ghanaopendata/ghanaian-research-english huggingface dataset:
Using guided discovery method to minimize students’ difficulties in solving word problems involving linear equations in one variable

The study was designed to examine whether guided discovery approach to teaching mathematical word problems would improve the performance of senior high school students of Jachie Pramso Senior High School in the Bosomtwe District of the Ashanti Region of Ghana. The research was to determine the impact of guided discovery learning on senior high school students' performance when solving word problem into mathematical statements or equations. The study adopted a mixedmethod approach comprising qualitative and quantitative research methods as well as quasi-experimental design. The researcher used both purposive and simple random sampling techniques to select one hundred (100) participants: fifty (50) participants for the control group and fifty (50) participants for the experimental group. The data collection instruments used in the study was interview, pre-test and post-test. Analysis of data was carried out using descriptive statistics and independent samples t-test. The study found that 25 (25%) of the participants had conceptual difficulty in translating word problems into mathematical statements. Also, 27 (27%) of the participants had procedural difficulty in their quest to translate the word problems into mathematical statements or equations as contained in the pre-test. Moreover, few of the participants, 8(8%) experienced logical structure difficulty in translating word problems into mathematical statements or equations. It was noted that 10(10%) of the participants were not able to correctly contextualize the relationships involved in the word problems administered to them. Lastly, a critical examination of the scripts of the participants revealed that 30(30%) were not able to utilize the concept of variables in translating the word problems into mathematical statements or equations. The independent samples t-test analysis of the post-test scores for the experimental and control groups revealed that there was a statistically significant difference between the experimental group (M = 24.80; SD = 9.48) and the control group (M = 20.65; SD = 7.67). The estimated t-statistic was (t = 2.986; p = 0.005). This shows that the experimental group taught with the guided-discovery method outperformed the control group taught without the guided-discovery method. The analysis of the interview data indicated that guide-discovery method has contributed to the success of students‟ achievement in the word problems by arousing and sustaining the student‟s interest. The guided-discovery also made it easier for students to follow the instruction. GES should ensure that mathematics instructors get thorough in-service training in guided-discovery and its application in order to enhance good practices in the mathematics classroom. Pre-service teacher education should include considerable practice in fundamental and higher-order mathematical process abilities so that new teachers are more confident in their abilities to use guided-discovery method when teaching mathematics.

Source: UEW
Using healing play to reduce trauma-related symptoms of school-age children a single-case research design

Adversity is ubiquitous and occurs across the lifespan. When adults encounter trauma-related experiences, they often use words to express themselves. Children, on the other hand, use play and toys to express all these emotions that adults go through. Children in Ghana are expected to attend school, and the school is expected to provide psycho-social support to enhance their growth. However, despite GES’s good intentions, public schools in Ghana do not have enough counselling-related support for students. It is in this vein that this study set out to explore if a five-session Child Directed Healing play therapy (CDHPT) could help children overcome their adversity-related experiences. CDHPT is a training given to both professional and nonprofessional adults to help children process their grief and frustration in a safe environment. In CDHPT, unique set of local toys are used to help children work through their trauma experiences. Using a single-subject research design within the quantitative approach, four basic school students were purposively selected from screened students. The ACEs questionnaire and Youth Outcome Questionnaire were used as instruments for screening and for pre-and-post assessment respectively. Results indicated that each of the participants had reduced indices between pre-test and post-test. These results, though exploratory, provide evidence that if willing and able adults are trained to support school counsellors, children will be able to get the psycho-social support needed in the school environment to help them effectively process their trauma-related experiences.

Source: UEW
Using ICT to improve the teaching and learning of English grammar in Ningo Senior High Technical School

The major problem in English Language which has contributed to the poor performance of students is how to cope with challenges of grammar, in general, and concord, in particular (Mireku-Gyimah, 2008). In contemporary society, however, learning has been rendered less stressful; thanks to the Internet and its numerous applications (Pradeep , S, & Bhupathi , 2016). This study sought to find out the effect of Computer Assisted Language Learning (CALL) on students’ performance in English grammar, specifically subject-verb agreement. The study employed quasi-experimental design to compare two groups of learners (experimental and controlled groups) in the second year level of Ningo Senior High Technical School. Cluster sampling technique was used to select sixty (60) students from the second-year classes for this study. Each group; the experimental and the controlled groups, was made up of thirty (30) participants. Aptitude test and questionnaire were the main instruments used to obtained the research data. Statistical Package for Social Science (SPSS) was the main tool used to collate the data and perform the analysis. The results of the experimental group show higher level of achievement than the controlled group. Also, the experimental group’s attitude towards CALL-an online video tutorial, was positive since their interest was aroused throughout the teaching and learning process. The study recommends that curriculum planners integrate into the various academic disciplines the use of ICT tools to supplement the traditional classroom teaching and learning. Again, future researchers of this field should consider how ICT can be used to ease the teaching and learning of other aspects of English Grammar as well as other subjects of study in senior high schools in Ghana.

