ghanaopendata/ghanaian-research-english huggingface dataset:
Analysis of 3D IS-LM macroeconomic system model within the scope of fractional calculus

A mathematical model providing an asymptotic description of macro-economic system is considered in this work. The system in general deals with performance, behaviour, decision-making of an economy as a whole and also the structure. Due to the complexities of this system, a more complex mathematical model is requested. In this work, we considered the extension of the model using some non-local differential operators and the stochastic approach where the given parameters are converted to normal distributions. We have presented the conditions of existence of uniquely exact solutions of the system using the fixed-point theorem approach. Each model is solved numerical via a newly introduced modified Adams-Bashforth for fractional differential equations. We presented numerical simulations for different values of fractional order. The models with the Atangana-Baleanu and Caputo differential operators provided us with new attractors. � 2019

Source: UEW
Analysis of a lymphatic filariasis-schistosomiasis coinfection with public health dynamics: Model obtained through Mittag-leffler function

In this paper,Lymphatic filariasis-schistosomiasis coinfected model is studied within the context of fractional derivative order based on Mittag-Leffler function of ABC in the Caputo sense. The existence and uniqueness of system model solution is derived by employing a well- known Banach fixed point theorem. The numerical solution based on the Mittag-Leffler function suggests that the dynamics of the coinfected model is well explored using fractional derivative order because of non-singularity. � 2020 American Institute of Mathematical Sciences. All rights reserved.

Source: UEW
Analysis of chemical composition of Portland cement in Ghana: A key to understand the behavior of cement

The performance of Portland cement in concrete or mortar formation is very well influenced by chemical compositions among other factors. Many engineers usually have little information on the chemical compositions of cement in making decisions for the choice of commercially available Portland cement in Ghana. This work analyzed five different brands of Portland cement in Ghana, namely, Ghacem ordinary Portland cement (OPC) and Portland limestone cement (PLC), CSIR-BRRI Pozzomix, Dangote OPC, and Diamond PLC. The chemical compositions were analyzed with X-Ray Fluorescence (XRF) spectrometer. Student's t-test was used to test the significance of the variation in chemical composition between standard literature values and each of the commercial cement brands. Analysis of variance (ANOVA) was also used to establish the extent of variations between chemical compositions and brand name of the all commercial Portland cement brands. Student's t-test results showed that there were no significant differences between standard chemical composition values and that of commercial Portland cement. The ANOVA results also indicated that each brand of commercial Portland cement varies in terms of chemical composition; however, the specific brands of cement had no significant differences. The study recommended that using any brand of cement in Ghana was good for any construction works be it concrete or mortar formation. � 2015 Mark Bediako and Eric Opoku Amankwah.

Source: UEW
Analysis of code switching and code mixing among students and tutors in St. Teresa's College of Education, Hohoe

The purpose of this study is to investigate the use of code switching and mixing as a linguistic resource of students of St. Teresa‟s College of Education, Hohoe. The study looks at the academic and non-academic discussions of students and tutors to unveil the type of code switching (CS) and code mixing (CM) found in the college, the reason(s) for CS and CM, the extent to which CS and CM are a discourse strategy that is used to negotiate their activities. The ethnographic research design was employed for the study. The data for the study were audio recordings that were transcribed, used for the analysis. The analysis was based on Hoffman‟s (1991) and Saville-Troike‟s (1986) theories on CS and CM. Questionnaires and interviews were also administered to students and tutors to cross-check the information in the audio recordings. The study found out that the dominant code type was intra-sentential and among the reasons for CS and CM, members of the college, among other reasons switched and mixed code for convenience, real lexical need and for repetition. It was found that students and tutors code switched and code mixed in their group discussions and teaching respectively. The significant aspect of this study was to enable readers and policy makers to recognize that CS and CM occur at all levels of education and must be given the appropriate attention.

Source: UEW
Analysis of code-switching in esl classroom a case of Dambai College of Education

The purpose of this study is to investigate the use of code-switching as a pedagogical strategy by tutors and students of Dambai College of Education, Dambai. The study looks at the reasons behind the code-switching in the English Language classroom, when code-switching occurs in the English Language classroom and the functions of code-switching in the English Language classroom in Dambai College of Education. The study mainly employed qualitative approach in data collection, analysis and presentation. The analysis was done based on the conceptual framework of Gumperz and Levinson (1996) as well as responses to the research questions. The data for the study was audio-recordings that were transcribed into text and was used for the analysis. The analysis was based on the research questions set in chapter one. Six English language tutors were observed. An interview was conducted for six (6) English tutors and forty (40) students to crosscheck the information in the audiorecordings. The results of the study showed that tutors and students do code-switch in the English Language class for various reasons. Analysis also showed that, codeswitching by tutors are done to serve pedagogical purpose and to achieve their instructional objective. The study revealed that, code-switching is not a barrier to second language learning, but rather an effective tool for teaching and learning the second language.

