ghanaopendata/ghanaian-research-english huggingface dataset:
The pragmatics of modality and point of view in Ghanaian parliamentary debates

The study investigated the role modality plays in reflecting the underlying points of view in parliamentary discourse within the analytical framework of Simpson’s (1993) version of modality and point of view and Halliday’s (1985) conceptualisation of modal values. The objective was to find out the type of point of view that is expressed, using a particular modal element. The study also investigated how through modality and point of view participants bond around motions; that is, how members align/disalign politically on the floor of parliament. The qualitative design was considered for the study, using 12 Hansards of parliamentary debates within the period of five months, November 2016 to March 2017. In terms of frequency of modal auxiliaries, ‘would’ was found to be the recurrent choice for expressing modality and point of view. The lexical modal that also dominated the expression of modality and point of view was ‘want’. The high-value modals were generally used by speakers to show a high level of commitment and responsibility. The median values were mostly used to hedge and mitigate the force in directives whereas the low-value modals exploited possibility meanings (showing more of the deliberative and democratic nature of parliamentary discourse.) Also, external point of view was found dominant. Both government and opposition MPs used external point of view with deontic and strong epistemic modals to evade personal responsibility. In terms of alignment, members aligned more using deontic and strong epistemic modals than they disalign. These key findings contribute to the scholarship on parliamentary discourse, modality and point of view and have implications for further research.

Source: UCC
Pre-and-In-Class Practical Lesson Habits of Selected University Physical Education Students in Ghana: Implications for Health and Physical Education

Habits formed during schooling are probably the strongest that influence individuals throughout life. It is always the intention of curriculum planners that, habits formed by students as a result of schooling be positive to promote healthy lifestyle in the future. However, nothing is documented on the pre-practical physical activity habits of physical education (PE) students in universities in Ghana. The paper focused on common physical activity behaviours exhibited and the food products consumed by the students prior to and during PE practical lessons. We conveniently sampled 112 level 100-300 University of Cape Coast PE students during the 2012/2013 academic year. We developed a questionnaire to gather data for this study. We found that only 24% (n=27) of the students practice three times and over, the techniques taught in class before the next class. Also, 36% (n=40) of the students reported not using appropriate protective gears during practical classes. Beside, 35% (n=39) of the students would not do post-activity stretching without lecturers’ supervision. Of the products consumed, 9% (n=10) and 6% (n=7) take energy drinks prior to and during PE classes, respectively. Other 2% (n=2) take in alcoholic beverages before classes. However, 30% (33) consume nothing prior to morning practical lessons. Many university PE students in Ghana engage in many unhealthy habits that need attention. This paper discusses how this new knowledge can assist professionals in Health and PE to moderate the habits acquired and practiced by students while at school.

Source: UCC
Pre-referral rectal artesunate to prevent death and disability in severe malaria: a placebo-controlled trial

Background Most malaria deaths occur in rural areas. Rapid progression from illness to death can be interrupted by prompt, eﬀective medication. Antimalarial treatment cannot rescue terminally ill patients but could be eﬀective if given earlier. If patients who cannot be treated orally are several hours from facilities for injections, rectal artesunate can be given before referral and acts rapidly on parasites. We investigated whether this intervention reduced mortality and permanent disability.Lancet 2009; 373: 557–66 Methods In Bangladesh, Ghana, and Tanzania, patients with suspected severe malaria who could not be treated orally were allocated randomly to a single artesunate (n=8954) or placebo (n=8872) suppository by taking the next numbered box, then referred to clinics at which injections could be given. Those with antimalarial injections or negative blood smears before randomisation were excluded, leaving 12 068 patients (6072 artesunate, 5996 placebo) for analysis. Primary endpoints were mortality, assessed 7–30 days later, and permanent disability, reassessed periodically. All investigators were masked to group assignment. Analysis was by intention to treat. This study is registered in all three countries, numbers ISRCTN83979018, 46343627, and 76987662.*Members listed at end of paper Results Mortality was 154 of 6072 artesunate versus 177 of 5996 placebo (2·5% vs 3·0%, p=0·1). Two versus 13 (0·03% vs 0·22%, p=0·0020) were permanently disabled; total dead or disabled: 156 versus 190 (2·6% vs 3·2%, p=0·0484). There was no reduction in early mortality (56 vs 51 deaths within 6 h; median 2 h). In patients reaching clinic within 6 h (median 3 h), pre-referral artesunate had no signiﬁcant eﬀect on death after 6 h or permanent disability (71/4450 [1·6%] vs 82/4426 [1·9%], risk ratio 0·86 [95% CI 0·63–1·18], p=0·35). In patients still not in clinic after more than 6 h, however, half were still not there after more than 15 h, and pre-referral rectal artesunate signiﬁcantly reduced death or permanent disability (29/1566 [1·9%] vs 57/1519 [3·8%], risk ratio 0·49 [95% CI 0·32–0·77], p=0·0013). Interpretation If patients with severe malaria cannot be treated orally and access to injections will take several hours, a single inexpensive artesunate suppository at the time of referral substantially reduces the risk of death or permanent disability