Source: UEW
Using instructional materials to help level 100 A students of Atebubu College of Education have better conceptual understanding of reflection and refraction of light

The purpose of the study was to use instructional materials to help level "100A" students of Atebubu College of Education have better conceptual understanding of reflection and refraction of light. The study was an action research which falls under descriptive research design. The population of the study was all students of Atebubu College of Education. The target population for the research was all the Level 100 students of Atebubu College of Education but the accessible population was the level "100A" students of the College. The class was made up of forty (40) students. The researcher used purposive sampling to carefully select the students based on their peculiar problems. The instruments used for the research were observation, regular class exercises, interview, pre and post- tests. From the analysis of the data from the study, the following major findings were observed. During the pre-intervention exercise, it was revealed that most of the students were lacking the basic knowledge and understanding about the concepts of reflection and refraction of light, and that; they performed poorly in their pre test questions. After the implementation of the intervention activities, results from the post-test did indicate that about 85% have improved in their conceptual understanding of reflection of light. Again, about 75% also improved in their conceptual understanding of refraction of light after the intervention. These showed that a great majority of the students have overcome their difficulties in the concepts of reflection and refraction of light. Thus students’ conceptual understanding of reflection of light as well as refraction of light improved. There were mixed opinions to the research question three. Students’ opinions showed that majority of them supported the use of instructional materials in the learning process. Based on the research conducted, the following recommendation was made, Physics teachers should solely depend on the use of instructional materials for effective delivery and achievement of lesson objectives.

Source: UEW
Using jigsaw model to enhance S.H.S chemistry students’ performance in organic compounds’ classification and nomenclature

This study sought to improve Senior High School Chemistry students’ performance and retention in classification and nomenclature of organic chemistry using the jigsaw cooperative model. Quasi experimental pretest, posttest and delayed posttest control group design was adopted by the researcher to carry out the study. The study was conducted in two Senior High Schools offering chemistry (two different classes during 2012-2013 academic years). Total number of ninety four students (94) obtained from the two intact classes of the two selected Senior High Schools in the Sunyani municipality of Brong Ahafo Region of Ghana participated in the study. One of the classes served as the control, taught with conventional traditional method while the other served as experimental or treatment, taught with the jigsaw cooperative technique. The instruments for obtaining data from students were the : Organic Chemistry Concept Test (OCCT), Students’ Knowledge in Organic Chemistry Concept Test (SKOCCT), Students’ Retention- Achievement Test in Organic Chemistry (SRATOC), and Chemistry Students’ Perception and Attitude towards Organic Chemistry (CSPATOC). Statistical analyses revealed that there were significant differences between the experimental and control groups in terms of their attitudes and perceptions, academic achievement, and retention in favour of the experimental group. It was also found that the jigsaw cooperative learning model does not segregates female and male in terms of their academic performance in naming and classifying organic compounds. In view of these, jigsaw cooperative methods should be used to enhance students’ performance and retention in classification and naming organic compounds.

Source: UEW
Using jigsaw strategy to address senior high school students’ difficulties in solving word problems involving linear equations.

This study compared the effectiveness of the jigsaw learning strategy in the teaching of word problems involving linear equations on the performance of students. The study employed the mixed method approach using quasi-experimental design to address the difficulties students face in solving word problems involving linear equations. The sample consisted of 96 students comprising 46 in the control group and 50 in the experimental group. The two classes were purposively selected for the study. One intact class was used as control group and the other as the experimental group. The instruments used for data collection were achievement tests and semi structured interview guide. Pre-test and post-test were carried out simultaneously on all the groups using teacher-made achievement test. From the findings, the four major difficulties students encounter when solving world problems involving linear equations were; students attempting but demonstrating misunderstanding of the problem, students attempting and unable to translate problem into linear equation(s), students attempting but fail to solve the equation to reach the solution and students attempting to solve the equation but failing to use the right methods or making errors. The results from the paired sample t-test showed that there is a statistically significant positive effect for the students who used jigsaw strategy to learn word problems involving linear equations [M = 22.98, SD = 6.352), t (49) = 9.497, p < 0.05]. Thus, the students taught with jigsaw strategy performed comparably better than their counterpart who did not use it to learn word problems involving linear equations. Also, the jigsaw strategy made lesson more interesting, practical and easy to understand. It was recommended that teachers should incorporate the use of jigsaw strategy in the teaching of word problems involving linear equations.

