ghanaopendata/ghanaian-research-english huggingface dataset:
Effects of materials management techniques on construction project success perspective of material managers in Northern region of Ghana

Construction materials management process is a key to success of a construction project; however, globally, the problem of material management is a critical issue in the construction industry; especially in the developing economies of which Ghana is no exception. This study sought to identify and assess the material management techniques required for construction firms in the Tamale Metropolis of Ghana. The study adopted descriptive quantitative survey approach. Using empirical data obtained from administration of questionnaires to 96 material management personnel in Tamale Metropolis; the data was analyzed using descriptive and inferential statistics such as factor analysis, and Pearson product moment correlation coefficient. The study indicated that the surveyed firms often employ store keepers; and security personnel on site; list of materials in project that includes for example (material name, material number and unit price), and provide clear specifications to suppliers. However, they seldom use ICT; and rarely offer training for their workers. The study further revealed that planning and monitoring of material schedule; establishing good business relations with suppliers; the use of security measures on site; use of information communication technology; and also use of competent workers as well as effective training of workers is significant for effective material management on construction site, and has direct effect on construction project delivery success. The study therefore concluded that the more the number of the material management approach adopted on a project, the higher the project delivery success. It was recommended that construction companies should make use of more than University of Education, Winneba http://ir.uew.edu.gh one material management technique on construction projects so as to achieve maximum project delivery success.

Source: UEW
The effects of minds-on and hands-on activities on students’ cognitive achievements in the study of the excretory system of mammals

The study sought to determine the effects of minds-on and hands-on activities on form two students’ cognitive achievement in the excretory system of mammals among some selected senior high schools in the Ho-West District of Volta Region in Ghana. To guide the study, four (4) research questions were posed and answered. Quasi experimental research design specifically, pre-test, post-test, questionnaire and non-equivalent control group was adopted for the study. A sample of sixty (60) SHS 2 students in two selected mixed sex schools within the selected district were used for the study. Biology Achievement Test in the form of multiple choice and essay and questionnaire were used as instruments for data collection. Data collected were analysed using the Microsoft Excel (2019) and SPSS statistical analysis tool (version 27). Overall item new response score analysis was used to determine the perceptions of the experimental group students of the use of the minds-on and hands-on activity method in teaching excretory system. The findings of the study were; there is a significance difference in the achievement mean scores of students in the experimental group before and after the treatment. The general performance of the experimental group students had significantly improved after the treatment using the minds-on and hands-on activities. There is no significant difference in the mean performances of the male and female experimental group students before and after treatment. Sex is not a significant factor on the students’ cognitive achievement in excretory system. There is no significant interaction effect of the minds-on and hands-on activities and sex on the cognitive achievement of students in excretory system. The experimental group students had positive perceptions of the use of the minds-on and hands-on activities for lessons in excretory system. One of the implications of the findings is that, the minds-on and hands-on activity method of teaching is effective tends to perform homogeinity of performance between the male and female students. It was recommended among others that science educators and curriculum planners should incorporate innovative strategies such as minds-on and hands-on activity method of teaching into their various teacher education programmes. University of Education,Winneba

Source: UEW
The effects of motivation on academic performance of basic school teachers in the Kumasi Metropolis, a case of Holy Rosary Catholic School, Suame

1.1 Background of the Study Across the world, there is a widespread desire to change the educational system to meet the new social and technological needs. Teachers are one of the most important factors in determining the quality of education that children receive (Adeyemo et al., 2013). It is widely recognized that governments and other stakeholders have the responsibility of ensuring that teachers perform to the best of their abilities. To achieve this, governments and school management are required to pay much attention to a number of factors that have the potential of influencing teachers’ performance (UNESCO, 2006). Universally, some organization’s productivity has sky-rocketed as a result of the organisations’ strategy for motivating their workforce. An organisation which is able to identify the needs and interests of its workforce is most likely to meet its targets or even exceed its set targets. Likewise any organisation which is not able to identify the interests and needs of its labour is most likely not to meet its targets. This is supported by the thought of Jones (2008) that even with the best strategy in place and an appropriate organisational structure, yet an organisation will be effective if only its members are motivated to perform at a high level. Studies have shown that individuals and organisations that excel in their various fields of operations are motivated either internally or externally or both. They take inspiration from the motivation they receive, and the motivation becomes the driving force to achieving individual and organisational goals (Baldoni, 2005).

