

Source: UEW
Teaching letter sound identification with audio visual aids

The study examined the effectiveness of using audio-visual aids in teaching letter sound identification to KG 2 pupils at the Jema D/A Primary School and the Jema Islamic Primary School. A total number of 59 pupils and 4 teachers from the two selected schools participated in the study. Pre-intervention and post intervention tests were conducted to test the effectiveness of using audio-visual aids in teaching letter sound identification. The research looked at how to assess the letter sound identification ability of the pupils of the Jema D/A and Islamic primary schools, and to examine the effectiveness of using audio-visual aids to teach letter sound identification at the Jema D/A and Islamic primary schools and to explore the Jema D/A and Islamic primary school teachers’ experiences with using audio-visual aids to teach letter sound identification. Analysis of the intervention tests clearly indicates that the use of audio-visual aids in letter sound identification is highly effective. The pre-intervention test results of the pupils of both schools revealed that the pupils’ ability to identify letter sound was low. However, after using audio-visual aids, the performance of the pupils in identifying letter sounds significantly improved. At the Jema D/A Primary School, the use of audio-visual aids helped increase the highest score in the pre-intervention test from 76% to 100% and the lowest score from 20% to 64%. Similarly, at the Jema Islamic School, the use of audio-visual aids helped increase the highest score in the pre-intervention test from 76% to 96% and the lowest score from 20% to 64%. Therefore, it is highly recommended that to teach letter sound identification effectively, audio-visual aids should be used always. Audio-visual aids should be provided to the schools for the teaching of letter sound identification to help children to blend sounds and read. The teachers should be given training on the use of audio visual aids so that they can be confident about using them to teach and help the children to acquire and build their phonemic awareness and other early reading skills. Keywords: letter sound identification, audio-visual aids, phonemic awareness

Source: UEW
Teaching methods and students’ academic performance in genetics.

The purpose of this study was to determine the effects of Concept Mapping Teaching Approach on students’ achievement in Genetics. The research design for this investigation was an experimental study design that employed pre-test and post-test control group design. The population for the study was all the 1,500 students of Hwidiem Senior High School located in Ahafo in the Asutifi North District of Ghana. Purposive University of Education, Winneba http://ir.uew.edu.gh sampling technique was used to select three classes that formed the sample. Together, 108 students including 22 boys and 86 girls were selected. Group A, the control group, was made up of 20 boys and 13 girls offering general science as their major course. The experimental groups (B and C) were made up of 30 girls and a boy and 34 girls and a boy respectively; all of which offered home economics as their major course. The data for this study was collected using the instrument Genetics Achievement Test (GAT). Descriptive statistics was used to analyze the estimated marginal means, standard deviation and standard error estimates while student t-test statistics was used to test the hypothesis at 0.05 level of significance. Analysis of variance (ANOVA) was used to analyze the differences in post-test mean scores of the groups. The results of this study show that Concept Mapping Approach of Teaching resulted in significantly higher students’ achievement in Biology. The results of this study may be beneficial to Biology teachers, teacher trainers and curriculum developers in improving teaching-learning process and achievement in Biology.

Source: UEW
Teaching methods employed by English teachers and their impacts on performance of English language at the JHS level a case of West Akim Municipality

Generally, numerous teaching methods are widely used in teaching English as a second language, but the prevalent ones are Grammar Translation Method, Audio-Lingual Method, Communicative Language Teaching, Direct Method and Eclectic Approach. These methods play a vital role in the performance of students. However, most teachers who teach English at the JSH level in Ghana, especially West Akim Municipality have not specialized in the teaching of English language, yet they are required to teach the subject. The majority of these teachers tend to adopt methods which require the least participation from students, and in effect, most students can neither speak nor write well in English. Therefore, the study sought to investigate the methods employed by English teachers and ascertain the impact of the methods on the performance of English language at the Junior High School level in West Akim Municipality. The objectives of the study were to identify the dominant methods employed by JHS English teachers in West Akim Municipality, assess the factors that affect their selection of the methods they use, and evaluate the impacts of the dominant method on students’ performance in reading comprehension and writing. Bloom’s (1982) Model of Evaluation was employed to show the relatedness among the three variables; Predictor, Mediating and Performance. The study employed a mixed-methods approach with questionnaires, interviews, and observation to obtain data from 20 teachers and 251 students, who were randomly sampled as respondents. The results revealed that most of the teachers used the Grammar Translation Method. The findings of the study also revealed that the dominant method impacted negatively on writing but improved students’ reading comprehension performance. It is therefore recommended that English teachers should employ the Eclectic Approach because there is no single method that is optimal for every teaching method, and for this reason, it is ideal to integrate the different teaching methods, since they complement one another.

