ghanaopendata/ghanaian-research-english huggingface dataset:
The effect of think-pair-share on students performance on circle theorem-plane geometry II the case of Asankrangwa Senior High School

The aim of the study was to determine the effect of using think-pair-share teaching approach as an instructional tool in the teaching and learning of circle theorem plane geometry II on the performance of Senior High School students. The study employed quasi experimental design, using non-equivalent control pre-test post-test design. Purposive sampling technique was used to select two intact classes for the study, one intact class was used as control group and the other intact class as the experimental group. The sample size consisted 24 participants in the control group and 24 participants in the experimental group. The experimental group was taught circle theorem-plane geometry II using think-pair-share teaching approach while the control group was taught circle theorem-plane geometry II using the traditional teaching approach. Pre-test and post-test were carried out concurrently on the groups using teacher-made achievement test. The achievement test was based on Ghana Education Service syllabus. Independent sample t-test and paired sample t-test were used to analyze scores of the teacher-made achievement test. The finding showed that there is a statistically significant positive effect for the participants who employed think-pair share to learn circle theorem-plane geometry II. Thus, the participants taught with think-pair-share teaching approach performed better than their counterpart who did not use the think-pair-share approach to learn circle theorem-plane geometry II. Also, the effective use of think-pair-share teaching approach made teaching and learning of circle theorem-plane geometry II very enthralling, intriguing, thought-provoking and easy to understand. Therefore, the use of think-pair-share approach should be encouraged and employed by mathematics teachers and other teachers as it enhances students’ performance.

Source: UEW
The effect of think-pair-share teaching strategy on the academic performance of students in selected topics in Integrated Science

This study examined the effects of Think-Pair-Share (TPS) Teaching Strategy on Senior High Schools students’ class participation and performance in Integrated Science in Bolgatanga Municipal. The study adopted a quasi-experimental research design. Two null hypotheses were generated and tested at a 0.05 level of significance. The sample consisted of 100 Integrated Science students selected from Bolgatanga Central Technical Institute and Zamse Senior High/Technical Schools. The study also used a purposive sampling technique. The instruments that were used to collect data were Integrated Science Performance Test (ISPT) and questionnaires. Expert judgments were used to ensure face and content validity. Test-retest method was used to determine the reliability Coefficient of 0.70 was obtained. Data were collected on a 5-point likert scale questionnaire ranging from strongly agree (1) to strongly disagree (5). Both descriptive (mean and standard deviation) and inferential statistics (independent t-test) were used to analyse the data. The key finding of this study showed a p-value of 0.00 which is significantly difference between the experimental and control groups means scores of students exposed to think-pair-share teaching strategy. There was also a p-value of 0.00 which is significantly difference between the post-test means scores of female and male experimental group of students exposed to think-pair-share teaching approach. The findings of this study also showed that about 97% of the students significantly have higt positive attitude and motivation towards think-pair-share strategy of learning. Based on this finding, the researcher recommended that integrated science teachers should adopt think-pair-share strategy in lessons delivery to enable students actively participate and interact to arouse their interest and motivation to learn.

Source: UEW
The effect of training and development on staff performance in selected Ghana education directorates in the Upper East Region

The purpose of the study was to investigate the impact of training and development on staff performance in three selected Education Directorates in the Upper East Region. It therefore sought to analyze how employee training programs influence performance of staff of education directorates. The descriptive survey design was employed for the study. Population for the study was 130. Convenient sampling technique was used to select 60 respondents for the study. Data was analyzed using descriptive statistic of percentages and frequencies. The results revealed among others that training programs are not administered regularly but whenever there is the need to train staff. The directorates made use of both off-the-job and on-the-job training method, but it predominantly uses on-the-job training method and the job performance of the staff increases whenever training is provided for them. The results revealed that the directorates had various training programs to help improve both individual and organizational performance. Almost all sampled staff without respect to educational background had benefited from on-the job training program. It was also found that training and development had positive impact on employees of the Directorates. The study concludes that the trainings and development programs offered by the education directorates are very effective has a positive impact on employee job performance, comfortability, skills and talents and employee satisfaction. Therefore, a positive relationship between training and development and employee performance. The researcher therefore recommends that management of organisations should frequently assess the training and development needs of the staff and come out with effective training and development programs to meet the needs of the staff regularly.

