ghanaopendata/ghanaian-research-english huggingface dataset:
Using research workshop to assist senior members develop competence in academic writing in a Public University

Academics are expected to have good academic writing expertise since writing scholarly articles and getting them published in scholarly journals is a core activity in the career of an academic. The paper reports an intervention to assist senior members (SMs) who have limited experience in academic writing to improve upon their academic writing expertise. The main intervention was the use of a five-day research workshop. Fifteen SMs of the College of Technology Education, Kumasi of the University of Education, Winneba in Ghana participated in the workshop. Interviews and structured questionnaire were used to collect data on perceived improvement in respondents‟ academic writing expertise after their participation in the workshop. The results showed that, through the workshop, there was significant improvement in participants‟ motivation for academic writing and their ability to write effectively, the main sections of a research paper (e.g., Introduction and the problem statement, literature review and hypotheses, data analysis, methodology, discussion and implications, and conclusion). Implications and recommendations for management have been discussed and limitations have been noted. The study contributes to the literature in the area of faculty development in higher education.

Source: UEW
Using selected visual arts activities as a strategy to promote Visual Arts Education at Omanpe in the Aowin district of Western North Region

This study is aimed at using selected Visual Arts Activities as a strategy to promote Visual Arts Education at Omanpe in the Aowin District of Western North Region. The researcher also investigated some of the factors that influence students’ low enrolment into Visual Arts component of Basic Design and Technology (BDT) at Omanpe D/A JHS. The aim was to use variety of Visual Arts activities to promote learning Visual Arts component of BDT at Omanpe D/A JHS. The study employed the participatory action research under the qualitative research approach to provide an insight into the quality of teaching and learning being taught in Visual Arts. Tinto’s integration theory of students’ retention shaped the study, as it aided the researcher in establishing a shared meaning from the participants alongside engagement with the literature on factors that influence students’ low enrolment and selected Visual Arts Activities. 30 participants were sampled through purposive, convenience sampling for the study. Qualitative data were collected through series of interventions and analyzed. The main findings revealed that three Visual Art activities which includes: bookbinding, necklace making, tie and dye and then took the students through the process of making the related articles so that the students could adopt them, the influence of teachers on students in selecting the subjects of BDT. The study concludes that the teachers influence is a big hindrance for students in selecting BDT subjects. Therefore, the study recommended teachers, parents and guardians must desist from discouraging students from selecting their preferred BDT subjects.

Source: UEW
Using sentiment analysis to evaluate qualitative students� responses

Text analytics in education has evolved to form a critical component of the future SMART campus architecture. Sentiment analysis and qualitative feedback from students is now a crucial application domain of text analytics relevant to institutions. The implementation of sentiment analysis helps understand learners� appreciation of lessons, which they prefer to express in long texts with little or no restriction. Such expressions depict the learner�s emotions and mood during class engagements. This research deployed four classifiers, including Na�ve Bayes (NB), Support Vector Machine (SVM), J48 Decision Tree (DT), and Random Forest (RF), on a qualitative feedback text after a semester-based course session at the University of Education, Winneba. After enough training and testing using the k-fold cross-validation technique, the SVM classification algorithm performed with a superior accuracy of 63.79%. � 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Source: UEW
Using student-centred and reciprocal instructional approaches to promote SHS students’ understanding of photosynthesis and cellular respiration, a comparative study

The purpose of this action research was to investigate possible ways of improving students’ achievements in photosynthesis and cellular respiration using student-centred and reciprocal instructional approaches. The target population comprised all SHS biology students in the Ada East District of the Greater Accra Region. The accessible population was made up of SHS biology students in Ada Senior High School. A sample of 90 students in two intact classes was used for the study. Data collection lasted six weeks and comprised Pre-Intervention Activities, Intervention Activities and Post-Intervention Activities. The instruments used were test items and an observation checklist. Before the instruments were used for data collection, the main research instrument was subjected to content-validation analysis with the help of the researcher’s supervisors. Additionally, the reliability index of the main instrument was determined to be 0.97. Part of the data was analyzed using frequency counts, simple percentages means and standard deviation scores. They were later tabulated and also presented as multiple bar charts in different figures. The data was subjected to narrative description by reference to the appropriate research questions. Among other findings, the study revealed that students instructed using reciprocal instructional approaches obtained relatively higher achievement scores on concepts in photosynthesis and cellular respiration than those taught with student-centred instructional approaches. Based on the findings of this study it was recommended that biology teachers in the selected school should organize more reciprocal instructional activities. It was also recommended that student-centred activities be adopted as alternative instructional approaches by biology teachers in the target school.

