ghanaopendata/ghanaian-research-english huggingface dataset:
Senior High School Female Students' Interest in Physics as a Course of Study at the University Level in Ghana

The study of females‘ interest in physics is an issue of international concern. Of the sciences, physics is the subject in which the increase in the number of females involved has been particularly low. The term ‗interest‘ may usually refers to preference to engage in some types of activities rather than others. This study investigated whether Ghanaian Senior High School female science students would prefer to study physics at the university or not and the reasons for their choice. Two hundred and one final year female students in four Senior High Schools offering biology, chemistry and physics in the Cape Coast Metropolis of the Central Region of Ghana, participated in the study. Data was obtained with Questionnaire on Female Participation in Physics and Interview Protocol, administered to the female students. The findings from the study suggest that female students do not prefer physics as a course of study at the university level due to limited career opportunities in the subject. An implication from this study is that female enrolment in physics will not improve unless information about career awareness in the subject is made available to students. Serious efforts must be made by physics educators as well as Physics Departments to create awareness of career opportunities in the study of physics.

Source: UCC
Senior High School Mathematics Teachers And Students’ Content Knowledge In Circle Theorems And Their Van Hiele’s Levels Of Geometric Thinking

This study specifically sought to assess the content knowledge in Circle Theorems and the geometric thinking levels of in-service mathematics teachers and their students in the Senior high schools in Ghana using van Hiele’s levels. This assessment was conducted in the Tarkwa – Nsuaem and Prestea – Huni Valley Municipalities in the western region with teacher population of 104 and a student sample of 280. A survey research design was used through an adopted geometry achievement test (GAT). A 100% expected return rate was achieved since it was administered directly and was collected on the same day of administration. It was realised from the study that 89.42% of the teacher population passed with an average mean of 27.50 out of 40 marks. It was also identified that although the percentage pass was high, their van Hiele geometric thinking level was up to the level 3 out of the five levels. Again, it was also identified that the most of the student respondents had below average content knowledge in Circle Theorems with an average mean of 22.90 and a percentage pass of 48.21%. Out of the five levels of geometric thinking, the students could demonstrate their understanding of the Circle Theorems up to van Hiele level 3. The means of the test scores for the teachers and the students differed statistically significantly, and the effect size was big, according to the results of an independent-samples t-test. It was recommended that regular in-service training and workshops must be organised by educational stakeholders for mathematics teachers in Circle Theorems to help enhance teachers’ van Hiele levels of geometric thinking. Assessing students in Circle Theorems must be organised using the van Hiele levels. This will highlight their strengths and weaknesses at each level for remediation.

Source: UCC
Senior High School Mathematics Teachers‘ Perception and Knowledge of the use of Problem-Solving Strategy as an Instructional Approach

The research investigated the knowledge base and how mathematics teachers at the senior high schools in the Central Region perceive the use of the problem-solving instructional strategy. This used the sequential exploratory mixed-method design. for this research,136 mathematics teachers from 21 senior high schools responded to the survey questions for purposes data collection after which a sample of 7 out of the 136 mathematics teachers were interviewed followed by an observation of their lessons. The sampling technique adopted for this study was multi-stage in nature. This method was adopted in order to gather the various samples for the research. Both inferential and descriptive statistics were used in analyzing quantitatively the data obtained. Analysis of the qualitative data from the open-ended items was done using the thematic coding technique. This study revealed that mathematics teachers have positive perceptions about the problem-solving instructional approach. It was also found that about 91% of the senior high school mathematics teachers professed knowledge of use in teaching about problem solving and teaching for problem solving rather than teaching through problem solving. Teachers reported practices they could not demonstrate in their actual lesson. Their observed practices in their classroom had a lower score than what they reported. The study recommends that in-service senior high school mathematics teachers should be given professional development training on problem solving instructional approach and how it is used in the classroom.

Source: UCC
Senior High School Mathematics Teachers’ Perception and Practice of School-Based Assessment

This study examined Senior High School (SHS) Mathematics teachers’ perception and practice of school-based assessment in selected districts in the Bono Region. The study employed mixed methods approach which adopted the sequential explanatory design. The census method was employed to involve 117 SHS mathematics teachers. A questionnaire and interview guide were used as the main data collection instruments. Descriptive statistics (frequencies and percentages, mean and standard deviation) and inferential statistics (Independent sample t-test and One-Way ANOVA) statistics were used to analyse the quantitative data while thematic analysis was used to analyse the qualitative data that were obtained from the interviews. The study revealed that SHS mathematics teachers had positive perception about school-based assessment and they practiced school-based assessment. The results from the study showed that mathematics teachers use SBA results in: remedial teaching, and designing learning activities. It was found that mathematics teachers gave the required number of group exercise, midterm test, and end of term examination in the academic year, however majority of the mathematics teachers did not give the required number project work in a year. Finally, gender and teaching experience were found to have no effect on teachers’ perception of school-based assessment. Based on the findings of the study, it was recommended that Ghana Education Service should offer targeted professional development opportunities for mathematics teachers to deepen their understanding of SBA methodologies and effective strategies for its integration.