Source: UEW
Using machine learning to predict students' academic performance during Covid-19

COVID-19 pandemic has affected various sectors of the global economy including the abrupt closure of schools in March 2020 in Ghana. This sudden closure has led to a revamp in online teaching and learning across most institutions with learners submitting their assignments and taking their assessments on various learning management systems while at home. In this study, we used classification algorithms to investigate features and predict the academic performance of students during the pandemic. We collected data from students in the Department of ICT Education of the University of Education, Winneba during the COVID-19 period using carefully selected attributes that could affect their exams score. The results detailed dominant attributes that affected students' performance with Random Forest, Random Tree, Na�ve Bayes and J48 Decision Tree algorithms further analysed for accuracy, confusion matrix and the ROC Curve. After detailed analysis, we observed that the accuracy of a classifier alone is not indicative enough of its performance. � 2021 IEEE

Source: UEW
Using micro chemistry equipment activities to improve undergraduate teacher-trainees’ conceptions of selected inorganic chemistry topics

The study was aimed at improving on 48 teacher-trainees‟ concepts in an introductory inorganic chemistry course through practical micro chemistry equipment (MCE) activities and curriculum materials. These materials were validated through scrutiny by experts in Chemistry Education, trials in a comparable institution and Kuder Richardson‟s formula, KR-20. Some of the topics which were covered in the study were the nature of solutions, chemical stoichiometry, balancing of equations, periodicity and hybridisation. A practical approach to instruction was adopted while using MCE as an interventive tool. The study was an action research. Data were collected from an intact class of 48 regular first year chemistry teacher-trainees at the University of Education, Winneba, by means of a two-tiered diagnostic concept test, classroom lessons and MCE-activities during chemistry periods. Semi-structured interviews, questionnaires and observation schedules were employed to triangulate the data. There was also an evaluation of students‟ acquired skills in the use of the micro-chemistry equipment as they were trained in the use of MCE, which they could access readily and handle without fear of damage. The activities were also to imbue them with the skills of using the MCEs to design more authentic chemistry practical activities when they move to the schools as classroom teachers. Students were expected to gain concept, process and laboratory skills. From the study, it was found that the MCE approach enhanced practical skills acquisition and chemistry concept formation. The implications of the results for the teaching and learning of chemistry concepts are that teaching through the MCE-concept approach has the potential to change the way chemistry is taught and learned in a more interactive, exciting, simple and easy way. In addition, MCE activities developed in this study would be feasible for use in other institutions of learning.

Source: UEW
Using microchemistry activities to improve preservice teachers’ conceptions of some inorganic chemistry topics

The study tried to improve on students’ conceptions in an introductory chemistry course, Introduction to Inorganic Chemistry, through the constructivists’ instruction. This was effected through micro practical activities to see how it enhanced pre-service chemistry teachers’ conceptual understanding. Data were collected from 48 pre-service chemistry teachers at the University of Education, Winneba in Ghana by means of a concept test, students’ responses in class and class work as well as a semi-structured interview. Results showed that pre-service teachers had some alternative conceptions about chemistry topics. A constructivists’ instructional strategy was used to help teacher trainees to reconstruct their concepts of many scientific phenomena. Keywords: Conceptual understanding, alternative concepts, microchemistry equipment.

Source: UEW
Using model to teach double indicator titration based on the constructivist approach

The purpose of this study was to use model to teach double indicator titration at the SHS. Five research questions were formed to guide this study. This study used action research design using quantitative approach. Purposive and simple random sampling procedures were employed to select one hundred and seventy-five (175) participants for the study. Classroom observational checklist and questionnaire were the instruments used to collect data in the study. Descriptive statistics tools (frequency, percentage, mean and standard deviation) were used to analyze the quantitative data. Findings of the study revealed that, chemistry teachers do not use practical activities in double indicator titration and this had adverse effects on their academic performance. Also, developed model (DEPTEM) was seen as an effective practical model in teaching double indicator titration at the SHS as compared to the teachers’ method. Furthermore, the DEPTEM influenced SHS chemistry students’ academic performance positively. Finally, there was a difference between male and female students’ academic achievement of the concept double indicator titration after been exposed to the DEPTEM. Based on these findings it was concluded that, chemistry teachers in the Kwaebibirim District of the Eastern Region used lecture method in teaching double indicator titration instead of practical activities and this had negative effects on their academic performance. It was then recommended that in-service training should be organized for chemistry teachers and newly recruited chemistry teachers to use more of the developed practical model (DEPTEM) in relation to the lecture method.

