ghanaopendata/ghanaian-research-english huggingface dataset:
Instructional supervisory practices of headteachers and their relationship with teacher interpersonal relations in public senior high schools in Ekumfi District

The purpose of this study was to examine the instructional supervisory practices carried out by headteachers and their relationship with interpersonal relations in public senior high schools in Ekumfi District. The study employed a descriptive survey design where the quantitative approach was followed. Using the stratified random sampling techniques, a sample size of 77 participants comprising five headteachers and 72 teachers was used for the study. A structured questionnaire was used for data collection. The internal consistency approach was used to establish the reliability of the questionnaire. The data were analysed using both descriptive statistics like mean, frequency, standard deviation as well as inferential statistics including t-test, ANOVA, Pearson correlation. The findings revealed that headteachers were rated highest on monitoring punctuality and regularity (M=4.45, SD=0.644), followed by orientation of new teaching staff (M=4.41, SD=1.084), checking teacher’s professional records (M=4.36, SD=0.512), holding meetings (M=4.30, SD=0.872), classroom visits and lesson observation (M=4.12, SD=0.843), provision of in-service training (M=4.04, SD=0.691), monitoring timetables (M=3.86, SD=1.139), and giving feedback to teachers (M=3.80, SD=0.965). The study further found that the interpersonal relationship between the headteachers and teachers in the schools was high (M=4.04, SD=0.691). Furthermore, the findings established that there was a moderate and statistically significant positive relationship between instructional supervision and interpersonal relationship (r=0.579, p<0.05, two-tailed). Therefore, the study concluded that instructional supervision was a central determinant of interpersonal relationship between headteachers and teacher practices in public senior high schools in Ekumfi District.

Source: UEW
Instructional supervisory role of headmasters and its’ influence on students academic acheivement in public senior high schools in the Bolgatanga Municaplity

The purpose of instructional supervision is to improve the quality of teaching through bettering skills of teachers which in turn enhance students’ academic achievement. Informal discussion among the people in Bolgatanga suggests that poor students’ performance in public senior high schools is as a result of ineffective supervision of teachers by headmasters. This study sought to examine the influence of instructional supervisory roles of the headmasters on student’s academic achievement in Bolgatanga Municipality. A total of 117 participants were selected through probability and non probability sampling procedures. Questionnaires, interview guides and document analysis guide were used to collect data. Descriptive statistics such as frequencies were used to summarize information obtained from the field. It was presented in distribution tables of frequency, percentages and pie charts. Qualitative data was categorized into themes guided by research questions and presented in form of narratives and direct quotes. The findings established that principals’ orient new teaching staff supervise curriculum programs and monitor students’ academic progress. They were rated very highly as roles frequently performed. Headmasters were found to refrain from visiting classrooms for lesson observation and rarely provided in-service training for teachers. The major challenges that faced headmasters included lack of finances, in-adequate staffing, high turnover of teachers and inter-relationship challenges. The study recommended that headmasters should be setting enough time for instructional supervision in schools. They are also to encourage classroom visitation and giving of feedback to the teachers.

Source: UEW
Instructional supervisory roles and challenges of circuit supervisors in the North Tongu district

This study was conducted to examine the instructional supervisory roles of Circuit Supervisors in the North Tongu District of the Volta Region. This was a qualitative research underpinned by the interpretive paradigm. The design for the study was case study. Purposive sampling technique was used to select 1 Director of Education, 7 Circuit Supervisors, 5 headteachers who were chairmen of Conference of Heads of Basic schools and 7 of their Assistant heads. Data was gathered using semi-structured interview guide and the data collected was analysed thematically. The study revealed that the supervisory roles of Circuit Supervisors included writing of regular reports, building relationship, occasional visitation to the schools and receiving complaints from field and settling disputes among staff. The main challenges facing the Circuit Supervisors were lack of logistics, lack of in-service training and uncooperative attitudes of headteachers and teachers. The main strategies for managing the challenges of the Circuit Supervisors are building capacity, incentivizing the Circuit Supervisors and frequent follow-up field visits by the District Director of Education. Among others, the study concluded that Circuit Supervisors should not be taken for granted, for their challenges are never ending. There may be weaknesses with their supervision, but it is the Ghana Education Service at the national, regional and district levels which would have to alleviate these weaknesses. They need to be properly managed to make them acquire the sense of working to improving academic performance and administrative efficiency. Therefore, the study recommended that the Circuit Supervisors’ job satisfaction should also be the top-most priority of the education directorates. When staff members feel secured, recognized and allowed to use their skills and abilities better, performance is highly assured.