Source: UCC
PRE-RETIREMENT PLANNING AND SATISFACTION OF PROSPECTIVE RETIREES IN THE HOTEL INDUSTRY

Generally, studies on retirement planning (preparation) and its influence on satisfaction of prospective retirees do not seem prevalent. Drawing on the process theory of general planning and the role theory, we examine this gap in the hotel industry by interviewing 656 prospective retirees in the hotel industry in the Central Region, Ghana. We propose that pre-retirement preparation relates to preretirement satisfaction. The results support our proposition. Also, social support emerged as the strongest predictor of pre-retirement satisfaction.

Source: UCC
Pre-school teachers perception of the challenges facing pre-school education in Shama District

This study aimed at investigating pre-school teachers’ perception of the challenges facing preschool education in Shama District. Descriptive survey design was used in the study. Questionnaire was used to collect data from 200 preschool teachers teaching in Pre-schools in Shama District. Frequency counts, percentages, means as well as analysis of variance (ANOVA) were employed to analyze the data. The results revealed that most pre-schools within the Shama District do not apply good teaching strategies and also, they do not have adequate number of picture cards, number cards, drawing cards, sand tray, picture books, slates and alphabetic cards. The hypothesis tested proved that there was no statistically significant difference in the perception of preschoolteachers’ on the challenges facing pre-school education based on gender and age. It is recommended that GES organise inservice training for pre-school teachers to upgrade their pedagogical skills. Also, government, through the Ministry of Education, provides pre-schools with the necessary equipments, furniture, infrastructure, facilities, and teaching aids to aid their work. Again, training opportunities should be made available for pre-school teachers to up-grade their skills on how to improvise teaching aids and care for pr-scholars.

Source: UCC
Pre-Service Accounting Teachers’ Level of Self-Efficacy in Teaching Cost Accounting

The study examined pre-service accounting teachers’ level of self-efficacy in teaching cost accounting at the pre-tertiary level. It employed the descriptive cross-sectional survey design involving final year pre-service accounting teachers at the University of Cape Coast. An adapted questionnaire hereby referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means and standard deviation) and inferential statistics (simple linear regression and independent samples t-test) were used to analyse the data. The study found out that, pre-service accounting teachers were highly efficacious in classroom management as compared to student engagement and instructional practices. Also, mastery experience had positive influence on pre-service accounting teachers’ self-efficacy in teaching cost accounting while prior-teaching experience did not have statistically significant influence on the self-efficacy of pre-service accounting teachers in teaching cost accounting. It was, therefore, recommended that accounting teacher educators should pay more attention to competencies related to instructional strategies and student engagement by engaging more with the pre-service accounting teachers in these areas. In the deployment of teachers, the Ghana Education Service should give priority to pre-service accounting teachers with higher academic achievement. Finally, prior teaching experience should not form the basis for assigning higher tasks.

Source: UCC
Pre-service Management Teachers‘ Competence in Lesson Plan Preparation During Teaching Practicum in The University of Cape Coast

This study investigated pre-service Management teachers‘ competence in lesson plan preparation during teaching practicum in the University of Cape Coast. Pragmatism research philosophy was the foundation for this study since the research strategy was qualitative and quantitative. The convergent parallel design was adopted to study pre-service Management students‘ competence in lesson planning with a population of 120. The Census method was used for the study. Descriptive statistics, specifically mean was used to analyze the quantitative data and content analysis was used to analyze the qualitative data for all the five research questions. The study found out that, the quantitative and qualitative results shows that pre-service Management teachers' depicted competence in knowledge of teaching resources and designing student assessment. However, it was also found out that quantitative results shows that pre-service Management teachers have competence in the demonstration of knowledge of content and pedagogy, setting instructional outcomes and designing a coherent instruction but the qualitative results from the content analysis revealed that pre-service management teachers did not have competence in the demonstration of knowledge of content and pedagogy, setting instructional outcomes and designing a coherent instruction. In view of this, it is recommended that the Centre for Teacher Professional Development (CTPD) in the University of Cape Coast should review its assessment for pre-service teachers . Also, Lecturers should be encouraged to focus more on content knowledge and pedagogy, setting instructional outcomes and designing a coherent instruction during methods of the teaching course