Source: UEW
The teaching of concord in Kpedze Todze junior high school

There are many ways to teach grammar to students that can be fun and interesting, such as using the grammar item to be learnt in context and the use of appropriate TLMs. This study was carried out to investigate the teaching of Grammar to pupils of Kpedze Todze Junior High School. It identifies the problems of both teaching and learning grammar and suggests effective ways of teaching grammar to pupils. The purposive sampling technique was adopted by the researcher in selecting the sample which is made up of sixty pupils (thirty boys and thirty girls) and a total of ten teachers. Observation, questionnaires and interview were the instruments used in the collection of data. Some findings were identified as lack of qualified and experienced teachers, pupils poor attitude towards the learning of grammar and finally through the introduction of an intervention it was indicated that those who were taken through inductive teaching showed better skills than those who were taken through the deductive method. Finally, it is recommended that teachers of English Language adopt the inductive teaching approach to teach grammar because it helps students to grasp grammar rules easily, also there should be more workshops organized for teachers of English language to help them know the best approaches to use in teaching grammar.

Source: UEW
Teaching of creative arts in basic schools in the Gomoa West (2021_01_14 09_31_43 UTC)

The purpose of this study was to address the poor teaching strategies teachers employ in the teaching of Creative Arts in the basic schools which do not promote effective teaching and learning. The study identified the methods employed by teachers in the teaching of creative arts in the basic schools in the Gomoa West District and also suggested the various strategies to be employed in order to improve the teaching of the subject in the basic schools. The sample for the study consisted of 90 teachers, 30 head teachers, 20 parents and 20 pupils. Questionnaire in the form of Yes and No was used to collect data. The methodological inquiry was qualitative and quantitative research approach using descriptive cross-sectional design was used which included the following statistical analyses: percentages were employed to answer the research questions of the study. Findings indicated that both teachers and head teachers who participated in the study agreed that of doodle/doodling and demonstrations were the best strategies to be used to improve the teaching of creative art in the basic schools. In addition, it was found out that as pupils engage in the artistic process, they learn to observe, organize, and interpret their experiences. Based on these findings, it was recommended that, parents should honour their social responsibilities by providing basic tools and materials such as colour pencils, etc. for their wards towards unearthing their hidden creative talents in the Creative Arts lessons. Likewise, the schools need to stock their stores with basic tools and materials which teachers can easily use during lessons. Moreover, teachers must fully involve pupils to help develop their creative spirit by directing to them what they should do.

Source: UEW
Teaching of narrative essay in the senior high school_ a case study at Osei Tutu II college Tetrem in Ashanti region

This study was designed to find out the approaches of teachers’ teaching of narrative essays to students of Osei Tutu II College at Tetrem, Ashanti Region. Narratives differ from answers because the informant chooses and orders the relevant issues through telling and relates the details into the context. Narratives have the point, the plot and temporal structure. Narrative data provides active data, multivoice data and accessible data to sensitive issues, and topics that are difficult to grasp through questioning. The current study is intended to help enhance Osei Tutu II College students to develop writing narrative essays and promote story telling skills. The study attempts to explore the correlation between teaching short stories and improvement of the students' narrative writing. The objective of this research is to relate teaching short stories and its efficiency in improving Learners' narrative essay writing. six (6) students were used for the interview, and two selected short stories were also used in this study as supporting materials. The research sample was taken from teachers and students who felt to be in a position to use storytelling and technology as a teaching method to teach and write a narrative essay; the sample size was six (6) participants.