Source: UEW
Instructional supervisory skills of headteachers of junior high schools of Old-Tafo Municipal

The purpose of this study is to determine the instructional supervisory practices head teachers of Junior High Schools in Old-Tafo Municipal provide. The study population comprised of all 86 Junior High School teachers and 10 head teachers, out of the 86 teachers, 75 was the response rate, while 10 head teachers participated in the study. Questionnaire in the form of Likert format ranging from strongly disagree (1) to strongly agree (4) was used to collect data. The reliability estimates for teachers was 0.83 cronbach alpha. The methodological inquiry was the mixed method (both quantitative and qualitative approaches) using descriptive design. The statistical analyses tools used for the study was frequency, percentages and mean. Findings indicated that head teachers dominantly employ human skills in carrying out the instructional supervisory practices. Also, the instructional supervisory practice head teachers dominantly employ in their practice was checking of teacher’s records. Lastly, the study revealed that heads and teachers dominantly employ human skills in carrying out the instructional supervisory practices. Based on the findings of the study, it was recommended that, head teachers should organize in – service courses for teachers on the nature and significance of the instructional supervision and put much emphasis on supervisory skills that relate to human relation skills. Lastly, head teachers should educate the teachers on the significance of checking the teacher’s records.

Source: UEW
Insulator Recognition and Fault Detection Using Deep Learning Approach

Uninterrupted power supply to electric power consumers has increasingly become a global necessity. Monitoring the health of distribution network is crucial to provide quality service. Traditional monitoring methods based on on-site patrols to detect faults have increasingly become labor-intensive and time-consuming, raising demand for new and more efficient techniques. To address this issue, we propose faster-RCNN by MXNet for both detection and classification tasks. We utilize convolutional neural network (CNN) for detecting and classifying both insulator components and faulty insulator discs from images captured on overhead electric power transmission systems. Using a dataset of images acquired through UAV (unmanned aerial vehicle) captures, detection and classification is dealt with by dividing the picture content of the training set into three classes: background, insulator and the defective part of insulator. We achieve target insulator recognition and positioning with impressive precision compared to other traditional technologies. Our work could have practical integrated implementation solutions for automated inspection of overhead transmission power line insulators. The code used can be found at https://github.com/QgZhan/Insulator-Defect-Detection. � 2020 IOP Publishing Ltd. All rights reserved.

Source: UEW
Insurance and economic growth in Ghana

The study was necessitated by the fact that insurance has been recognized by many researchers as having effect on economic growth but little has been done in that regard in Ghana. The main objective of the study is to examine the effect of insurance on economic growth in Ghana using quarterly data from the first quarter of 2006 to the second quarter of 2018. The study employed Johansen and Juselius cointegration approach and Vector Error Correction Model (VECM). Findings revealed that there is a significant and positive both short and long run relationship between insurance and economic growth in Ghana. There is also a bidirectional causality between insurance and economic growth. The study recommends that in order to promote economic growth, attention must be given to the development and implementations of policies that promote an increase in coverage and access of insurance products in order to increase premium. The regulatory body, National Insurance Commission (NIC) should reinforce existing policies such as compulsory motor insurance, compulsory fire insurance for private/ public buildings, etc. in order to increase premium income.

Source: UEW
Integrated approach in the EFL classrooms the practice in Guinea-Conakry