Source: UCC
Pre-Service Management Teachers’ Preparedness In Adapting Curriculum For An Inclusive Classroom

The research examined pre-service management teachers’ preparedness in adapting the curriculum for an inclusive classroom. The study used the concurrent embedded mixed-methods research design. Through census survey, 164 respondents were studied in the quantitative phase of the study and the purposive sample of lecturers (n = 7) and 20 trainee-teachers partook the follow-up qualitative aspect. Questionnaires and interview guides were used to gather data from participants. Descriptive and inferential statistics were used to analyse the quantitative data, and thematic analysis for the qualitative data. The study established that pre-service management teachers had a moderate level of knowledge of inclusive classroom practices (KICP). They were highly prepared to use classroom management strategies (CMS) and time management strategies (TMS) but moderately prepared to use differentiated instruction strategies (DIS) in an inclusive classroom. The implementation of the “Special Education Course” and other professional courses that infuse inclusivity supports pre-service management teachers’ preparation for an inclusive classroom. However, pre-service management teachers felt they were not ready for inclusive classrooms because they had student concerns, personal concerns, management concerns, facilities, and environmental concerns. Gender and age of pre-service management teachers had a significant influence on inclusive classroom instructional strategies (DIS, CMS and TMS). Significant gender differences were found in pre-service management teachers’ use of TMS. However, there was no statistically significant difference in pre-service management teachers’ KICP, DIS and CMS based on gender and prior teaching experience. Pre-service management teachers’ KICP significantly influenced their preparedness for using inclusive classroom instructional strategies (DIS, CMS and TMS). Pre-service management teachers must be given more inclusive education knowledge through in-service training and practical experiences to enhance their classroom practices. Management education programmes should focus on diverse instructional strategies, particularly DIS, CMS, and TMS, while addressing potential gender-related disparities in TMS use. Management education programmes should emphasize knowledge enhancement, attitude shifts, and sustained support for teachers in inclusive education. Pre-service management teachers need to be supported with sufficient resources and learning support providers to effectively implement SEND strategies in their classrooms.

Source: UCC
Pre-service management teacher’s motivation to teach

The study investigated the factors influencing pre-service management teachers‟ decision to take teaching as a career. The descriptive cross-sectional survey design was adopted for the study. The total population of pre-service management teachers involved in the study was 229. The census method was used to include all the respondents for the study. The FIT-Choice questionnaire was adapted from Watt and Richardson (2012) for the gathering of relevant data for the study. The data gathered was analysed with both descriptive statistics (frequencies and percentages, means and standard deviation) and inferential statistics (independent samples t-test and One-Way Analysis of Variance-ANOVA). The study found that pre-service management teachers‟ were motivated by altruistic factors (shaping the future, enhance social equity), intrinsic factors (prior teaching experience, expert career, high demand, social contribution) and extrinsic factors (job security, social status). Their demographic characteristics such as gender, age and prior teaching experience were not found to significantly influence their decision to take teaching as a career. The study recommended that the Ghana Education Service (GES), which is responsible for teacher recruitments in education, should ensure that teachers are given a better opportunity to enjoy job security, time for their families, transfers and social equity, which are crucial for the sustenance of their personal and social utility values. The government in partnership with Ministry of Education should provide various motivational packages (job security, increased salaries and improved working conditions) to sustain the efforts of practicing teachers. Potential teacher employers should couch their advertisement to reflect these factors

Source: UCC
Pre-Service Mathematics Teachers’ Knowledge for Teaching Senior High School Algebra