Source: UEW
The Effect of tyre pressure on vehicle performance

In the world today, due to the high cost of running a vehicle, there had been many research to see ways of minimizing the cost of usage of vehicle. Some of these costs come from the tyre of the vehicle, amount of fuel needed to run the vehicle smoothly, buying spare parts of vehicles and ensuring safety of the vehicle. The study assessed the effects of vehicle tyre pressures and its influence on the fuel consumption. The study employed both qualitative and quantitative statistical procedures to characterized and analysed the data of GCAA. The study was carried out to find out whether these deviations in the tyre pressure of the vehicles have effect on fuel consumed by the sampled vehicles. Three (3) Toyota Coaster Buses and Two (2) Nissan Urvan minibuses sampled as 1’, 2’, 3’, 4’, and 5 were studied. Out of the 160 (100%) vehicles surveyed in the Kotoka International Airport, only 2.5% had the recommended tyre pressure, indicating that 97.5% of the vehicles surveyed deviated from the recommended standard tyre pressures. It was clear that there was direct influence of the vehicles tyre pressure on the fuel consumption. It indicated that when tyre pressure deviate from the recommended tyre pressure, there was an additional fuel consumption by the vehicle. Detailed the result of sample one (1) indicated that (10%) tyre pressure deviated above the recommended tyre pressure which gave an additional fuel loss of 2.72 litres during the travelled from Kumasi to Accra and returned millage of 540km/h. Again, 10.87 litres and 24.46 litres of additional fuel would be incurred for twenty percent (20%) and thirty percent (30%) tyre pressure deviation below the recommended standard tyre pressure influence travelled from Kumasi Airport to Accra (KIA) and returned for samples 2 and 3, respectively. The values of the distance travelled, fuel consumed and tyre pressure for all the samples of the vehicles were also characterized and analysed. Finally, it was clear that any deviation of vehicle tyre pressure had influenced on the usage of the vehicle economy (low-cost).

Source: UEW
Effect of use of computer animations on students’ performance in selected concepts in physics

The study examined the effect of computer animations on students’ performance and conceptual understanding on Kinematics in one dimension and Projectile Motion in Uncle Rich SHS in the Central Region of Ghana. The research design employed in this study was the quasi – experimental using pretest and posttest equivalent control group design. Samples of ninety-three (93) SHS 2 students from two intact classes were used with Uncle Rich SHS 2 (Winneba) being the experimental group and Unique Academy SHS (Swedru) being the control group. An instrument known as Mechanics Conceptual Based Test (MCBT) was used to gather data for the study. Percentage, Frequency count, Mean, standard deviation, and mean gain were used to answer research questions, while independent sample t–test was used to test the hypotheses. The result shows that students taught using computer animations in an interactive learning setting performed better on the MCBT than those taught using the traditional lecture method. There was a remarkable improvement in the conceptual understanding of those exposed to the computer animation instructional approach than those exposed to the traditional method. This reflected in the performance of the experimental group. The treatment further improved the interest of students towards the teaching and learning of Kinematics in one dimension and Projectile motion. It is therefore recommended that computer animation instructional tool be incorporated in teaching and learning of Physics in Ghanaian S.H.S classroom.

Source: UEW
The effect of using computer simulation in teaching chemical bonding on the cognitive achievement of SHS 1 chemistry students, a case study at bishop Herman college, Kpando.

Computer simulations are well documented in developed countries but little is known about them in developing countries like Ghana. The main objective of the study was to examine the effects of using computer simulations in teaching chemical bonding on cognitive achievement of learners and to compare the results with those of learners who were taught using the traditional method (lecture). The study employed a non-randomized control-group pre-test and post-test quasi-experimental design involving two first year science classes of Bishop Herman College, Kpando; 38 in the control group (CG) and 38 in the experimental group (EG). An Achievement Test consisting of 20 multiple-choice questions and a Structured Opinionnaire designed for participants in the experimental group were the principal data collection tools used. The test was developed to answer research questions one and two, while the Opinionnaire was to answer the research question three. The data were analysed by using SPSS 16.0 statistical program. Descriptive statistics such as mean, Standard Deviation were calculated and inferential statistics of paired t-test was used to test if significant differences exist in the understanding of chemical bonding between the experimental and control groups after the intervention. Alpha level of 0.05 was used as a criterion of either accepting or rejecting the null hypotheses. The mean test score of the experimental group (37.05) was higher than that of control group (20.47) counterparts in the post-test. The t-test analysis of the mean score on the post-test shows a significant difference between the two groups (t (37) = -18.582, p = 0.000). Therefore the null hypothesis which states “there is no statistically significant difference between the cognitive achievements of the students taught using computer simulation and those taught without the computer simulations” was rejected. This suggests that computer simulations provide feedback that minimises abstractness. The study further revealed that the participants have positive attitude towards chemical bonding and chemistry as a whole.

