ghanaopendata/ghanaian-research-english huggingface dataset:
Investigating the Statistics Content Knowledge of Pre-Service Teachers in the Colleges of Education in Ghana

The study investigated the Statistics content knowledge of College of Education pre-service teachers in Ghana. The explanatory sequential design, quantitative followed by qualitative data, was employed. The quantitative data was gathered via questionnaire containing an achievement test (teacher made) while the qualitative data was collected through an interview. The study used one hundred and ninety-one pre-service teachers for the quantitative phase of the study, out of which eight were purposively chosen for the interview. Findings of the study revealed that participants have an average knowledge level in colleges of education statistics content course. Again, the study showed that significant gender difference exists in these selected pre-service teachers‟ statistics content knowledge, and it was in favour of the male counterparts. Measures of dispersion was found to be a difficult area for the participating pre-service teachers. Moreover, pre-service teachers in the selected college showed misunderstanding in some statistics topics, especially in calculating the quartile, semi-interquartile range, and finding the 25th percentile and median from frequency distribution table. Among recommendations from the findings was that mathematics tutors at the colleges of education should pay attention to the teaching of topics such as finding mean, median, and percentiles from frequency distribution tables, as well as topics under measures of dispersion.

Source: UCC
Investigating the technological pedagogical content knowledge of social studies teachers in the senior high schools in the Kumasi Metropolis

The purpose of this study was to investigate the technological pedagogical content knowledge of Social Studies teachers in the Senior High Schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The study used “Technological Pedagogical Content Knowledge (TPACK)” by Mishra and Koehler (2006) as the theoretical framework. The study was descriptive in nature.The population comprised all the 136 Social Studies teachers in the nineteen public Senior High Schools in the Kumasi Metropolis. Structured questionnaires with a Crombach alpha co-efficient of 0.90 and an observation checklist of aCrombach alpha co-efficient of 0.912 were used to collect data. The statistical methods used in the analysis were descriptive and inferential statistics.The main findings of the study were drawn from the mean of means obtained from the various research questions. The mean of means obtained on the various research questions showed Social Studies teachers possessed technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge as well as technological pedagogical content knowledge. Also, the study revealed that there is no statistical significant difference between the technological pedagogical content knowledge (TPACK) of professional and non-professional Social Studies teachers in the Kumasi Metropolis.It is recommended that the Curriculum Research and Development Division (CRDD) should review the content of Social Studies to make it suitable for technological unification. Also, technological integration course among Social Studies teachers should be developed and mounted within our teacher training institutions

Source: UCC
Investigating the use of ICT as a constructivist approach to the teaching and learning of physics in some senior high schools in Agona East District of Ghana

Information and Communication Technology (ICT) has become a household name for any country that wants to develop Education. ICT has received significant attention from successive governments over the past decade at the Senior High school level. Teaching and learning have evolved over the years from the traditional instructivism, to the constructivism approach where learners have become active organism with expectations and the teacher becoming a facilitator. The aim of the study was to investigate the use of ICT as a constructivist approach to the teaching and learning of Physics in Swedru Senior High School. The study was underpinned by the constructivist theory. The study adopted a quantitative research approach and descriptive research design. The census method and simple random sampling techniques were used in this research. The sample size was 206 students randomly selected for the study and 8 science teachers were purposely selected. Questionnaire was used as a research instrument for data collection. Descriptive statistical tools were used in analysing the data into frequencies and percentages, means and standard deviations with the support of SPSS version 22.0. The study revealed that the use of ICT in the teaching and learning of Physics developed diverse learning, critical thinking and active student participation which improve student‟s performance in the subject. It was recommended that, the Government should adopt ICT as a constructivist approach to the teaching and learning of Physics in Senior High Schools by providing the necessary logistics and infrastructure so that they can use ICT resources to enhance teaching and learning

Source: UCC
Investigating the use of manipulative materials in teaching fractions in primary six and its effects on pupils’ performance and attitudes towards the learning of fractions

The purpose of this study was to look into how teaching fractions with manipulatives influences the performance and attitudes of six primary school pupils in Aowin Municipality, Western North Region. Six teachers and elementary school pupils made up the population of the study, which employed a quasi-experimental research method. The study selected an 80-student sample using a quantitative sampling approach, of which 40 were given to the experimental group and 40 to the control group. 34 teachers of the sixth grade were also included in the sample. Data from the participants were gathered using a test and a questionnaire for the study. The study's research questions and guiding hypotheses were used to examine the results using descriptive and inferential data. The findings demonstrated a considerable improvement in the students' performance and attitude toward the lesson following the introduction of manipulatives to the study of passages. It is advised that the Ghana Education Services (GES) give public school teachers training and education to improve their capacity to choose and apply manipulative materials so as to improve pupils' performance and attitude toward fractions.