Source: UEW
Analysis of cohesion and coherence in pre-service teachers’ expository essays

This study explores the way cohesive patterns are distributed in expository essays of students in Evangelical Presbyterian College of Education, Bimbilla, and compares the relationship between the occurrence of the devices and text quality. The study further describes and explains the problems encountered by the students in creating cohesion and the causes of the problems. The current research adopted the sequential exploratory mixed research approach involving text analysis, semi-structured interview, questionnaire and observation as data collecting tools. Sixty essays were analyzed using Halliday and Hasan (1976) cohesion model and augmented with observation of sub-categories of the devices. Ideas were solicited from five tutors while twenty students were granted interview. The results of this study show that the students were able to effect cohesive relations in all the five types of cohesive devices. Statistically, reiteration was the most dominant with38.94%, with repetition as the dominant used sub-category. Conjunction was second with 35.85%, reference 18.74%, collocation 4.87%, Substitution 0.86% and ellipsis was 0.71%.The students achieved text coherence through the deployment of the cohesive devices, the development of themes, and the generic structure. Problems encountered during the use of cohesive devices were overuse of repetition, inadequate use of synonyms and collocation, misappropriating of conjunctions, misappropriating of reference and inadequate mastery of transition of ideas. The causes of the problems were identified as poor reading skills, serial verbs construction, intralingual limitations, interlingual sources: interference and developmental errors. It is recommended that the problems could be minimized with the use of awareness creation strategies coupled with progressive activities, embedded teaching and tutors adhering to students‘ errors and providing comprehensive feedback to them.

Source: UEW
Analysis of common errors in students’ writing a case study of Ejisu Presby junior high school form one students in Ejisu Municipality

In recent times, the poor performance of Junior High School pupils in the Basic Education Certificate Examination (B.E.C.E) English Language paper has evolved a number of questions as to why this has been recurring. Particularly with essay writing, which is undeniably an area of challenge, a candidate’s inability to express himself or herself with clarity and coherence in a way befitting the language, and his or her input on exposition, narration, argument and mechanical accuracy needs have been woeful. The first year pupils of Ejisu Presby Junior High School’s inability to write good essays attest to the problem. The pupils found it difficult to deal with the rules ever regulating English grammar, and are absorbed in essay writing. This is what prompted the research work. The researcher made use of test to identify the problem. The outcome of these tests essentially revealed that difficulties with mechanical accuracy, concord and tense are major factors that highlight the poor performance of students in the Junior High Schools. In spite of the challenges, students were exposed to a range of grammar lessons and teaching methods to improve their understanding of grammar skills.

Source: UEW
Analysis of common errors in the writings of basic 4 pupils of Ntoaso Sda basic school

The learner should be able to develop and apply the skills of good handwriting and use writing skills to communicate his/her ideas appropriately but where errors appear to overtake one’s writing, reading becomes somewhat difficult. Although errors are seen as a part of the teaching and learning process, it hinders communication and this was revealed in the writing of pupils of Ntoaso SDA Basic School. This is a qualitative study that analysed common errors in the written essays of Basic Four pupils of Ntoaso SDA Basic School. The data used for the analysis were pupils’ written essays. From this, a total of 492 errors were identified. Six error types were identified and they include capitalization errors, punctuation errors, spelling errors, tense errors, article errors, and errors of word omission. From this, capitalization errors had the highest frequency with errors on word omission being the lowest. Based on the findings of the study, causes of errors in learners’ writing were identified as ignorance of rule restrictions, overgeneralization of concepts and rules, context of instruction as well as L1 interference. Some suggestions are made to various stakeholders to ensure effective teaching and learning of the English Language in basic schools.