Source: UEW
Effects of multiple representations-based instruction on Basic School Pupils’ performance in addition of mixed fractions in La Dade-Kotopon Municipality

The study examines the effects of multiple representation-based instructions on basic school pupils‟ performance in addition of mixed fractions in La Dade-Kotopon municipality. A non-equivalent control group quasi-experimental design was employed. One hundred and forty-seven pupils from two schools in the Airport Rangoon circuit in La Dade-Kotopon municipality were used for the study (Airport Police JHS “1” and “2”). The control group consists of 74 respondents and the experimental group consists of 73 respondents. The seventy-three students in the experimental group were taught addition of mixed fractions using multiple representations-based instructions while the seventy-four learners in the control group were taught the same topic using conventional instructions. Three research questions and two null hypotheses guided the study. A pre-test was administered to the learners in the control and experimental groups. Afterwards both the experimental and control groups took a post-test. Data were analysed using frequencies, percentages, mean, standard deviation, and, paired sample t-test at a five percent significant level. It was found in the study that those who were taught with multiple representations-based instructions performed better than those who were taught addition of mixed fractions conventionally. It further revealed that there was a statistically significant difference in the performance of the use of multiple representations instructions and translations among them than conventional instructions. The study recommended that mathematics teaching should be done using multiple representations-based instruction in our basic schools to aid understanding.

Source: UEW
Effects of multiple representations-based instruction on junior high school students’ achievement in linear equations in one variable in the Bimbilla Municipality

The study investigated teachers’ mode of representations in linear equations in one variable, what accounts for teachers’ choice of representations and students’ representations preferences and effects of multiple representations-based instruction on students’ achievement in linear equations in one variable. A quasi-experimental design was used with a sample size of 86 mathematics teachers and 159 students (students in Junior High School 2) selected through purposive and convenient sampling techniques respectively in the Bimbilla Municipality in the Northern Region of Ghana. The research instruments included: linear equations’ achievement test (pre-test and post-test), questionnaire, representations preference test (RPT) and interview guide. The data collected were analyzed quantitatively and qualitatively. It was found that most teachers (66.3%) used algebraic representation every time in teaching linear equations while few teachers used manipulatives, graphic and multiple representations due to reasons such as time, difficulty for students, lack of materials, lack of ideas, no relevance and many more. It was also found that most students 59(37.1%) had preferences for algebraic representation citing similar reasons of their preferences as what accounted for teachers’ choice. The Analysis of Covariance (ANCOVA) revealed a statistically significant difference between students’ scores in linear equations achievement test in favour of multiple representations-based instruction, F (2, 155) = 10.20, P < 0.05, ɲ2= 12. My major recommendation is that, multiple representations-based instruction should be used during instruction as well as improving teachers’ knowledge on how to integrate unfamiliar representations easily in linear equations in one variable.

Source: UEW
Effects of organisational culture and strategy on construction project performance in Ghana

Globally, the construction industry is faced with poor project performance attributable to inappropriate corporate culture and poor implementation of construction management strategies (CMSs). Thus, organisational culture-strategy-performance trilogy has become essential for both academics and practitioners. A better understanding of how organisational culture and strategy influence project performance is foundational to developing interventions for improving construction project delivery. This study examines how organisational culture (OC) and strategy influence construction project performance, and investigates the mediating role of strategy in organisational culture and project performance relationship. This was achieved by undertaking a descriptive cross-sectional survey approach to obtain 375 usable quantitative data from site managers of large and medium-scale construction firms in Ghana. The data was analysed using both descriptive and inferential statistics such as mean and standard deviation, PCA, CFA, correlation and regression analysis. The results of this study revealed that the surveyed construction firms implement construction management strategies (CMSs) to a moderate extent. The results also showed that the dominant organisational culture type of the surveyed firms is adhocracy culture. CMSs had significant effects on overall project performance; market culture had the highest influence on CMS implementation; market and hierarchy culture types had significant effects on overall project performance; whilst clan and adhocracy culture types had insignificant effects on overall project performance. CMS partially mediates the relationship between OC and overall project performance. In conclusion, organisational culture types (market and hierarchy) and management strategies (effective planning, monitoring and control, stakeholder involvement, and use of technology and digital tools) positively and significantly affect construction project performance in Ghana.

