ghanaopendata/ghanaian-research-english huggingface dataset:
School improvement practices of basic school heads in the Effutu municipality

This study investigated the school improvement practices of basic school heads in the Effutu Municipality. The objectives of the study, based on Lezzote’s correlates of effective schools, were to find out the instructional leadership practices exhibited by basic school heads, identify ways in which basic school heads monitor students’ progress, examine the measures basic school heads adopt to ensure a safe and orderly environment for students as well as the strategies employed by basic school heads to create learning opportunities for students in the Effutu Municipality. The study employed a qualitative approach underpinned by the interpretive paradigm. Specifically, the study employed a case study research design with purposive sampling procedure to select a sample of seventeen (17) participants. Data was collected through semi-structured interviews and analysed using thematic analysis. The effective schools and instructional leadership theories provided a broad framework for the study. The study revealed that the instructional leadership practices exhibited by basic school heads in the Effutu Municipality are instructional supervision, inclusivity approach and managerial and administrative functions. The head teachers constantly observed classroom activities and inspected teachers’ lesson notes and students’ workbooks as means of monitoring students’ progress. Again, besides mobilizing support to undertake maintenance and renovation works in their schools, basic school head teachers in the Effutu Municipality also instituted a School-Parents-Community partnership as a way of safeguarding the environment for students to learn. Finally, the study revealed that the head teachers employed such strategies as ability-based learning, ability groupings, access to learning materials, assessment and organizing extracurricular activities to help create learning opportunities for their students. The study concluded that although the school improvement practices of basic school heads in the Effutu Municipality are in line with Lezzote’s effective schools model, there is no evidence to suggest that these influence learning outcomes. With evidence of the use of technology and virtual studies being ignored by the head teachers, the study recommends that the Effutu Municipal Education Directorate adopts a digital technology policy for all heads of basic schools in the Municipality. The Directorate should build the capacity of the heads and help them gain the competencies needed to enhance their school improvement practices through technology. The basic school heads should also study their schools’ situations and adopt practices that best work for them.

Source: UEW
School improvement practices of basic school headteachers in the Gomoa West District of the Central Region of Ghana.

The purpose of this study was to explore the School Improvement Practices of Basic School Headteachers in the Gomoa West district of the Central Region of Ghana. Theoretically, the study was based on the Lezotte (2010) Principles of Effective School Model and Marzano (2003) School Effectiveness Model. The study sought to establish headteachers’ views on four of the domains of the School Improvement Programme (SIP) adopted from the school effectiveness modules of Lezotte (2010) and Marzano (2003). These were Instructional Leadership Practices of Heads, Creating Conducive School Environment, Setting High Expectations of Academic performance among Students and Reviewing Students’ Academic Progress. Sequential Explanatory Mixed- Method design, underpinned by Pragmatism, was used for the study. The study also adopted the Census Frame technique by involving all the 82 Public Basic School Headteachers in the Gomoa West district in the quantitative phase of the study, while Homogeneous Sampling Strategy, a Purposive Sampling technique, was used to select 9 of the headteachers for the interviews in the qualitative phase. A structured questionnaire was used to gather data for the quantitative phase of the study, while a semi-structured interview guide was used to collect data for the qualitative phase. The quantitative data was analyzed first, using descriptive statistics such as means and standard deviations, using SPSS Version 26. The qualitative data was then analyzed using thematic analysis and the findings were used to verify that of the quantitative phase. The study revealed that basic school headteachers in Gomoa West conduct regular inspection of teachers’ instructional documents, visit classrooms to observe teaching and learning activities, give frequent feedback, conduct in-service training to improve the performance of their teachers and enhance their professional growth. According to the study, basic school heads in Gomoa West create conducive school environment by removing threats and discomfort from the school environment and ensure that cordial relationships among teachers, learners, parents and other members of the school community are established. The study also concludes that the practice of basic school heads in setting high expectations of academic performance among learners and regularly reviewing learners’ academic progress were also paramount in making their schools successful. The study recommends, among others, that Heads of Basic Schools in Gomoa West district sustain the academic success of their schools by encouraging teachers to give termly outlines of topics to learners to boost self-study prior to instruction. It is also recommended that Basic School heads in Gomoa West district prioritize leading their teachers in reflective practices after lesson delivery to identify shortfalls so as to avoid repeating them. The study also recommends that the headteachers ensure that teachers use ability groups in class and reshuffle regularly based on learners’ performance.