Source: UEW
The effect of using error analysis on the Geometric thinking levels of junior high school learners in Upper Denkyira East municipality.

The purpose of the study was to assess the effect of using error analysis in improving the geometric thinking of Junior High School learners in Upper Denkyira East Municipality. The Van Hiele Model of Geometric Thinking and Newman’s Error Analysis were the theories used. Based on four research questions, a sequential explanatory mixed method design was used. A total of 113 participants: 105 JHS two learners and 8 JHS mathematics were sampled for the study using multi-stage sampling technique. The data collection instruments used were test and interview guide. The quantitative data were analyzed using frequencies, percentages, mean, standard deviation, and one-way ANOVA. Data from the interview were subjected to thematic analysis. The study found that process skill errors (93.3%), transformation errors (85.7%), comprehension errors (79.0%), and encoding errors (69.5%) are the most prevalent errors faced by JHS learners in learning geometry. These errors were more common in geometry topics such as linear equations, angles and measurements, 3D shapes, triangles, and word problems. Also, the causes of JHS learners’ errors in learning geometry were due to factors related to both teachers and learners. Teacherrelated factors included inadequate teaching resources, unclear explanations, abstract teaching methods. Learner-related factors included difficulty remembering rules, lack of practice, not paying attention in class. Moreover, JHS learners’ errors affected their motivation, confidence, and attitude towards geometry lessons. Lastly, the study found that there is a statistically significant difference in post-test scores between the experimental and control groups across the first three levels of Van Hiele’s geometry thinking. This suggests that the use of error analysis was highly effective in enhancing the JHS learnerss’ geometric thinking skills. Based on these, it was recommended for JHS Mathematics teachers in Upper Denkyira East Municipality to plan and design their geometry lessons in a way that address learners’ errors. The Upper Denkyira East Municipal Education Directorate should also provide teachers with adequate teaching resources and professional development on the use of error analysis in teachingMathematics.

Source: UEW
Effect of using Geogebra on Van Hieles geometric thinking levels of senior high technical school students attainment of geometry

The study explored the effect of using GeoGebra on students‘ performance of geometry, the effectiveness of the use of GeoGebra on students‘ van Hiele level of geometric thinking, effect of using GeoGebra on students‘ motivation to learn geometry and students‘ perceptions of using Geogebra in the learning of geometry. The study utilized mixed method approach involving one group pretest-posttest pre experimental design. A total of eighty (80) participants were used in the study. Simple random sampling procedure was used to select a sample size of eighty (80) SHS 2 students. Geometry Achievement Test (GAT) was used to explore the effect of GeoGebra on students learning performance of geometry. Van Hiele Geometry Test (VHGT) was used to explore the effectiveness of using GeoGebra on students Van Hieles‘ geometric think levels. Semi structured interview guide was used to collect data on how GeoGebra motivates students to learn geometry. Questionnaires were used to collect numeric data on students‘ perception of using GeoGebra in learning geometry. Inferential statistics of one-way ANOVA and paired sample T-test were used to test the hypotheses. Findings reveal that the use of GeoGebra had positive effects on students learning performance in geometry and students are motivated. The findings also reveal that most students did not perform well in the pre-VHGT item test as compared to the post-VHGT item test. The study concluded that, using GeoGebra to teach geometry improved students performance in geometry. Moreover, the use of GeoGebra on students van Hiele level of geometric thinking was effective because majority of the students 95.0% (F = 76) obtained more than half of the marks allotted to the test while 5.0% (F = 4) had the total marks allotted to the test after the use of GeoGebra. It also motivated students because it took away dullness thus, making learning easier and fascinating. Again students had positive perception of using GeoGebra to learn geometry. The hypotheses concluded that there was a statistically significant difference at the p < .005 level in the level means of students van Hiele geometric thinking levels after GeoGebra instruction and p < .005 level in the mean pre-VHGT and post-VHGT scores of senior high technical school students‘. The study recommends that: The government should endeavour to equip senior high technical schools with functional computer laboratories. Mathematics teachers should incorporate GeoGebra and other Mathematics software in the teaching of Mathematics concepts.