Source: UEW
The effects of organizational culture and policies on productivity in institutions of higher learning in Ghana A case study of some selected public universities

This study examines the effects of organizational culture and policies on productivity in Institutions of Higher Learning focusing on some selected Public Universities in Ghana. Quantitative research method was used to collect primary data to answer the research questions. The study employed questionnaires to collect data from 119 respondents who were randomly sampled from four selected public Universities in Ghana. Both descriptive and Inferential Statistics were used to analyse the data using SPSS version 22.0 and Microsoft Excel application. The study found that organizational cultures in the Ghanaian Public Universities are both strong and weak organizational culture. Whilst the strong culture helps in maintaining business excellence and increase productivity and profitability, it is equally important to manage and improve those aspect of the culture that have the ability to threaten the very existence of the University‟s at large. The research further found that the effect of cultural, policies and procedure on productivity in every sector of the economy can be both favourable and unfavourable, however, developing and implementing effective and efficient culture, policies and procedures in the workplace is one of challenging responsibilities of management of organizations nowadays. The study finally established that there is a significant relationship between the dependent variable and the independents variables and the said relationship is moderate. The study makes the following recommendations as a result of the ensuing outcomes: (1) Subordinate in public institutions should be encouraged to communicate freely; (2) Increase participation at all level of decision making; (3) Institute a reward system for personal and career development; and (4) Employees with different values and beliefs should be well educated to work in union with the institution.

Source: UEW
Effects of parenting styles on the academic performance of students in Ablekuma North Municipal

The purpose of this study was to assess the effects of parenting styles on the academic performance of Junior School students in the Ablekuma North Municipality of the Greater Accra Region Ghana. Descriptive survey research design was adopted with a population of 345 students and a sample size of 243 students. A structured questionnaire self-designed by the researcher was used for the study. Frequency and simple percentage were used to analyse the gender difference among the respondents while mean and standard deviation, independent sample t-test and Pearson product moment correlation were used to analyse research question 2 and 3 respectively. The study revealed that authoritative, authoritarian and permissive parenting styles are not types of parenting styles adopted by parents of JHS students in the Ablekuma North Municipality. It was also revealed that there is a difference between male and female students‟ academic performance when authoritative and permissive parenting were identified as influencing the academic performance of the students. The study concluded that students under the control of authoritarian parent are likely to develop higher timidity and/or low academic performance and poor academic performance than those who are under the control of permissive parents. The study therefore recommended that school counsellors under the Ghana Education Service, teachers and parents should assist students who have been identified as being influenced negatively by authoritative or authoritarian parenting to come to terms with reality and understand the dangers that are associated with forceful control of their children as far as their future life and academic life is concerned.

Source: UEW
Effects of practical activities on learning and understanding of selected physics concepts.