Source: UEW
Using the 5c’s model of instruction to improve students’ conceptual understanding in Hybridisation of Molecules

The main objective of the study was to examine how senior high school students‟ level of understanding on hybridisation of molecules can be improved with the use of 5C‟s model of instruction. The action research design was adopted. The study targeted senior high schools in the Cape Coast Metropolis. The selected school is Ghana National Senior High School. The simple random sampling technique was used to sample the students on their readily availability to the study. A sample of 110 students was included to participate in the study. Their responses were sought with the help of a structured questionnaire. The results showed that there was low level of understanding among the students on the concept of hybridisation. Only 6.4% of the respondents had sound understanding of hybridisation. Majority were unable to indicate the types of hybridisations. Majority of the students had misconceptions on atomic orbitals and hybrid orbitals which were pre requisite for understanding the concept of hybridisation. There was a significant increase in level of knowledge regarding hybridisation of molecules by 5C‟s model of teaching (p value = < 2.635). The mean value increased from 19.15 (pre-test) to 24.82 (post-test) and the mean difference of 5C‟s model was 5.67. It was recommended that chemistry teachers in schools in the Cape Coast Metropolis needs to move away from a traditional teaching style that makes students passive learners. Therefore, it is important that teachers adequately plan lessons, which include multiple representation challenging activities that actively engage students as this will help avoid simple rote learning.

Source: UEW
Using the 5E model to enhance the understanding of the concepts of diffusion and osmosis in senior high schools :A case study in St. Fidelis Senior High School, Tease, Kwahu Afram Plains South District

This study compared the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed instruction on second year students of St. Fidelis Senior High School understanding of the concepts of diffusion and osmosis. Two classes were randomly selected for the study; 32 students in the control group received the traditional instruction, while another 32 students in the experimental group received the 5E Model of instruction. Test scores and Inquiry-Based Instruction Questionnaire were analysed quantitatively and qualitatively. One-way ANOVA was used to analyse students test scores. This indicate significant differences between pre-test and post-test (p < 0.05) for both 5E method of instruction and the traditional method of instruction suggesting an improvement in students‟ understanding of diffusion and osmosis after treatment. The results from the one-way ANOVA showed that there was (p < 0.05) significant difference between the mean of post-test scores of the 5E model of instruction and the post-test means traditional method of instruction (p < 0.05). This suggests that the use of 5E model would lead to higher student achievement. Both quantitative and qualitative analyses suggested that the teaching activities promoted students‟ conceptual understanding. However, some of the students still held some misconceptions after the 5E model of instruction. In addition, most students appeared to have had very good attitudes toward using it in the science lessons suggesting that the 5E model instructional model motivates students to learn integrated science.

Source: UEW
Using the activity method to help the second year diploma of education students in St. Monica’s College to teach some selected topics in biology

The study sought to use the activity method to teach some selected topics in biology in St. Monica‟s College of Education in Mampong Ashanti. The study was an action research which aimed at identifying a problem and putting down the appropriate interventional strategies to solve the identified problem. The data collection instrument used was test items. The population of study was all the second year students pursuing the Diploma in Basic Education (DBE). The results of the study showed that the activity method was very relevant and beneficial in helping the second year students of St. Monica‟s College of Education to improve upon their performance in teaching “Integrated Science” because they were able to secure higher test scores after the intervention as compared to their test score before the intervention. It is recommended that classroom teachers should try as much as possible to use the activity method in their routine methods of instruction in science classes.

Source: UEW
Using the balance model to improve the understanding of the principles of solving linear equations in one variable at Buasi Roman Catholic Junior High School

This study investigated whether the use of the balance model in the teaching and learning of linear equations can improve students‟ conceptual understanding in the principles of solving linear equations in one variable. The data was gathered using tests. A pre-test conducted on thirty (30) Form two pupils of Buasi Roman Catholic Junior High School and an analysis of the interviews enabled the development and the use of the balance model in the teaching of linear equations in one variable. The study adopted a post-test after an intervention design on the 30 J.H.S 2B pupils. The descriptive analysis of the tests‟ results showed that the use of the balance model in teaching and learning of linear equations improves pupils‟ understanding of the principles of solving linear equations in one variable. This leads to improvement in pupils‟ performance in solving linear equations in one variable.

