ghanaopendata/ghanaian-research-english huggingface dataset:
Teachers’ implementation of formative assessment practices in social studies in senior high schools in the Asante Akim South Municipality of Ghana.

This study explored the implementation and impact of formative assessment practices in Social Studies classrooms within Senior High Schools in the Asante Akim South Municipality, Ghana. Recognizing the global and national emphasis on assessment for learning, the study investigated how Social Studies teachers integrated formative assessment strategies to improve student engagement, comprehension, and critical thinking skills. A qualitative case study approach was employed, and data were collected through semi‐structured interviews and classroom observations with eight Social Studies teachers from a diverse range of schools, including public, private, and denominational institutions. The findings revealed that teachers employed a variety of formative assessment practices such as quizzes, class tests, discussions, presentations, and peer assessments. These methods were purposefully selected to align with curriculum objectives and to address the diverse learning needs of students. Teachers reported that the decision-making process for implementing formative assessments was influenced by several factors including curriculum demands, available resources, class size, and student engagement levels. Many teachers noted that incorporating formative assessments allowed them to provide timely and constructive feedback, which enabled students to identify learning gaps and adjust their strategies accordingly. Student engagement emerged as a key outcome, with interactive activities and group projects fostering a more dynamic and collaborative classroom environment. Teachers observed that these practices enhanced academic performance and also promoted a growth mindset by encouraging students to view mistakes as learning opportunities. Additionally, the study highlighted the critical role of feedback, both written and verbal, in guiding students toward improved academic performance and deeper comprehension of Social Studies concepts. Despite these benefits, the study also identified significant challenges in implementing formative assessments. Teachers encountered constraints such as limited time, resource shortages, large class sizes, and occasional student resistance to active participation. To overcome these barriers, educators employed strategies including effective time management, adapting assessment methods to available resources, and pursuing continuous professional development. In conclusion, the study demonstrated that formative assessment practices, when effectively integrated into Social Studies instruction, had the potential to significantly improve students’ academic outcomes and cognitive skills. The findings emphasised the need for continuous support, resource allocation, and targeted professional development to help teachers fully realize the benefits of formative assessment, ultimately contributing to the overall enhancement of education in the Asante Akim South Municipality.

Source: UEW
Teachers’ integration of ICT in the teaching of mathematics at the senior high school level in the Upper Denkyira East Municipality and Upper Denkyira West District

The purpose of this study was to investigate mathematics teachers‘ integration of ICT in the teaching of mathematics in Senior High School level in Ghana. A sample of 27 mathematics teachers was selected out of a total of 44 teachers in the Upper Denkyira East Municipality and Upper Denkyira West District. A questionnaire and an interview guide were administered to gather data from the participants who were a sample of mathematics teachers from both private and public Senior High Schools in the Upper Denkyira East Municipality and the Upper Denkyira West District. The participants were made to answer questions on their competency, their use as well as factors which hindered their use of ICT in the teaching of mathematics. The results of the study revealed that the teachers‘ methods were frequently teacher centered and that employment of ICT tools were primarily for organizational and informative purposes. The lack of use of ICT tools in the teaching of mathematics was credited primarily to the lack of technological resources (i.e. hardware, software and the internet) and insufficiency on the job training of teachers to boost their motivation as well as knowledge for the use of ICT tools since new technological tools keeps on emerging. For mathematics teachers to be able to integrate ICT in their lessons, it is recommended that ICT tools are made available to the teachers, most importantly, the teachers are motivated and also time allocation for mathematics lessons should factor the integration of ICT tools.

Source: UEW
Teachers’ Knowledge about the Use of Integrated Method of Teaching Preschoolers The Case of Kumasi Metropolis of Ghana