Source: UEW
An analysis of concord errors a case study of Presbyterian Senior High School students, Begoro Form Two Students in the Eastern Region

Studies on English and specifically WAEC chief Examiner’s report on English Language performance annually show that the main English writing problem area of students in the second cycle institutions in Ghana relates to students violation of English concord rules. Concord rules are taught at all levels of education in Ghana, but unfortunately, most senior high school students have challenges making their sentences concordant. This situation is not different from what the researcher observed in the writing of students of Presbyterian Senior High School, Begoro. The study sets forth to ascertain the specific concord problems of students of Presec Begoro, to find out the possible factors that accounted for the errors, and to suggest ways by which they could make their sentences concordant. Data were collected from second year students of Presec Begoro using objective test, essay and interview. These were analysed using graphs. The findings revealed that the students of Presec, Begoro made all kinds ofconcord errors, particularly subject-verb concord errors which recorded the highest errors. The way forward has been suggested in the concluding chapter and relates to the involvement of curriculum designers, textbook writers, teachers of English and students and even teachers who do not teach English Language. It is the hope of the researcher that if the suggestions and the recommendations are implemented, students will definitely be able to make their sentences in their essays concordant and it will also reflect in the academic performance and in their speech.

Source: UEW
An analysis of concord errors a case study of Presbyterian Senior High School students, Begoro Form Two Students in the Eastern Region

Studies on English and specifically WAEC chief Examiner’s report on English Language performance annually show that the main English writing problem area of students in the second cycle institutions in Ghana relates to students violation of English concord rules. Concord rules are taught at all levels of education in Ghana, but unfortunately, most senior high school students have challenges making their sentences concordant. This situation is not different from what the researcher observed in the writing of students of Presbyterian Senior High School, Begoro. The study sets forth to ascertain the specific concord problems of students of Presec Begoro, to find out the possible factors that accounted for the errors, and to suggest ways by which they could make their sentences concordant. Data were collected from second year students of Presec Begoro using objective test, essay and interview. These were analysed using graphs. The findings revealed that the students of Presec, Begoro made all kinds of University of Education, Winneba http://ir.uew.edu.gh concord errors, particularly subject-verb concord errors which recorded the highest errors. The way forward has been suggested in the concluding chapter and relates to the involvement of curriculum designers, textbook writers, teachers of English and students and even teachers who do not teach English Language. It is the hope of the researcher that if the suggestions and the recommendations are implemented, students will definitely be able to make their sentences in their essays concordant and it will also reflect in the academic performance and in their speech.

Source: UEW
Analysis of concord errors among SDA Senior High School students of Bekwai Municipality in Ashanti Region, Ghana

The poor performance of students of Bekwai SDA Senior High School in English language has been a source of worry to many people because other subjects they study have also been affected too. The most disturbing aspect of the problem is the students’ inability to use the language to communicate effectively both in speaking and in writing. Their sentences are full of concord errors. This has been attributed to their negative attitudes towards the L2 as most of the students feel comfortable using the L1. This study focused on concord errors among the students, and the sources/causes of the problems. Information gathered was from the primary sources. Students were given questionnaire to elicit information on their attitudes towards the English language. Written scripts, test items as well as interviews were used to extract information on students’ knowledge and use of concord. Corder’s (1974) model of error analysis was adapted to analyze errors identified from the corpus. Finally, the results of the study were analyzed and discussed, and suggestions and recommendations were given for the necessary actions to be taken to help students become proficient in the use of the L2.

Source: UEW
An analysis of concord errors among students of Kenyase SDA Senior High School in the Kwabre East municipality of Ashanti Region

English Language is learnt as major subject in the senior high level and as a programme at higher levels in the tertiary institutions. English Language is the official language and therefore the medium of instruction in Ghanaian schools and colleges. Student in all levels of education in Ghana are expected to learn to speak and write English Language fluently and adequately. English Language has a fairly strict word order and the elements that make up a sentence must be in concord, otherwise, the utterance becomes ungrammatical. The study investigates the nature of concord errors students of Kenyase SDA Senior High School commit and how the concord errors affect their communication. The objectives of the study are to analyze the extent to which form 3 students of Kenyase SDA SHS commit concord errors in their written scripts and to ascertain the challenges that hinder the usage of correct concord among the students. The study adopted descriptive a design. Simple random sampling technique was used to select 115 students for the study. The research instrument used included questionnaires, test items and interviews. The data gathered were analyzed using Corder’s (1974) Error Analysis mode and frequency tables. The results of the study revealed that students face a significant level of the difficulty in the use of concord. The factors that account for the errors made by students include students’ negative attitude towards the study of English and their inability to truly internalize the rules of concord in English, and inadequate scope of concord topics in the SHS syllable and the manner in which some teachers teach concord rules. The study recommends that curriculum designers develop appropriate programmes to maintain student interest and have achievable short term goals. Again, there must be a deliberate effort to improve the standard of teachers of English Language, hence, the teachers should be sent for regular in-service training and conferences. It also recommends that instructors encourage students and make the language learning process enjoyable.