Teaching English as a second or foreign language requires developing the four skills (reading, writing, listening and speaking), in conjunctive manner to help learners to attain the language proficiency. Integrated skills approach (ISA) is relevant in both, ESL and EFL contexts in terms of English teaching and learning. It helps the teaching and learning process to be smooth and it promotes learners’ fluency and increases their communicative competence. The aim of this study is to examine teachers’ perceptions about the integrated skills approach, and also identify the methodologies that they use to teach the 4 language skills in Guinea-Conakry. That is to find out their thoughts about ISA, and their classrooms practices in teaching the four skills. The study took place in a Catholic private school called Saint-André, located in the central region of Guinea. A qualitative approach, with a case study design was used for the study. To collect relevant data, interviews and classroom observation were the main instruments, and purposeful sampling technique was used to select the respondents of the study. The population was 672 students and 7 EFL teachers. The selected sample was fifty-five (55) students, (nineteen (19) females and thirty-six (36) males) and five (5) teachers. The results of this case study research showed that teachers have positive insights/perceptions about skills integration. The study also revealed that despite the fact that teachers have positive perceptions on ISA, they adopt the segregated skills teaching approach. In classrooms the reading, writing, listening and speaking are mostly taught in isolation, and the integration that occurs, is often little and insignificant to increase students’ fluency. Other findings revealed that the teachers’ practices (skills segregation) are linked to the fact that they are not quite aware of the integrated skills approach. English teachers should follow the path that has been traced by modern linguists, who call for language teaching for communicative purpose. Language teachers should not break down or separate the language primary and sub-skills during the lessons. School authorities should provide teachers with appropriate textbooks which are designed to integrate or mix the language skills. Curriculum and syllabuses should be adapted to the communicative language teaching (CLT) which requires language skills integration during lessons delivery. That would be beneficial not only for teachers but also for learners to attain their learning goals.

Source: UEW
Integrated science instructional approaches in selected senior high schools in the Gomoa East district

This study was designed to investigate the instructional approaches utilized in selected senior high schools during integrated science lessons. The persistent poor performance of senior high school (S H S) students in the research area in integrated science prompted this study. The target population comprised senior high schools in the Gomoa East and West District of the central region. The accessible population however consisted of senior high school in the Gomoa East District. Of the eight senior high schools in the District, three of them (2 public schools) and (1 private school) were purposively selected for the study. The main instrument used was a questionnaire. This was supplemented with interview schedules. The total number students in the three selected schools were 1325 and data was collected from 243 students and 25 integrated science teachers. Before being used for the study, a pilot test was conducted to check the reliability of the main instrument. The results from the three schools showed that while the teachers in the private school utilized the guided discovery approach, their colleagues in the public schools used mostly the lecture method. It was also found that most of the teachers in the public schools did not specialize in science. Additionally, the teachers in the public schools did not organize practical activities. Hence the students had no opportunity to handle equipment and materials during integrated science lessons. Based on the findings of the study it was recommended that as much as practicable, only teachers who specialized in science should be asked to teach integrated science.

Source: UEW
Integrated science teachers assessment practices of senior high schools in selected districts in northern region

The research was to investigate effects of integrated science teacher’s assessment practice on performance of SHS students for effective teaching and learning in some selected districts in Northern Region of Ghana. The research design was descriptive survey with mixed methods for data collection. A sample of 60 respondents was selected for this study. A questionnaire and interview schedules were used to collect data for the study. The data was analysed by using Excel and SPSS statistical packages. Independent sample test, K square and analysis of variance were carried out and the results summarised in tables and figures such as bar charts and pie chart. Findings of the study include: That majority of the integrated science teachers mostly use the following. Asking questions in class during lessons, giving class exercises to students during and after lessons, giving assignment and home work to students. Only few integrated science teachers gave science project to their students most often. Also it was uncovered that student’s performance was affected when the following assessment practices were carried out frequently or most often: Asking student’s questions in class during lessons, giving class exercises to students during and after lessons, giving them assignment/homework and also giving them science projects. In conclusion, majority of the integrated science teachers used integrated method of assessment practice to promote effective teaching and learning.

Source: UEW
Integrated science teachers’ attitude and use of digital resources in private basic schools in the Bia West District

The purpose of the study was to investigate Integrated Science teachers’ attitude towards the use of TESSA Science OER in classroom instructions. The study adopted the qualitative approach with case study research design. A sample of six Integrated Science teachers was drawn from Lamplighter Community Academy. Primary data was collected using semi structured interview guide. Data collected was analysed thematically. Results showed that, in general, participants expressed positive attitude toward OER, and benefited from using the resources in multiple ways. In spite of the benefits of OER, participants faced several challenges in using the resources, including the high cost of internet access. Based on the results the study concluded that using TESSA Science OER in Integrated Science teaching and learning improves teachers' pedagogical practice and students' conceptual interpretation of scientific facts. The time and cost of going online to get essential pdfs and other word documents for lesson delivery is quite stressful, especially for instructors who lacked the necessary abilities. The study recommended that Integrated Science teachers at Lamplighter Community Academy Basic school should always use TESSA Science OER in their classroom to enhance meaningful teaching and learning of the subject. The GES of the Bia West District should construct computer laboratories in all Basic schools within the district and equip them with easy access to network.