The use of integration in teaching could be a daunting endeavor for teachers to conceptualize, whether trained or untrained during the pre-service and in-service, globally. This study sought to explore how preschool teachers in the Kumasi Educational Metropolis in Ghana conceive the integrated method as the recommended tool for the implementation of the standard-based curriculum. The study, therefore, employed a qualitative case study design within the pragmatic paradigm to investigate their perceptions about the construct. Four professionally trained preschool teachers within the educational Metropolis were selected purposively to participate in the study. Data were gathered through semi-structured interviews and were analysed thematically, which led to the emergence of five major themes. The findings suggest the teachers were not completely ignorant of the integrated method of teaching. Despite their self-perceived limited knowledge, they conceptualized integration as; the combination of different subjects or topics in diverse disciplines, without resorting to traditional subject-specific teaching. The use of the integration led to the acquisition of generic teaching skills in teachers, whilst holistic understanding and creativity were achieved among the children. Furthermore, children's and teachers’ daily experiences, and the availability of teaching and learning resources are the major factors teachers consider when employing integration in teaching. The setbacks of integration are the teachers, resources, parental, and leadership challenges. The study concludes that the teachers have limitations and felt a need for adequate education in integration. Hence sufficient training is recommended for the in-service and practicing teachers to equip them with the requisite expertise to discharge their responsibilities efficiently. The implications for policy formulation, research, practice, and teacher pedagogical development were discussed

Source: UEW
Teachers’ knowledge and practices of differentiated instruction in mathematics in Mampong municipality

The study sought to investigate the knowledge and practice of differentiated instruction by primary school teachers in the Mampong municipality of Ghana. The study employed a sequential explanatory design within the mixed method approach. The study employed stratified sampling technique to select a sample of 135 primary school teachers from Mampong municipality of Ghana for the quantitative study and from which 9 teachers were selected for the qualitative study. The researcher used questionnaire to collect the quantitative data whiles the qualitative data were collected using observational schedules and semi-structured interviews. The study used descriptive statistics involving frequency, percentages, mean and standard deviation to analyze responses from the questionnaire with the help of Statistical Package for the Social Sciences. The qualitative data on the other hand were analysed using thematic approach. The findings of the study revealed that most of the participants were knowledgeable of differentiated instruction in spite of the fact that there was little evidence of the practice the concept and most participants scarcely teach to address individual differences during instructional hours. The findings also revealed that time, class size and lack of logistics made the implementation of differentiated instruction difficult. The study recommends that teacher educators tune the curriculum to encourage teacher trainees to practice differentiated instruction. The study also recommends frequent organisation of professional development courses related to differentiated instruction by the Ghana Education Service and headteachers to equip teachers with the necessary skills to differentiate instruction and also make it possible for at least two trained teachers to be in each classroom to reduce the workload on teachers. The study suggests that further studies might be conducted to investigate the practice of differentiated instruction, using the pupils as participants instead of the teachers.

Source: UEW
Teachers’ lived experiences in teaching pupils with intellectual disabilities in garden city special school

Supported by Dewey’s theory of experience, this phenomenological study explored the experiences of teachers teaching students with intellectual disabilities in Garden City Special School of Ghana. The study used qualitative research approach. Purposive sampling technique was adopted to sample nine out of 15 teachers. Data were gathered through semi-structured interviews and analysed using thematic approach. Results of the study indicated that most of the special school teachers were professionally trained for special education but equally admit the need for additional training. It was observed that teachers required the provision of modern teaching and learning equipment which were not in adequate supply, and teaching support teams to give additional coaching for teachers. Again it was revealed that teachers faced challenges related to limited learning technologies such as tablets, smartphones, computers, and music players to help students with intellectual difficulties in learning. The study recommended that teachers learn to advance their strategies in coping with job stressors to minimize culminating effects of burnouts, depression and resultant absenteeism.

Source: UEW
Teachers’ participation in school based decision-making and its influence on their job satisfaction at senior high schools in the Kumasi Metropolis

This study assessed teachers’ participation in classroom-based decision making and its effect on their job satisfaction at Senior High Schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The objectives of the study was to find out teachers’ level of participation in the selection of instructional materials for teaching in the classroom at Senior High Schools in the Kumasi Metropolis; discuss teachers’ level of participation in students’ classroom disciplinary actions at Senior High Schools; find out the teachers’ level of participation in assessment techniques at Senior High Schools in the Kumasi Metropolis. Descriptive research design was adopted for the study. The multi-stage technique (cluster sampling, proportional allocation of sample size) and simple random sampling procedure were used to select 260 teachers for the study. Questionnaire was used in collecting data. The data was analysed using frequency counts and simple percentages, as well as means and standard deviations. The study reveals that, to some extent, teachers were allowed to participate in classroom-based decision making including the selection of instructional materials for teaching and learning in the classroom; students’ classroom disciplinary actions; and assessment techniques in the Senior High Schools. Hence, the teachers were not sure as to whether the level of satisfaction they derive from their involvement in classroom-based decision makes them exhibit enthusiasm in the execution of duties and responsibilities, or makes them happy and satisfied with the teaching career profession. The study recommends that, the headmasters and headmistresses should allow teachers to participate in classroom-based decision making including the selection of instructional materials for teaching and learning in the classroom.