Source: UEW
Effect of using geogebra on Van Hiele’s geometric thinking levels of Senior High Technical School students’ attainment of geometry

The study explored the effect of using GeoGebra on students‘ performance of geometry, the effectiveness of the use of GeoGebra on students‘ van Hiele level of geometric thinking, effect of using GeoGebra on students‘ motivation to learn geometry and students‘ perceptions of using Geogebra in the learning of geometry. The study utilized mixed method approach involving one group pretest-posttest preexperimental design. A total of eighty (80) participants were used in the study. Simple random sampling procedure was used to select a sample size of eighty (80) SHS 2 students. Geometry Achievement Test (GAT) was used to explore the effect of GeoGebra on students learning performance of geometry. Van Hiele Geometry Test (VHGT) was used to explore the effectiveness of using GeoGebra on students Van Hieles‘ geometric think levels. Semi structured interview guide was used to collect data on how GeoGebra motivates students to learn geometry. Questionnaires were used to collect numeric data on students‘ perception of using GeoGebra in learning geometry. Inferential statistics of one-way ANOVA and paired sample T-test were used to test the hypotheses. Findings reveal that the use of GeoGebra had positive effects on students learning performance in geometry and students are motivated. The findings also reveal that most students did not perform well in the pre-VHGT item test as compared to the post-VHGT item test. The study concluded that, using GeoGebra to teach geometry improved students performance in geometry. Moreover, the use of GeoGebra on students van Hiele level of geometric thinking was effective because majority of the students 95.0% (F = 76) obtained more than half of the marks allotted to the test while 5.0% (F = 4) had the total marks allotted to the test after the use of GeoGebra. It also motivated students because it took away dullness thus, making learning easier and fascinating. Again students had positive perception of using GeoGebra to learn geometry. The hypotheses concluded that there was a statistically significant difference at the p < .005 level in the level means of students van Hiele geometric thinking levels after GeoGebra instruction and p < .005 level in the mean pre-VHGT and post-VHGT scores of senior high technical school students‘. The study recommends that: The government should endeavour to equip senior high technical schools with functional computer laboratories. Mathematics teachers should incorporate GeoGebra and other Mathematics software in the teaching of Mathematics concepts.

Source: UEW
Effect of using geogebra on van hiele’s geometric thinking levels of senior high technical school students’ attainment of geometry

The study explored the effect of using GeoGebra on students‘ performance of geometry, the effectiveness of the use of GeoGebra on students‘ van Hiele level of geometric thinking, effect of using GeoGebra on students‘ motivation to learn geometry and students‘ perceptions of using Geogebra in the learning of geometry. The study utilized mixed method approach involving one group pretest-posttest pre experimental design. A total of eighty (80) participants were used in the study. Simple random sampling procedure was used to select a sample size of eighty (80) SHS 2 students. Geometry Achievement Test (GAT) was used to explore the effect of GeoGebra on students learning performance of geometry. Van Hiele Geometry Test (VHGT) was used to explore the effectiveness of using GeoGebra on students Van Hieles‘ geometric think levels. Semi structured interview guide was used to collect data on how GeoGebra motivates students to learn geometry. Questionnaires were used to collect numeric data on students‘ perception of using GeoGebra in learning geometry. Inferential statistics of one-way ANOVA and paired sample T-test were used to test the hypotheses. Findings reveal that the use of GeoGebra had positive effects on students learning performance in geometry and students are motivated. The findings also reveal that most students did not perform well in the pre-VHGT item test as compared to the post-VHGT item test. The study concluded that, using GeoGebra to teach geometry improved students performance in geometry. Moreover, the use of GeoGebra on students van Hiele level of geometric thinking was effective because majority of the students 95.0% (F = 76) obtained more than half of the marks allotted to the test while 5.0% (F = 4) had the total marks allotted to the test after the use of GeoGebra. It also motivated students because it took away dullness thus, making learning easier and fascinating. Again students had positive perception of using GeoGebra to learn geometry. The hypotheses concluded that there was a statistically significant difference at the p < .005 level in the level means of students van Hiele geometric thinking levels after GeoGebra instruction and p < .005 level in the mean pre-VHGT and post-VHGT scores of senior high technical school students‘. The study recommends that: The government should endeavour to equip senior high technical schools with functional computer laboratories. Mathematics teachers should incorporate GeoGebra and other Mathematics software in the teaching of Mathematics concepts.

Source: UEW