Source: UCC
An investigation into authentic assessment practices of social studies teachers in the senior high schools (SHSs) in Ghana

Influences of teachers’ authentic assessment on their classroom practices will be paramount to both teachers’ students if implemented effectively in the Social Studies classroom. The study used a descriptive case study design. Both the schools and teachers’ were simple randomly selected from fifty seven (57) government assisted Senior High Schools (SHSs) in the Central Region of Ghana. The study used ten (10) senior high schools and twenty (20) teachers’. Semi structured interview was the main instruments used for data collection. The research found out that for improvements to be made on teacher knowledge and ability and the policies and practices of authentic assessment in schools, teachers, students, parents and policymakers value and see the potential for authentic assessment to improve teaching and learning, it will continue to be under-emphasized, undervalued and poorly used. It recommended that the teaching universities in Ghana should broaden their scope on the teaching of assessment to incorporate authentic assessment.

Source: UCC
An investigation into conflict management mechanisms in the administration of the faculties of the University of Cape Coast

The study was an investigation into conflict management mechanisms in the administration of the faculties of the University of Cape Coast. The population was made up of Senior Members and Senior Support Staff of five faculties of the University of Cape Coast. In all, the study had a population of 695 respondents. Purposive sampling was used to select a sample of 189 respondents representing 27% of the population. The study was guided by five research questions which centered on the causes of conflict, types of conflict, conflict management mechanisms and the effectiveness of the conflict management mechanisms in the faculties of the University of Cape Coast. The study revealed that personality differences, competition over limited resources, differences in perceptions and task interdependence were the prevailing causes of conflict in the faculties. Also, relationship conflict and structural conflict were the prevailing types of conflicts that occurred in the faculties. In addition, the collaboration and compromise styles of conflict management were the prevailing and the most preferred conflict management mechanisms employed. The study recommended that there should be periodical seminars or workshops on conflict management mechanisms organized for the staff of the University of Cape Coast.

Source: UCC
An Investigation into Development of Science Process Skills by Senior High School Chemistry Students

This study investigated science process skills developed by chemistry students and assessed by West African Examination Council (WAEC) in chemistry education at the Senior High School (SHS) level in Ghana using a descriptive survey with a mixed-method approach. This approach analysed the content of the 2010 Chemistry syllabus and the WAEC chemistry papers 2 & 3 (2012 to 2016) to understand the types and the occurrences of science process skills developed by teachers and which ones were assessed. The study used multi-stage sampling technique to select 904 students and 85 teachers from category A, B and C schools covering 12 education districts in the Central Region of Ghana. Data were collected using questionnaires, document analysis and achievement test instruments. The study revealed that science process skills developed and assessed in chemistry education at the SHS level were mainly communicating, recording, and calculating. Achievement test for the 904 selected students corroborated with the document analysis to show that science process skills like inferring, predicting, classifying and integrated science process skills were not well developed. Literacy, laboratory and problem solving activities were found to be the three main avenues available to help students develop science process skills at the SHS level. The research suggests that skills like inferring, predicting, classifying and integrated science process skills should be emphasised in the WAEC SHS examinations and in the school curriculum. Also, workshops should be organised by GES to sensitise SHS teachers on the need for their students to develop science process skills during teaching and that these skills need to be assessed during school-based assessment.

Source: UCC
An Investigation Into English Language Tutors‘ Pedagogical Content Knowledge For Teaching Grammar At Some Selected Colleges Of Education