Source: UEW
Teachers’ Pedagogical Content Knowledge in inclusion of deaf students in regular Basic School

This study focused on teachers Pedagogical Content Knowledge (PCK) in teaching deaf students at the Unipra South Inclusive School, Winneba. Specifically, the study examined the PCK of teachers, factors that influence teacher’s PCK, how teachers acquire PCK and the views of teachers on the impact of PCK on deaf students. This was a pragmatic study which adopted a mixed method approach and explanatory sequential design to collect and analyse data. Census sampling was used to select 38 teachers for the quantitative study and purposeful sampling was used to select six teachers for the qualitative study. The study revealed that, teachers generally had high level of PCK and teachers PCK are influenced by their gender, teaching experience and area of specialization. The study also revealed, in service training, seminars, workshops and personal development training helped in teachers’ PCK acquisition and impacted positively on students’ learning outcomes. The study recommends that the Effutu Municipality Educational Directorate in collaboration with the heads of schools should organize periodic in-service training and workshops so that all teachers will develop a better understanding and aptitude of the importance of pedagogical content knowledge.

Source: UEW
Teachers’ perception about the implementation of inclusive education in three educational circuits in Tamale metropolis in Ghana

This study sought to investigate teachers‟ perception about the implementation of inclusive education in the Tamale Metropolis of Ghana. The study adopted a cross sectional survey design which involved a sample size of 253 teachers selected through census technique. Questionnaire was used to gather the required data which were analysed using descriptive statistical methods involving frequency, percentages, means, and standard deviations. Also, inferential statistics such as t-test with a 0.05 level of significance was used to test the hypotheses. The findings of the study revealed that most teachers have knowledge to meet the needs of learners with learning disabilities. However, special educators were found to possess higher level of knowledge than their general/regular educators‟ counterpart even though the difference was not statistically significant. It was also revealed that lack of special recognition for teaching an inclusive class, large-class size, and insufficient teaching/learning materials were major challenges to the successful implementation of inclusive education in the metropolis. The study concludes that in spite of the government‟s pronouncements and efforts to support inclusion, teachers would require more resources and other supports in the future to allay their concerns. The study recommends Tamale Metropolis Directorate of Ghana Education Service to collaborate with basic school heads in assisting teachers through the implementation of professional development/training programmes in order to employ adaptive instructional strategies to help children with disabilities.

Source: UEW
Teachers’ perception of the causes of absenteeism in junior high schools in the Kwadaso Municipality\

The study was conducted to investigate the teachers’ perception of the causes of absenteeism in Junior High schools in the Kwadaso Municipality. The objectives of the study were to find out home related causes of absenteeism, determine the school related causes of absenteeism and to develop measures to mitigate absenteeism in Junior High schools. Descriptive survey design using the quantitative method was adopted for the study. The target population for study comprised all the head teachers and assistants and teachers public Junior High Schools in the Agric Circuit of the Kwadaso Municipality. The accessible population for study was 90, comprising 12 head teachers and assistants, and 78 teachers in six Junior High Schools of the Agric circuit. The study employed census sampling technique to select all the 12 head teachers and assistants, and 78 teachers for the study. Closed-ended questionnaire was used to collect data for the study. The data were analysed using descriptive statistics. The study found among others that parent-child poor relation in the home and parental neglect of child was some home related causes of absenteeism. Also, unfriendly behavior of some teachers towards students and lack of attendance policies to guide school attendance was some school related causes of absenteeism. Again, institution of award systems for students’ regularity and punctuality and community involvement on measures to facilitate students’ school attendance were some measures to mitigate absenteeism. It is recommended that the Municipal Education Office in collaboration with heads of schools should formulate a well-developed policy on students’ school attendance for teachers, parents, and students to follow strictly to reduce the act of absenteeism, if not to eliminate it.