Algebra being the foundation of Mathematics, senior high school students’ weakness in algebra exhibited in their summative assessment over the years has been a subject of concern to Ghanaians. To overcome students’ weakness in algebra, it is important the factors that characterise preservice teachers’ knowledge for teaching algebra and their knowledge in algebra are clearly understood since literature establishes the fact that students’ performance in Mathematics is a function of teachers’ knowledge. Therefore, using the Expanded Knowledge of Algebra for Teaching framework, this study explored the dominant factors that characterize preservice teachers’ knowledge for teaching high school algebra and their knowledge in algebra. Using the cross-sectional survey, 164 preservice Mathematics teachers were sampled using the cluster sampling technique. A Principal Component Analysis of exploratory factor analysis coupled with Parallel Analysis revealed that preservice Mathematics teachers’ knowledge for teaching is characterised by three factors: School Algebra knowledge, School Algebra Teaching knowledge and Pedagogical Content Knowledge in teaching algebra. Also, descriptive statistics showed preservice Mathematics teachers’ knowledge of algebra for teaching is limited. It was recommended that training universities should mount courses that will strengthen preservice teachers’ knowledge in algebra and preservice teachers are to be mentored when they are freshly absorbed into the Ghana Education Service.

Source: UCC
Pre-Service Mathematics Teachers’ Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets

In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers’ lesson plans, their instruction of the lessons designed, experiences and lesson enactment outcomes were examined. The pre-service teachers in the study were able to develop and demonstrate their knowledge and skill adequately in designing and enacting activity-based mathematical lessons supported with spreadsheets. The results also showed that the pre-service teachers’ use of the spreadsheet as an instructional tool promoted student in-depth mathematical concept formation and an activity-based learning approach to make lessons less teacher centred and more interactive.

Source: UCC
Pre-service teachers‘ teaching self-efficacy beliefs: A comparative study across various subject curricular

The study measured and compared the University of Cape Coast pre-service teachers‘ teaching self-efficacy across four programme areas: Bachelor of Education in Accounting, Management, Social Science, and Social Studies. It employed the descriptive survey design as a blueprint to obtain data from the final year University of Cape Coast pre-service teachers on their teacher self-efficacy levels. The study adopted the extended version of the Teacher Self-Efficacy Scale of 24 items. Data analysis was done using descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (Kruskal-Wallis H-Test and Mann-Whitney U-Test). The study found that pre-service teachers in the Department of Business and Social Science Education (B.Ed Accounting, Management, Social Science, and Social Studies) had a high level of self-efficacy in teaching their respective specialized subjects. Comparatively, the study found no significant difference in the level of teacher self-efficacy of the pre-service teachers in these four programme groups. Findings also revealed no statistically significant differences between teacher self-efficacy and the ages and gender of pre-service teachers. Based on the findings, it was concluded that the self-efficacy of the pre-service teachers do not differ with regards to age, programme, and gender variables. To enhance student engagement efficacy, it is recommended that educators and programme developers focus on effective strategies and practices while targeting all programme groups for future educational interventions and programmes.

Source: UCC
Pre-Service Teachers’ Attitude Towards Application of Information and Communication Technology (ICT) as a Pedagogical Tool in Teacher Education

The study investigated pre-service teachers’ attitude towards application of Information and Communication Technology (ICT) as a pedagogical tool in teacher education. A sample of 365 of pre-service teachers of Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria was used for the study. The descriptive survey research design was adopted in carrying out the study. A 4-point type of questionnaire titled “Pre-service Teachers’ Attitude towards ICT Application Scale (PSTAICTAS)” was used to generate data. It had reliability coefficient (r) of .76 determined using Pearson’s product moments correlation coefficient formula. The data generated was analyzed using mean and standard deviation to answer the research question while the hypothesis was tested using t-test statistical tool at 0.05 level of significance. The result of the study revealed that pre-service teachers had positive attitude towards ICT as a pedagogical tool irrespective of their gender. Based on the findings, it was recommended that educators in teacher training institutions should apply ICT tools in their lecture delivery to enable pre-service teachers benefit from it.

Source: UCC
Pre-Service Teachers’ Conception of an Effective Science Teacher: The Case of Initial Teacher Training

The purpose of this study was to find out pre-service teachers’ conceptual understanding of an effective science teacher. A total of 100 pre-service teachers from two unique colleges of education in a municipal assembly in Ghana were selected to participate in this case study. In each college, the pre-service teachers were selected through a stratified random sampling procedure. The pre-service teachers responded to a test, and their responses were open-coded and constantly compared to come out with six themes. The findings show that an effective science teacher creates a conducive environment for students to learn science. It is, therefore, recommended that college science educators should prepare pre-service teachers to develop appropriate knowledge, strategies, and techniques needed to create an environment conducive for learning science.

Source: UCC