Source: UEW
School improvement practices of junior high school headteachers in Tano North Municipality

This study investigated school improvement practices of Junior High School Headteachers in the Tano North Municipality. The study employed mixed method approach which was underpinned by pragmatic paradigm of which the researcher involved the use of qualitative and quantitative data collection approaches. The researcher, employed census frame was used to involve all the sixty-seven (67) in the quantitative phase of the study while maximal variation sampling technique was employed to select twelve (12) headteachers who had already responded to the questionnaire were selected for interview for qualitative data. A questionnaire was used to collect data for the quantitative phase of the study while interview guide was used to collect data for the qualitative phase of the study. Quantitative data was analyzed through the use of Statistical Package for Social Sciences (SPSS) version 26.0 software indicating means and standard deviations, to present the results in tables while the qualitative data was used to explain and explore qualitative data in order to support the quantitative discussion when necessary. The study found that the headteachers were able to manage individuals and lead effective teams, provide feedback to teachers about how to improve instruction, encourage monitoring of pupils and exercises by the teachers, and carefully monitor/evaluate implementation of school improvement plans. It also found that, headteachers played massive role in working with the communities to improve teaching and learning in Tano North Municipality. It was revealed that, the headteachers ensured that all systems and resources, including financial, human and environmental resources, are used efficiently and effectively to achieve the school’s goals, develop a well-defined vision, mission and goal with teachers. The study recommended that, headteachers should partner cooperate organisations in the Municipality to enlist their support for holistic teaching and learning in the Municipality Furthermore, headteachers can liaise with the Tano North Educational Directorate and other stakeholders of education to ensure rapid and adequate supply of resources to the schools, as it makes the teaching and learning improves in these schools more enhanced for better BECE outcome. In addition, orientation and regular in-service education and training (INSET) for both newly posted teachers and others should be a permanent feature of the teaching and learning process to register effectiveness and efficiency in the management and administration of basic schools in the Tano North Municipality.

Source: UEW
School leadership roles among head teachers of Junior High Schools in the Kassena-Nankana East Municipality of the Upper East Region

The study was set up to investigate school leadership roles among heads in junior high schools in the Kassena-Nankana municipality of the Upper East Region of Ghana. The quantitative research approach was used. The design used was descriptive survey. Simple random sampling technique was used to select head teachers. A sample size of 41 head teachers was used for the study. The study used questionnaire as the instrument to collect data from the heads of the Junior High Schools. The questionnaire contained both closedended and opened-ended items to elicit views from the heads. Percentages, frequencies means standard deviation were used to analyze the field data. The study revealed that head teachers motivate teachers when they are satisfied with their work and also indicate that most head teachers have good relationship with their teachers. It was also found out that head teachers are interested in strategy planning towards achieving their goals. It is therefore recommended that the Ghana education service should provide more funds for head teachers to use as motivation tool for their teachers. They should try to had cordial relationship with their teacher to bring quality output and increase performance.

Source: UEW
School resources and students’ academic performance the case of selected basic schools in the Gomoa East District

The purpose of this study was to find out the impact of school resources on students’ academic performance in the Gomoa East District. The study employed descriptive survey research design. Simple random and purposive sampling techniques were used to sample 130 participants for the study. Questionnaires were used to gather data for analysis. Data gathered were analysed descriptively using frequencies and percentages. Inferential statistics such as linear regression was used to test the hypotheses. The study revealed that the physical resources that were available to schools were school buildings, library blocks and classroom furniture. Human resources was mainly teachers and financial resource has been the sole responsibility of government found limited. The study revealed that school resources do not predict the academic performance of students in the Gomoa East District. The study recommended that governments should allocate more funds for schools to acquire the physical facilities they need. In-service training programmes should also be initiated to address manpower needs as a result of changing times to enable teachers embrace new ways of teaching through the use and access to resources. Head teachers should involve all education stakeholders to aid in school development programmes and projects.

Source: UEW
School sanitation and hygiene education: A focus on rural community basic schools in Ghana.