Source: UEW
Teachers’ perception on implementation of the national literacy acceleration programme (NALAP) in basic lower primary schools. a case study at Sefwi Wiawso municipality

This study, explored teachers’ perception on implementation of the National Literacy Acceleration Programme (NALAP) in Basic Lower Primary Schools in Wiawso circuit of Sefwi Wiawso Municipality. This was necessary because, it had been observed that the problem with reading, understanding and writing in these schools had been further complicated by issues regarding the teaching of the Language and Literacy subject which emanated from the NALAP. The study was designed in the framework of an interpretive case study which employed the qualitative paradigm. Semi-structured interview protocol and observation checklist were the instruments used to collect data for the study. Purposive sampling technique was used to select a sample of 25 respondents from the study population of 50. The data were collected personally during the first and the second term of 2014/2015 academic year. The data were analysed using the interpretive model. The results revealed that most of the teachers were not following the instructions and specifications in the teacher’s guide and the language and literacy syllabus to teach the subject effectively. Rather, they taught based on their own classroom realities. The study concluded that, majority of the teachers lacked the prerequisite knowledge and the competences to effectively teach the subject, therefore, the results suggest that giving adequate and regular in service training to these teachers would make them become more abreast with the content and the strategies in the teacher’s guide to help them teach the Language and Literacy subject effectively

Source: UEW
Teachers’ perception on inclusion of pupils with special needs in st. John ’s Anglican basic school

The purpose of this study was to find out the perceptions of teachers about inclusion of children with special needs in St John’s Anglican Basic School, Winneba. The study was anchored on the interpretivist paradigm, which utilised the qualitative case study design. The study sampled participants which is made up of nine teachers and two (2) head teachers. Data was collected using a semi-structured interview guide and analysed using thematic analysis. The findings of the study revealed that teachers’ understanding about the inclusive education include the fact that inclusive education is about creating a learning environment that values and respects the diversity of all learners and provides equal opportunities for learning and success. Also, teaching and learning materials (TLMs), resources persons and grouping of learners are some instructional strategies employed by the teachers to meet the special needs of children. Based on the findings and conclusions of the study, it is recommended that efforts should be made by head teachers and teachers to promote and support understanding of inclusion of children with special needs. This can be achieved through workshops, seminars, and peer-topeer learning opportunities aim at the professional development and training for teachers to enhance their knowledge and skills in providing inclusive education.

Source: UEW
Teachers’ perception on peace education in Senior High Schools in the Awutu Senya East Municipality of Ghana

Peace education is the blood of peacebuilding in schools and society as a whole. Although peace education is very important in promoting peace and harmony, there is a scarcity of studies on teachers’ perceptions of peace education in Senior High Schools. This study sought to investigate the teachers’ perceptions of peace education in senior high schools in the Awutu Senya East Municipality of Ghana. A case study design with qualitative approach was employed to enable the researcher to seek in depth knowledge from the participants. Purposive sampling technique was used to select 10 participants. The study revealed that the implementation of the peace education programme is effectively done in the schools, the teachers teach peace related topics such as human rights, sustainable peace and development, nation building, conflict resolution, tolerance, gender equality, and equity. In addition, the study revealed that a number of the teachers employed teaching approaches such as discussion, role-play, demonstration, and drama in teaching peace education in the schools. Peace education empowers students to respect human rights and promote social responsibility. Inadequate teaching and learning materials such as textbooks, television, CDs, cardboard, and flashcards hindered the teaching of peace education. Indiscipline among students poses a challenge to the teaching of peace education in schools. Peace education is an instrument for reducing violent conflict in schools and societies. The study therefore recommends that government should provide adequate teaching and learning materials regarding peace education to schools for effective teaching of the programme.

Source: UEW
Teachers’ perception on sustainability of distance education in Ghana: Evidence from Ashanti Region

The study examined the sustainability of distance education in the context of finance, management and availability of support services in Ashanti region of Ghana. Data for the study were obtained from five groups of respondents namely; centre coordinators, educational administrators, facilitators of distance education programme, potential and current students pursuing distance education. Data was analysed using descriptive statistics. The results revealed that current management and support services are adequate and sustainable. In the case of finance management, it is believed that financial resources generated by the programme through students’ fees would sustain the programme. However, potential, and current students pursuing distance education viewed the private cost involved as high. Hence for sustainability of the programme, it is important that school fees charged are reviewed in order not to negatively influence students’ access to distance education. Keywords: distance education, availability of funds, teachers, ashanti region

Source: UEW