Source: UEW
Using the integrated teaching method to teach the identification of head nouns,a study of form one business 1B students of Chiana Senior High School

The essence of this study is to identify noun errors, why students commit such errors and suggest measures which can be used to enhance students‟ knowledge on the identification of head noun within a noun phrase by students of Chiana Senior High School. The study sets forth to ascertain the specific grammatical problem areas students of Chiana Senior High School (CHIANSEC) faced, to find out the possible factors that account for the challenge, and to suggest ways of solving it. Data were collected from Form One Business 1B students of the school by way of interview, questionnaires, an in-class objective test. Students‟ comprehension, composition and summary for end of term examination scripts were also analysed using percentage chart. The findings revealed that students of CHIANSEC could not identify noun head in context that is making them to commit the following errors, concord, selecting adjectives as nouns, using adjectives as post-modifiers, making pre-modifiers number and genitive problems and others. The findings also point to the fact that the challenge was due to the Effects of the Affective Factors (motivation, attitude, intelligence and anxiety). It was also disclosed that students attitude towards their personal study of English Language is the cause of the poor performance.

Source: UEW
Using the integrated teaching method to teach the identification of head nouns; a study of form one business 1b students of Chiana Senior High School

The essence of this study is to identify noun errors, why students commit such errors and suggest measures which can be used to enhance students‟ knowledge on the identification of head noun within a noun phrase by students of Chiana Senior High School. The study sets forth to ascertain the specific grammatical problem areas students of Chiana Senior High School (CHIANSEC) faced, to find out the possible factors that account for the challenge, and to suggest ways of solving it. Data were collected from Form One Business 1B students of the school by way of interview, questionnaires, an in-class objective test. Students‟ comprehension, composition and summary for end of term examination scripts were also analysed using percentage chart. The findings revealed that students of CHIANSEC could not identify noun head in context that is making them to commit the following errors, concord, selecting adjectives as nouns, using adjectives as post-modifiers, making pre-modifiers number and genitive problems and others. The findings also point to the fact that the challenge was due to the Effects of the Affective Factors (motivation, attitude, intelligence and anxiety). It was also disclosed that students attitude towards their personal study of English Language is the cause of the poor performance.

Source: UEW
Using the jigsaw cooperative learning model to improve the teaching of integrated science at Saint Monica’s Junior High School

An action research was undertaken to investigate into the effects of using cooperative learning on pre-service teachers in enhancing their performance in teaching Integrated Science at Junior High School (JHS). The investigation sought to motivate and improve the attitudes of the female pre-service teachers towards learning and teaching science through cooperative learning. The data collection instruments were researcher observation, questionnaires and achievement tests. This study was done at St. Monica‟s College of Education. The population of study was all the second year pre-service teachers pursuing the Diploma in Basic Education (DBE). The sample was made up of all the 40 female pre-service teachers in the class. The results of the study showed that cooperative learning strategy was very relevant and beneficial in helping the DBE pre-service teachers of St. Monica‟s College of Education to improve upon their performance in teaching “Integrated Science” in Junior High School, because they were able to secure higher test scores after the intervention as compared to their test score before the intervention. It is recommended that classroom teachers should endeavour to integrate cooperative learning into their routine methods of instruction in science classes. Educational policy makers should undertake the establishment and promotion of cooperative learning centres to plan, oversee, and coordinate cooperative learning in our schools in the country irrespective of the level of education.

Source: UEW
Using the multi-media approach to enhance teaching of biology at Techiman Senior High School

The study focused on enhancing Senior High School students‟ performance in biology using the multi-media approach. The research was a quasi –experimental design involving Three General Science classes. The sample was one hundred and five (105) students of Techiman Senior High School in the Techiman municipality in the Brong-Ahafo Region of Ghana. Purposive sampling technique was adopted for selecting the sample for the study. The experimental group Form Two Science students composed of thirty five students were taken through the multi-media approach of teaching while Two Science students made up of thirty seven students, the control group continued with the traditional method of teaching. The students were taught for six weeks and were made to take a test composed of essay type questions before and after each lesson. The data of the study was collected by using the instructional packages, pretest and posttests. The lesson plans were used to observe and monitor the trend of conceptual understanding of biological concepts through written answers, practical skills and students‟ responses and explanation of phenomena. The findings of the study showed that the performance of students‟ exposed to multi-media approach of teaching were enhanced. The study recommends more and deeper research on multi-media approach of instruction in teaching abstract biological concepts in Techiman Senior High School.