This study was designed to investigate the effects of laboratory practical activities on students’ learning and understanding of selected Physics concepts at E.P College of Education, Bimbilla in the Northern Region of Ghana. The target population was all the physics students in four training colleges in the northern region of Ghana. However, the accessible population was 95 students in E.P.College of Education, Bimbilla. The study was a quasi-experimental design. It comprised one experimental group and one control group. The main unit of analysis was the 95 first year students who were purposively sampled from the science class. The two groups were exposed to the pretest. The experimental group was taught using the laboratory practical approach for four weeks while the control group was taught the same topics using the traditional method. Three instruments were used in the study. Namely: A pre-test Physics Assessment Test, Test of Physics students motivation questionnaire (TOPM) and a Post-test Physics Assessments test. The data collected was analysed using the statistical package for social sciences (SPSS) Version 21. Student’s t-test was used to compare the mean of the experimental and control groups. The significance of the results was tested at α = .05 confidence level. The results of the study revealed that laboratory Practical Approach resulted in higher students’ learning of physics concepts. It also yielded good understanding of physics concepts leading to improved students’ motivation to study physics at E.P. College of Education. The study concluded that, laboratory practical Instructional Approach in Physics is an effective teaching method which Physics teachers should use to enhance students’ achievements in physics. University of Education,Winneba http://ir.uew.edu.gh vi The study recommended that further studies be conducted into the use of laboratory practical activities in teaching physics in other colleges. Since this research was conducted in only E.P College of Education the findings may be limited in making generalizations.

Source: UEW
Effects of practical activities on learning and understanding of selected physics concepts.(a case study)

This study was designed to investigate the effects of laboratory practical activities on students’ learning and understanding of selected Physics concepts at E.P College of Education, Bimbilla in the Northern Region of Ghana. The target population was all the physics students in four training colleges in the northern region of Ghana. However, the accessible population was 95 students in E.P.College of Education, Bimbilla. The study was a quasi-experimental design. It comprised one experimental group and one control group. The main unit of analysis was the 95 first year students who were purposively sampled from the science class. The two groups were exposed to the pretest. The experimental group was taught using the laboratory practical approach for four weeks while the control group was taught the same topics using the traditional method. Three instruments were used in the study. Namely: A pre-test Physics Assessment Test, Test of Physics students motivation questionnaire (TOPM) and a Post-test Physics Assessments test. The data collected was analysed using the statistical package for social sciences (SPSS) Version 21. Student’s t-test was used to compare the mean of the experimental and control groups. The significance of the results was tested at α = .05 confidence level. The results of the study revealed that laboratory Practical Approach resulted in higher students’ learning of physics concepts. It also yielded good understanding of physics concepts leading to improved students’ motivation to study physics at E.P. College of Education. The study concluded that, laboratory practical Instructional Approach in Physics is an effective teaching method which Physics teachers should use to enhance students’ achievements in physics. The study recommended that further studies be conducted into the use of laboratory practical activities in teaching physics in other colleges. Since this research was conducted in only E.P College of Education the findings may be limited in making generalizations.

Source: UEW
Effects of practical activity method on science practical process skills of senior high school students

The purpose of this study was to assess physics students’ practical science process skills. In this study, practical action research was adopted as the research design that guided the study. In this study, the target population comprised all general science students studying physics at Apam Senior High School in the Central Region, Ghana. The study involved a total of 45 Senior High School Form Two physics students in Apam Senior High School in the central region of Ghana. The research instruments used to collect data for this study was a questionnaire and teaching intervention. Pre intervention and post-intervention practical tests were designed to determine students’ level of acquisition of science process skills before and after the intervention. This study also employed a questionnaire to gather additional information from the students on the impact of the intervention. Statistical Package for Social Sciences (SPSS) version 21 was used in analysing pre-test scores, post-test scores obtained from pre-intervention and post-intervention respectively. Data collected from the questionnaire was also analysed using SPSS. It was found that a significant number of students (about 40%) were unable to accurately measure angles of incidence (i) and angles of reflection (r) using the protractor and about 60% were able to measure. Again, the study revealed that a significant percentage of the students lack sufficient skill of presenting data. Specifically, 17(37.8%) of the students could not correctly plot points on a graph and majority of the students could not compute the slope of a graph. The positive impact of the intervention was attributed to the teaching method (demonstration by the researcher and team work among students) employed. Based on the findings, it was recommended that Science practical process skills such as measuring, making inferences, data presentation and interpretation should be taught in the physics classroom. This will enhance science students’ efficiency in understanding science through experimentation. Again, Apam senior high school physics teachers should teach science practical process skills via demonstrations and also allow for student-students interactive learning through team work for improvement of students’ performance in physics.

Source: UEW