This study was conducted to examine the impact of School Sanitation and Hygiene Education (SSHE) on Basic schools pupils in the Akontombra district in the Sefwi Wiawso Municipality in Western Region of Ghana. It was in an attempt to find out how pupils practise sanitation. One hundred respondents made up of 50 boys and 50 girls drawn from the target population were sampled randomly and purposively. Data was gathered mainly with the aid of interviews and questionnaires. The study revealed that improving hygiene and sanitation of school children is a significant factor for achieving good educational outcomes. It was also realized in the ten schools where the study was conducted that school sanitation and hygiene education did not have any significant impact on the pupils in the area. Thus schools and stakeholders will have to emphasise the implementation of SSHE. It was recommended among others that the government, in collaboration with Ghana Education Service (GES) should organise workshops for school health coordinators and empower them with skills that will enable them handle issues related to hygiene and sanitation with confidence.

Source: UEW
School Selection and Local Food Production in Ghana's School Feeding Programme [Selecao de escolas e producao local de alimentos no Programa de Alimentacao Escolar do Gana]

School feeding programmes have been touted to improve school enrolment and physical development of children in poorer communities, but discussions on school selection criteria and linkages to local food production have been very minimal. This article discusses school selection and local food production under Ghana's feeding programme. Findings show that school selection has been very problematic, motivated largely by political patronage and financial gain, and not by the stated criteria of poverty and low enrolment. Local farmers have been registered in some districts to supply food to caterers, thereby helping to improve local food production. The article argues that feeding programmes ought to be designed to ensure that it reaches those who actually need it and to involve local actors in ways that promote mutual benefits 2021 Centro de Estudos Internacionais do Instituto Universit�rio de Lisboa (ISCTE-IUL)

Source: UEW
School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana

Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools� and students� academic performance. This article examines teachers� understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to basic schools in Ghana. Interview data were gathered from teachers and headteachers to ascertain their perspectives on the application of school self-evaluation and any support systems that may be available in schools. The results show that schools have their own ways of evaluating performance, and school self-evaluation is not used as a tool to evaluate the school�s performance. It became evident that teachers do not have in-depth knowledge about school self-evaluation. The teachers agreed that authorities must organize training workshops for them to enhance their understanding and usage of school self-evaluation to improve performance in their schools. � The Author(s) 2021.

Source: UEW
School-community collaboration in the administration of basic schools in Dunkwa-on-Offin Municipality of the Central Region of Ghana

School-community collaboration focuses on improving quality through the localization of education delivery. It refers to the global trends of enhancing the quality of instruction, strengthening and decentralizing decision-making, and mobilizing local resources for sustaining improvements. The purpose of the study was to explore school-community collaboration in the administration of basic schools in Dunkwa On-Offin. The research paradigm used was interpretivist and a qualitative approach was used. The exploratory research design was embraced and it helped answer every one of the sorts of exploration questions that were presented in this investigation. The study was conducted in Dunkwa On-Offin Municipality. schools within Dunkwa On-Offin Municipality as the target population. A purposive sampling technique was used for the selection of the teaching staff, non-teaching staff, education officers, PTA, and assembly members from the community. Thematic and content analysis were used to analyze the data collected. The following were revealed in the study: there is the establishment of the existence of school-community collaborations; The challenges to school-community collaboration comprise absenteeism, arguments or oppositions during meetings, financial constraints, low value of education, delays or refusals of call-ups and PTA meetings, free education being propagated by the government and the use of mobile phones by students despite making parents aware they are prohibited. The students and their teachers suffered from the misgivings of the community, and school collaboration was also revealed, and respondents saw the need to improve school-community collaboration. It is, therefore, important for major stakeholders (government, GES, PTA, etc.) to embrace school-community collaboration for effective and efficient school administration of basic schools.

Source: UEW
Science Student Teachers' Attitude Towards Improvisation

The result of various researches and practical experience teach that at the preuniversity level, science teaching should not involve only theoretical principles and verbal activities. Since majority of learners at this level are not cognitively mature, science teaching and learning should involve a judicious blend of practical activities and some theory (if necessary). To be beneficial to the learners, preuniversity science should be meaningful and also focused on phenomena in the environment in order to promote understanding of nature. � 2012 Sense Publishers. All Rights Reserved.

Source: UEW
Science student teachers’ perception of internet use on their performance in science at some selected Colleges of Education in the Northern Region

This study was done to find out the science student teachers perception of internet use on their academic performance in science in some selected Colleges of Education in the Northern Region. Three Colleges of Education were purposively selected in the Northern Region to take part in the study. Stratified random sampling technique was used to get participants from the three Colleges of Education to participate in the study. In all, 60 science student teachers were sampled with 20 science student teachers from each College forming the sample. A cross- sectional survey design was used to get the responses from three Colleges of Education in the Northern Region of Ghana. Each of the participants responded to the questionnaire given to them. The questionnaire was administered by the researcher himself to seek the opinions of the science student teachers on the use of internet at the Colleges of Education. The results were then analysed. The results shows that the student teachers perceive internet to be very important to their studies. The results also indicated that the students’ use of internet really impacts positively on their performance in science. The study also revealed challenges to the use of internet among students, prominent among them is the lack of skills to search for information. It is therefore, highly recommended that students be given training on how to research for information using the internet.