Source: UEW
The analysis of concord errors in the writing of students of Tumu senior high technical school

This is a qualitative study that analysed common concord errors in the written tests of Tumu Senior High Technical School. The data used for the analysis comprised students’ written tests. From this, a total of 7156 concord errors were identified. Seven concord error types were identified and they include subject-verb concord errors, concord with indefinite expressions of amounts, determinant-noun concord errors, noun-pronoun concord errors, verb-tense concord errors, inverted subject-verb concord errors and coordinated subject-verb concord errors. From this, concord with indefinite expressions of amounts had the highest frequency with errors on determinant-noun concord errors and noun-pronoun concord errors being the lowest. Based on the findings of the study, causes of errors in learners’ tests were identified as overgeneralization of concepts and rules, communal pull causes, influence of computer/technology, intralingual as well as L1 interference. Some suggestions are made to various stakeholders to ensure effective teaching and learning of the English Language in second-cycle schools.

Source: UEW
Analysis of concord errors in the written essays and objective tests of JHS two (2) Pupils of Ayetepa DA Basic ‘A’ and ‘B’ Schools

Studies have shown that the major English writing problem area of students is the violation of English concord rules. The pupils of Ayetepa Basic Schools are no exception of this problem. Although concord rules are taught at the primary level and even in JHS 1, the JHS 2 pupils of Ayetepa D/A Basic „A‟ and „B‟ still have challenges making the words in their sentences agree with one another. This study therefore examined the specific concord errors that JHS 2 pupils of Ayetepa D/A Basic „A‟ and „B‟ schools have challenges in and also to find out the possible causes of these errors. A qualitative research design was adopted to randomly sample 60 pupils from the two schools. Both written essays and objective test items were employed to gather the data for analysis. Different concord errors identified in the data are grammatical concord errors, determiner-noun concord errors, verb tense concord errors, indefinite pronoun concord errors, and proximity concord errors. From these types, the errors were seen to have been caused by L1 interference, ignorance of rule restrictions, and incomplete application of rules, overgeneralization, and false analogy. Based on the results, it is argued that teachers need to use variety of techniques in lesson delivery in order for the pupils to produce English sentences without concord errors.

Source: UEW
Analysis of concord errors in the written essays and objective tests of JHS two(2) pupils of Ayetepa DA Basic A and B schools

Studies have shown that the major English writing problem area of students is the violation of English concord rules. The pupils of Ayetepa Basic Schools are no exception of this problem. Although concord rules are taught at the primary level and even in JHS 1, the JHS 2 pupils of Ayetepa D/A Basic „A‟ and „B‟ still have challenges making the words in their sentences agree with one another. This study therefore examined the specific concord errors that JHS 2 pupils of Ayetepa D/A Basic „A‟ and „B‟ schools have challenges in and also to find out the possible causes of these errors. A qualitative research design was adopted to randomly sample 60 pupils from the two schools. Both written essays and objective test items were employed to gather the data for analysis. Different concord errors identified in the data are grammatical concord errors, determiner-noun concord errors, verb tense concord errors, indefinite pronoun concord errors, and proximity concord errors. From these types, the errors were seen to have been caused by L1 interference, ignorance of rule restrictions, and incomplete application of rules, overgeneralization, and false analogy. Based on the results, it is argued that teachers need to use variety of techniques in lesson delivery in order for the pupils to produce English sentences without concord errors.

Source: UEW
Analysis of concord errors in the written essays of JHS two (2) students of Akatsi-Zuta DA basic school

The poor performance of JHS two (2) students of Akatsi-Zuta D/A Basic School in English language has been a source of worry to many people because other subjects they study have also been affected. The most disturbing aspect of the problem is the students’ inability to use the language to communicate effectively both in communication and in writing. Their sentences are full of concord errors. This has been attributed to their negative attitudes towards the L2 as most of the students feel comfortable using the L1. This study focused on concord errors among the students, and the sources/causes of the problems. Information gathered was from the primary sources. Written scripts, test items interviews as well as observation were used to extract information on students’ knowledge and use of concord. Finally, the results of the study were analyzed and discussed, and suggestions and recommendations were given for the necessary actions to be taken to equip students sufficiently to use the language with ease.

Source: UEW