Source: UEW
Integrated science teachers’ knowledge and practice of learner – centred instructional strategies in the Sefwi – Wiawso Municipality

The purpose of the study was to explore Junior High School Integrated Science teachers’ knowledge and practice of learner-centred instructional strategies. The sequential explanatory mixed method research design was used for the study. Census sampling technique with a sample size of one hundred and twenty-eight (128) swas used for the quantitative and purposive sampling was used to select ten teachers for the qualitative phase of the study. The instruments for data collection were questionnaire, interview guide and observation check list. The instruments were selfadministered. It was revealed that, JHS Integrated Science teachers have substantial knowledge of the learner centred instructional strategies. JHS Integrated Science teachers’ background factors (Years of teaching experience and in-service training) contribute significantly to teachers’ knowledge level on learner centred instructional strategy. JHS Integrated Science teachers hardly apply it during lesson delivery. It was recommended that Municipal Directorate of Education should laisse with the municipal assembly to supply the needed resources to JHS Integrated Science teachers apply it and practice learner-centred instructional strategies.

Source: UEW
Integrated science teachers’ pedagogical content knowledge and its perceived impact on students’ achievement

This study was designed to investigate the Pedagogical Content Knowledge of Integrated Science teachers, how it influences their teaching of the subject and its impact on students’ achievement at the Junior High School level. The explanatory sequential mixed method design was used in this study. This is due to the fact that study was of quantitative priority where greater emphasis was placed on the quantitative method while the qualitative method played a secondary role. The research was carried out in four circuits and eight Junior High School selected at random from these circuits. The sample comprised 15 Integrated Science teachers and 124 Junior High School three (3) students. The main instruments used were questionnaire and observation schedule. Cronbach alpha (α) values of both teachers’ and students’ questionnaires were respectively found to be 0.72 and 0.68. The results showed that the Integrated Science teachers lack consistency among the components of Pedagogical Content Knowledge and this negatively affected their ability to present concepts well for students to comprehend. This could be the reason why the Junior High School graduates show mediocre scientific knowledge and perform poorly in Integrated Science in the Basic Education Certificate Examination. It was also found out that the students perceived Integrated Science teachers’ Pedagogical Content Knowledge to have a significant impact on their academic achievements in Integrated Science.

Source: UEW
Integrating entrepreneurial skills in technical and vocational education as a strategic approach for improving youth employment in Ghana_ a study in the Kumasi metropolis

Entrepreneurship education integration in TVET has been identified as the key to solving the unemployment among the youth in any nation. In this regard, the study was conducted to assess the integration of entrepreneurial skills in vocational education as a strategic approach for achieving youth employment in Ghana using Kumasi Metropolis as a case study. The descriptive survey method was employed in this study. A total of 50 respondents consisting of teaching and non-teaching staff was sampled randomly and purposively from five vocational institutions identified in the Kumasi Metropolis. Questionnaire was the main data collection instrument used. Simple statistical analytical tools like frequencies, percentages and means were used to analyse the collected data using SPSS version 20. The study revealed that there were several practices that actually promote the entrepreneurial skill acquisition of students in the vocational training institutes. Among these practices were the provision of independent and critical thinking skills and competency based training of students based on practical activities. The study found that very few linkages existed between the vocational and technical training institutes and industry like industrial attachments, national service and on-the-job training for students. The integration of entrepreneurship education in TVET was fraught with many challenges which were revealed in this study. These challenges include inadequate funding, lack of entrepreneurial development centres, insufficient tools and equipment for practical skills acquisition. The study recommends that schools and industry should collaborate to create a vital link with entrepreneurs and set up school-based firms or student mini start-ups to ensure that students get the chance to solidify and practice their knowledge in entrepreneurship. Also, the government should provide support in the form of funding, training and study materials for teachers and students to foster the implementation of entrepreneurship education in the TVET sector.

Source: UEW