Source: UEW
Using molecular model set to improve academic performance in naming organic compounds at Effiduase senior high school, Sekyere East district, Kumasi.

This research was primarily designed to help improve students’ academic performance in naming organic compounds using molecular model set in Effiduase Senior High School in the Sekyere East district of the Ashanti Region. Experimental design was used for this study where the form three science classes were put into two groups. Science one students formed the control group and were taught using traditional approach while the science two students comprised the experimental group and were taught using the molecular model set. An independent-sample t-test analysis was used to analyse the scores from the tests to show the impact of molecular model set teaching strategy on students’ academic performance. The mean value of the pre-intervention test was 25.32 (SD=2.659) and that of the post-intervention test was 36.02 (SD=4.51). The mean values showed that there was an improvement in the academic performance of the students in the experimental group. In the independent sample T-test, the p-value (p= 0.000 <0.05), meaning that there was a significant difference in academic performance between the students in the experimental group and that of the control group. The performance of gender was also checked and the results from this study showed that in both the pre-and post-tests for both experimental and control group, the male students performed better in all aspect of the tests. The independent sample t-test analysis gave a p-value of 0.000 (=0.05) showing that there was statistically significant difference between the mean scores of the male students and the mean scores of the female students. It was concluded that the use of molecular model set teaching approaches should be integrated into teaching of challenging chemistry concepts at the senior high school level in Ghana.

Source: UEW
USING MOLECULAR MODELS TO ENHANCE THE ABILITY OF STUDENTS IN DRAWING AND NAMING STRUCTURAL FORMULAE OF CYCLIC HYDROCARBONS

This study sought to find out undergraduate first year chemistry students’ ability to draw and name the structural formula of cyclic hydrocarbons using the molecular models. The study adopted a case study design which used action research approach. A sample size of 103 respondents participated in the study. Purposive sampling technique was used to select the respondents. The instruments used for data collection were exercises, tests and questionnaires. This was supplemented with observation. The study revealed that first year chemistry education students had not developed appropriate conceptual understanding in drawing and naming organic structures of monocyclic, spiro and bicyclic compounds. A number of their difficulties were revealed in the pre-test with mean 8.88 and the standard deviation 4.05. In the study, students understanding in drawing and naming of organic structures of monocyclic, spiro and bicyclic compounds was improved through the use of organic molecular models. The post test with mean 17.47 and standard deviation 3.67 results indicated that students performed better after the intervention was implemented. This suggests that the molecular model is an effective tool for teaching nomenclature of organic compounds. This explains why there was a statistical significant difference between the pre-intervention test and post-intervention test results of students. Based on the findings of the study some recommendations were made. Suggestions were made for further studies to be conducted using computer animations instead of the molecular models.

Source: UEW
Using motivation as a teaching technique to improve students’ performance in integrated science at Kay-Illie-Klaer international school

The purpose of the study was to use motivation as a teaching technique to improve students’ performance in integrated science at Kay-Illie-Klaer International School. An action research design was used for the study. The population of the study was 164 students in Kay-Billie-Klaer International School. The sample for this study was 80 students chosen from Forms 1, 2 and 3. The sample was made up of 36 male and 44 female students studying Integrated Science. The main instruments for the study were tests and questionnaires. The results have proven how important it is that motivational techniques or interventions such as video usage, rewards, cooperation and competition and goal setting among others can prove extremely useful in the teaching and learning of the Integrated Science subject. The achievements of students in Kay-Billie-Klaer International School have seen a significant lift, a testament to the introduction of the interventions. Based on the findings of the study, it was concluded that the use of motivation in teaching and learning Integrated Science subjects proves to be affirmative. It was recommended that Integrated Science teachers should consider using motivational techniques such as rewards, videos, cooperation and competition and goal setting to improve the achievements of students in the Integrated Science subject.

Source: UEW