This study aimed to investigate English language tutors‘ Pedagogical Content Knowledge (PCK) in teaching grammar at selected colleges of education (CoEs) in Ghana. In this exploratory sequential mixed methods study, multi-staged sampling techniques were employed to select 6 tutors and 155 English language major students from CoEs in Eastern and Greater Accra zone (EGA). With Shulman‘s (1986) PCK model and Celce-Murcia and Larsen-Freeman‘s (1999) contextual theory as the theoretical lens, data were analysed and interpreted. The tutors were observed and interviewed while the students responded to questionnaires and were tested on their comprehension of grammatical concepts. The deductive thematic analysis found that the tutors demonstrated outstanding PCK expertise in teaching grammar. However, the correlation results of tutors‘ PCK and students‘ understanding of grammatical concepts revealed that there was no significant relationship between the tutors‘ PCK and the students‘ understanding of grammatical concepts. These results demonstrated that PCK might not be the sole determinant of students‘ understanding of grammatical concepts. Other factors, such as students‘ prior knowledge, classroom dynamics, and teaching methodologies beyond PCK, could also influence students‘ comprehension of grammar. Therefore, other factors that promote students‘ understanding of grammar should be explored by the English language tutors. Further studies could broaden the study to include other CoEs zones to offer a comprehensive understanding of tutors‘ PCK in teaching other aspects of the English language. Keywords: CoEs, Cross-cutting issues, Differential learning, PCK, Grammar

Source: UCC
An investigation into examination management practices at Takoradi Technical University (TTU)

One of the major functions of a higher educational institution is the certification of its individual learners through examinations to find out if the concept of the knowledge and skills that have been imparted into them were understood (Idowu & Esere, 2009). With the purpose of investigating the current state of examination management practices at Takoradi Technical University, the study was conducted using the descriptive research design on all persons involved in the institutions examination process including the departmental administrators, heads of departments, lecturers, faculty officers and the student body. A sample of 370 respondents determined by the Bartlett, Kotrlik and Higgins (2001) table was selected through the quota and purposive sampling techniques. The study used two self-administered questionnaires for the staff and students to obtain data which were analysed using techniques such as means, percentages, frequencies and reliability analyses. It was found that the management activities of TTU before, during and after examinations are good and almost up to international standard. However, they encountered challenges such as inadequate infrastructure such as examination halls and desks for writing the examinations and some students not treated fairly by their lecturers during examinations. It was also found that these challenges could be improved if the examination unit is adequately resourced, its personnel are frequently trained, sufficient examination halls and desks are provided and examinations rules and regulations made known to all stakeholders. In view of these, the study recommended that the examination unit of TTU be adequately resourced and its staff be regularly trained on current issues of examination management.

Source: UCC
Investigation into iodine deficiency of selected populations within cape coast metropolis and Agona west municipality in the central region of Ghana – analysis of iodised edible salts and urine.

The iodine status of staff and pupils of Hillcrest Schools, undergraduates of UCC, 2016/2017 academic year and a household in Agona Swedru were determined using Titration Method, Sandell-Kolthoff Method and a Novel Method. Discriminant analysis results showed that the Novel Method correctly classified 77.4% of the original cases. The novel also had a percentage recovery of125% and a Horwitz Ratio of 0.12. Based on these, the study populations with the exception of household, were found to be iodine sufficient by the Novel Method.The iodine level in the Buffalo was 10 ppm; Ritebrand was non-detect. These levels were below the Ghana Standard Authority‟s limit of 25-50 ppm. The stability of the iodine in the salt was found to be influenced by magnesium content, moisture content and heat. Pb levels found in Annapurna, U2 and Ante Dede were respectively 51, 13.31 and 3.4 ppm. These levels were above the Codex limit of 2 ppm. The concentration of Fe in Mr. Chef, U2, Lele and Ante Dede were respectively 0.95, 0.49, 0.58 and 0.25 ppm. However, the concentrations of Zn were nondetect in all the samples. The Cd levels in Concord, Salnova and Cerebos iodised salt with 0.20, 0.05, and 0.01 ppm respectively, below the Codex limit of 0.5 ppm. Al levels were non-detect for all the salt samples. Microbial studies revealed Annapurna Salt contained microbes. Consumption of goitrogens, preference for uniodised salts, ignorance about the mandatory salt iodisation law, and iodine status test were behavioural patterns found to have the potential of causing iodine deficiency in the study populations

Source: UCC
Investigation into job satisfaction among senior staff of the University of Education, Winneba

The study was conducted to investigate the level of job satisfaction among senior staff of the University of Education, Winneba, and find out ways to promote their job satisfaction in the university. The research design used for the study was descriptive survey. A total sample of 155 senior staff was selected for the study. Simple random technique, using the lottery method was used to select the respondents from each campus. The instrument used for gathering data was the questionnaire. The Cronbach’s Alpha coefficient for reliability test was .750. The study was guided by five research questions. The descriptive statistics such as percentages, mean, standard deviation, independent sample t-test and ANOVA were used where applicable. The study revealed that senior staff of the university were generally satisfied with their job. It also indicated that senior staff agreed on their view that job satisfaction leads to increase in productivity. However, there was no significant difference between respondents’ gender and their level of job satisfaction in the university even though there was a significant difference between respondents’ age, rank and work experience and their level of satisfaction. The recommendations include the need to involve senior staff of the university in the decision making process, organization of regular workshops and seminars for them to become abreast with current issues pertaining to their work. Finally, fringe benefits and other allowances should be attractive enough to increase job satisfaction especially among the senior staff.