Source: UEW
Using the process approach to teach essay writing at St. Francis College of Education, Hohoe

Despite the constant efforts in developing English Education in Ghana, it is still obvious students at almost all the levels display poor skills in composition. In view of this, the researcher decided to find out the effective ways that teachers of the English language could use to help students at the colleges of education level to overcome their writing difficulties. Among the tools used were test, observation, interview and the design took the form of pre-intervention, intervention and post intervention. Findings revealed the following deficiencies in students’ essays: lack of substantial content, poor organization, poor expression and very horrible mechanical accuracy. Besides, teachers adopted only the traditional method in teaching essay writing. Also teachers who handle large classes hardly give written assignments to their students. These were some of the problems identified. The researcher recommended that teachers of English language should eschew laziness and give equal attention to essay writing just like the other aspects. This will encourage the students to study and practice the descriptive essay writing.

Source: UEW
Using the voice thread platform to improve the performance of students in ICT at Enas Hybrid School

Technology has a great influence on the world, as everything is connected through the internet. Students have different learning skills hence, new technologies such as information systems on personal computers, phones, iPads, Tablets are widely used by students in various schools for study purposes. This study sought to examine the instructional strategies employed at Enas Hybrid School to teach ICT and introduce the Voice Thread platform to improve the performance of students. The Saunders onion theory played a greater role in the selection of appropriate methodology. The researcher used a questionnaire instrument in gathering data and further analyzed the collected data with the Statistical Package for Social Sciences (SPSS version 16). The introduction of the Voice Thread platform helps to broaden student’s minds in solving complex issues during ICT lessons at Enas Hybrid School hence enhancing their performance. Voice Thread platform is considered as one of the effective alternatives to the traditional way of teaching since it offers students unlimited learning opportunities. The analysis of the data collected from students concluded that the traditional teaching strategies do not aid academic excellence among students but rather, e-learning platforms. Also, the study established that the Voice Thread platform makes learning materials readily available, allows teacher-student interaction, makes learning interesting and easy to understand, and also helps learners to study at their own pace which led to the improvement in their performance after using VT. Hence, the Voice Thread platform has a tremendous impact on the performance of students. This study recommended the use of Voice Thread platform to be used in other schools or by other subject teachers as the researcher believes it is one of the best methods to help enhance students’ performance

Source: UEW
Using Van Hieles’ model to investigate students’ difficulties in rotation a study at Ngleshie-Amanfro Senior High School in the Ga-south municipality

The aim of this study was to investigate and describe various difficulties which students demonstrate in the learning of rotation using the van Hieles‟ model of geometric thinking. The study made use of mixed-method approach in which qualitative data were used to assist in explaining and assigning reasons for quantitative findings. An achievement test on rotation was administered to 240 students who were randomly selected from Ngleshie Amanfro Senior High school for the study. Eight participants were then interviewed to examine the difficulties they encountered in answering questions on rotation at each level of van Hiele. Quantitative data was analysed descriptively using percentages, means and standard deviations, and inferentially with independent sample . The qualitative data were transcribed into descriptive words according to van Heiles‟ levels to portray various difficulties of rotation encountered by students. The results showed that, students had more difficulties in deduction and abstraction than in analysis and visualisation. Also, majority of the students reached the van Hiele levels of visualization and analysis but only a few reached the abstraction and deduction levels. Also, there was no statistically significant difference between the mean scores of male and female students in the visualization, analysis and abstraction levels. However, there was statistically significant difference between the mean scores of males and females at the deduction level of van Hiele. The researcher recommends that teachers should examine or analyse students‟ difficulties in rotation using the van Hieles‟ levels. The study also recommends that teachers should encourage students to talk about geometric concepts relating to rotation so as to develop expressive language. Students should also be made to work with geometric models to enable them discover the properties themselves.

Source: UEW