Source: UEW
The teaching of oral English in Senior High Schools_a case study of SDS Senior High School, Akyem Sekyere

The research work looked into the teaching of oral English in S.D.A Senior High School, Akyem Sekyere. It discussed related works and the topic, the importance of oral English and motivation for the teaching of oral English, the number of times teachers teach the subject and how familiar they are with the topics under oral English. The work also discussed among other things students’ reasons for not taking this aspect of the English language seriously. They attributed this lack of seriousness on their part to various reasons among which are unavailability of text books, audio machines, lukewarm attitude teachers exhibit towards the teaching of oral English. The results of the study proved that most students have so many challenges with respect to English. The author of this work used qualitative method of research in this study. This is because, it is said to be the most appropriate method when undertaking a research work in languages. The framework of this dissertation was to look at the challenges confronting students and teachers of English in S.D.A. Senior High School, Akyem – Sekyere with respect to Oral English.

Source: UEW
Teaching of rhymes and songs in Kandergarten_a case study of Agortemam Municipal Assembly basic school

The topic for this study is the teaching of rhymes and songs at the Kindergarten and the primary objective of this study is to identify problems associated with the teaching of rhymes and songs at the Kindergarten, and how can these rhymes and songs be taught effectively. This study was conducted at Agorteman Municipal Assembly Basic School in Kwashiekuma Circuit in Ga West Municipality in Greater Accra Region of Ghana. Purposive sampling method was used to select six teachers for semi-structured interview and twenty pupils for direct observation. The findings of the study were: most of the Kindergarten teachers do not have formal training in early childhood education, hence do not teach the rhymes and the songs effectively, there was no instructional material and instructional time for teaching of rhymes and songs, audio Visual Aids which can enhance effective teaching of rhymes and songs were also not used, the teachers do not write detail lesson note on rhymes and songs and the rhymes and songs were only used to arouse the pupils’ interest in literacy lessons. The following recommendations were made to enhance effective teaching of rhymes and songs at the Kindergarten; teachers at Kindergarten must have a formal training in ‘early childhood education’, instructional materials and a course book containing methods of teaching rhymes and songs as well as a refresher in-service-training should be provided for Kindergarten teachers for effective teaching of rhymes and songs at the Kindergarten. The teachers must write detailed lesson notes on rhymes and songs for effective teaching. Rhymes and songs should be made a full lesson on its own to be allocated enough periods for effective teaching.

Source: UEW
Teaching of spelling in early grade (p 3) classroom (case study of pupils at Wassa Amenfi Central District)

The purpose of this qualitative study was to improve pupils spelling skills in Wassa Amenfi Central District in the Western Region. A total of 30 pupils with an average age of 7 and 3 teachers were purposively chosen to conduct the study. This qualitative research design used observation, documentation and interview to ascertain the existence of the problem. The research revealed that pupils spelling errors were due to the following causes: No teaching and learning resources used in teaching spelling, the use of wrong teaching method, absenteeism of students, lesser number of exercises given to student per week, irregularity in providing feedback to pupils, early grade classrooms not conducive for learning and failure of parents to provide basic needs for their children at early level. The study also revealed that teachers could use the following strategies to help leaners improve their spelling ability: The use of word game, creation of conducive classroom environment for the children, practice Jolly phonics method of teaching, preparation and usage of effective teaching and learning materials by teachers. The researcher recommends among other things, that English teachers should use relevant teaching learning resources and give enough opportunities for pupils to practice what they are taught in class, to make pupils become independent learners which will enrich their vocabulary skills.

Source: UEW
The Teaching of Tense and Aspect in Senior High Schools (SHS) the case of Ghana Senior High School

This study was to assess the Teaching of Tense and Aspect in Senior High Schools focusing on Ghana Senior High School. The study investigated issues such as teachers making teaching and learning of tense and aspect meaningful and important to students, difficulties of teaching and learning of tense and aspect in English Language as well as the future prospect for teaching and learning tense and aspect in English Language in Senior High Schools. The research utilized mixed methods approach. The research investigates a proposed model through the implementation of quantitative cross-sectional survey. The study highlights the preferences for interactive, applied activities that incentivize and motivate student’s English usage without fear of failure. Teacher modeling through consistent target language using dynamic instructional approaches were also viewed as impactful. There were mixed perceptions on whether L1 usage enables or impedes the English-speaking environment. Furthermore, the findings show respondents agreed on the vital role of tense and aspect for English acquisition, but training and resources to support tense teaching are viewed as inadequate. There was less consensus on other issues like curriculum and environment supports. The research study found that boosted English interaction between students and teachers is important for improving language mastery. Institutions should offer even more platforms for the teaching and learning of tense and aspect in English.

Source: UEW