Source: UCC
An investigation into leadership role and staff performance in selected technical institutions in Ghana

This study was designed to find out the perception of tutors in technical institutions on leadership roles that enhance the effectiveness of the Principal. One hundred and thirty-eight (138) tutors from four technical institutions from four regions in Ghana (Ashanti, Central, greater Accra and Western Regions), running full time and apprenticeship model training programmes, were chosen. The descriptive survey approach was adopted with a purposive sampling method employed in the selection of respondents. Data were obtained through the use of questionnaire and analyzed using frequencies and percentages. The findings indicated that tutors were conversant and strongly agreed that effective leadership was a function of leader qualities and academic qualification. The study revealed negative responses on activities that constituted the Principal’s role as a decision-maker and visionary leader, which suggests the type of leadership style practiced by an autocratic leader. On staff performance, it was found out that most of the teachers were not performing at the appreciable level. From the findings some of the recommendations were; seminars should be organised to equip heads of institutions with the knowledge, competencies and skills that are needed for principals to be effective in achieving targeted institutional goals. Again, tutors should have perceptions of the effectiveness of the principals. Consequently, principal should develop their intellectual capabilities and personal behaviour to enhance their leadership potentials.

Source: UCC
An Investigation into Physics Teaching in Senior High Schools

This study sought to examine the activities that go on in physics classrooms in Senior High Schools in Ghana. Specifically, the study sought to investigate the pattern of interaction and instructional methods used for teaching physics and level of coverage of physics syllabus. The survey design was employed for the study in which questionnaire was used for data collection. Participants for the study were physics teachers and final year physics students. Findings from the study suggest that classroom interaction seemed to be mostly teacher-centered and tended not to support inquiry-based teaching and learning which is noted for promoting conceptual change and enhance performance. It is recommended among other things that physics teachers should be exposed to efficient pedagogies of teaching and presenting information to learners. The traditional way of teaching where teacher decides on what goes on in the classroom has a limited space in the 21st century science classrooms, particularly physics.

Source: UCC
An investigation into science practical work in senior secondary schools: Attitudes and perceptions

The use of practical activities in science has been accepted as part of the science teaching and learning in Ghanaian Senior Secondary Schools albeit for different reasons. Over the years, the West African Examination Council (WAEC) Chief Examiners' reports have consistently alluded to weaknesses in students' performance in science practical examinations. These weaknesses have cast serious doubts on Senior Secondary School (SSS) students' involvement in practical activities during their science course and giving the impression that they were either not taken through the practical activities or did not take them seriously. This study is aimed at investigating the factors that might contribute to students' weaknesses in science practical work and how they can be addressed. This was done through descriptive, inferential as well as explanatory information on students' perception of their psychosocial laboratory environments; their attitudes to science practical work; teachers' views on the purpose of science practical work and how it is organised. The study employed the survey method and qualitative approach to collect data. Some of the key findings that emerged in this study were: 1. Factors influencing students' perception of their psychosocial science laboratory environments were supply material environment, reliable material environment, integration, and supervision. Factors influencing students' attitudes towards science practical work were learning tool, equipment and interest. 3. Students' perceptions of their laboratory environment and attitudes towards science practical work were significantly different in favour of students from SRC schools. The significant difference in perception was due to the different material environments in the two school types. The difference in attitude of students was due to interest in science practical work and the provision of equipment. 4. No relationship was found between students' attitude to science practical work and their perception of the science laboratory environment. 5. Teachers' views on the purpose of practical work were mainly that of discovering or elucidating theory taught in class; SRCs are not playing the required role of supporting science practical activities due to poor patronage arising from several constraints.. 6. Students did not have enough science practical activities due to lack of time, overloaded curricula, lack of equipment and large class sizes 7. Much attention was not paid to supervision of students by their teachers during science practical activities. These findings may account for some of the students' weaknesses in science practical examinations reported by Chief Examiners. Evidence from the findings was then used as a basis for conclusions about addressing the situation in the schools. Recommendations for Ministry of Education and Ghana Education Service, WAEC and ....developers and potential areas for further research were also made

Source: UCC