Source: UEW
Science teacher trainees in a school attachment programme

Changes in the preparation of pre-service teachers at the University College of Education Winneba (UCEW) in Ghana, introduced in 1993, established closer links between the University College and the Basic Schools (BS) in its catchment area: the School Attachment Programme (SAP). The effects of changes in theory and practice of SAP for trainee science teachers are examined. The views of trainee teachers, regular teachers in the practice schools and heads of schools on the usefulness of SAP are reported. These are mainly positive. Suggestions have been made to remedy some of the teaching-learning problems encountered. � Journal of Education for Teaching.

Source: UEW
Science teachers’ knowledge and integration of ICT tools in teaching Integrated Science

The study explored the barriers to ICT integration in the teaching of Integrated Science in the Wa Municipality. The study was conducted using the sequential explanatory mixed method design with a sample size of sixty-nine (69) JHS Integrated Science teachers. Data were collected using structured questionnaires and semi-structured interview guides. The instruments were first pilot tested in the Wa West District with twenty (20) teachers to ensure validity and reliability of the items. Tables, frequencies, percentages, mean and standard deviations were used to analyzed the questionnaire data using Statistical Product for Service Solutions (SPSS) version 21. The interview data were transcribed and analyzed. The study found out that integrated science teachers have content knowledge in ICT. The study also found out that the teachers believe ICT integration can improve the quality of teaching and learning with students actively participating during lessons. Even though teachers have content knowledge in ICT, they scarcely use the computer and its accessories to prepare and present lessons in class. The study found out that teachers were faced with many challenges in their efforts to integrate ICT into their teaching such as: inadequacy of ICT tools (computers, projectors, printers) in schools, power fluctuations, inadequate of computer specialists to fix computer problems, inadequate workshops to up-date teachers, poor access to the internet. The study recommended that GES and for that matter Wa Municipal Education Directorate should regularly organize workshops, seminars and in-service trainings on ICT integration for teachers to up-date their knowledge and skills on new technologies. Also, the ministry of Education and donor partners in education in the Wa Municipal Education Directorate should not only assist schools by supplying them with the necessary ICT logistics such as computers, projectors, printers, scanners and others with appropriate software installed but also, provide generators, solar panels, internet connectivity and technical support.

Source: UEW
Science Teachers’ knowledge and integration of ICT tools in teaching Integrated Science

The study explored the barriers to ICT integration in the teaching of Integrated Science in the Wa Municipality. The study was conducted using the sequential explanatory mixed method design with a sample size of sixty-nine (69) JHS Integrated Science teachers. Data were collected using structured questionnaires and semi-structured interview guides. The instruments were first pilot tested in the Wa West District with twenty (20) teachers to ensure validity and reliability of the items. Tables, frequencies, percentages, mean and standard deviations were used to analyzed the questionnaire data using Statistical Product for Service Solutions (SPSS) version 21. The interview data were transcribed and analyzed. The study found out that integrated science teachers have content knowledge in ICT. The study also found out that the teachers believe ICT integration can improve the quality of teaching and learning with students actively participating during lessons. Even though teachers have content knowledge in ICT, they scarcely use the computer and its accessories to prepare and present lessons in class. The study found out that teachers were faced with many challenges in their efforts to integrate ICT into their teaching such as: inadequacy of ICT tools (computers, projectors, printers) in schools, power fluctuations, inadequate of computer specialists to fix computer problems, inadequate workshops to up-date teachers, poor access to the internet. The study recommended that GES and for that matter Wa Municipal Education Directorate should regularly organize workshops, seminars and in-service trainings on ICT integration for teachers to up-date their knowledge and skills on new technologies. Also, the ministry of Education and donor partners in education in the Wa Municipal Education Directorate should not only assist schools by supplying them with the necessary ICT logistics such as computers, projectors, printers, scanners and others with appropriate software installed but also, provide generators, solar panels, internet connectivity and technical support

Source: UEW