Source: UCC
Senior High School Mathematics Teachers’ Perceptions and Use of Problem-Solving as a Pedagogical Tool

The study investigated the mathematics teachers’ perception and use of problem-solving as a pedagogical tool in the Upper West Region. This study employed the sequential explanatory mixed-method design. Questionnaires were administered to 151 mathematics teachers from 21 senior high schools for data collection purposes for this research, after which a sample of 7 out of the 151 mathematics teachers were interviewed followed by an observation of their lessons. The sampling technique adopted for this study was multi-stage in nature; simple random and purposive sampling. This technique was adopted to obtain the various samples for this study. Both inferential (correlation) and descriptive statistics (mean, median and standard deviation) were used in analyzing quantitatively the data obtained. Analysis of the qualitative data from the open-ended items was done using the thematic coding technique. This study revealed that mathematics teachers have positive perceptions about the use of problem solving as a pedagogical tool. It was also found that about 91% of the senior high school mathematics teachers professed knowledge of use in teaching about problem solving and teaching for problem solving rather than teaching through problem solving. Teachers reported practices they could not demonstrate in their actual lesson. Their observed practices in their classroom had a lower score than what they reported. The study recommends that in-service senior high school mathematics teachers should be given professional development training on problem solving instructional approach and how it is used in the classroom.

Source: UCC
Senior high school students' perception of computer laboratory learning environments in their school

This study focused on senior high school students’ perception of their computer laboratory learning environment and how the use of computers affects their learning in urban and community senior high schools. Data was obtained with the Computer Laboratory Environment Inventory questionnaire, administered to 278 second year senior high school students. The sample consisted of 171 males (61.5%) and 107 females (38.5%) with a mean age of students being 17.4 years. The data were analyzed using SPSS to find how frequent students experience a particular factor that affect them when in the computer laboratory and also the difference in how male and female students perceive their computer laboratory learning environment as measured using the t-test. Four factors, supply material environment, integration, supervision and reliable material environment, were found to influence students’ perception of their computer laboratory environment. The findings revealed that students’ general perception of their computer laboratory environments in both school types were positive but significantly different in favour of those in urban schools. The findings suggest that serious efforts must be made by the Ministry of Education (MOE) to improve the material environment, particularly, in Community schools. These schools lack the necessary facilities required to perform practical activities in the laboratory. The acquisition of manipulative and recoding skills which are tied to the context of a laboratory and are emphasized by the MOE and the West African Examination Council will continue to be lacking if this is not done.

Source: UCC
Senior high school students' perception of sources of conflict in Asikuma-Odoben-Brakwa district of Central region, Ghana

The study aimed at finding out students’ perception of sources of conflict in senior high schools. The study was a descriptive survey involving a sample size of 300 participants. This included 100 first year students, 100 second year students and 100 third year students in the two public senior high schools in the Asikuma-Odoben-Brakwa District of the Central Region in Ghana. Besides the literature search, a 43-item questionnaire was used to collect data for the study. The questionnaires administered were 300 and all were retrieved for analysis. Five research questions and two hypotheses were formulated to guide the study. The research questions were answered on the basis of available data using descriptive statistics while the hypotheses were tested using t-test of independence. The findings of the study indicated that, there is no significant difference between male and female students perception of the sources of conflict they experience in the home and school. Differences exist between conflict sources perceived by students from high and low socio-economic backgrounds with adults. Peer group influences adolescent students’ development and this can either increase or minimize conflict among students and adults. These results have prompted the recommendations of a number of measures that can further enhance the management of conflict among students, parents and school authorities. What is of paramount importance in the recommendations is that parents and teachers should involve the adolescent students in the discussion of issues that affect their social lives.

Source: UCC
Senior High School Students’ Difficulties in Writing Structural Formulae of Organic Compounds from IUPAC Names

The difficulties of the Chemistry students from Kumasi Metropolis in writing structural formulae of organic compounds were studied using crosssectional survey design. The quantitative survey used percentages and graphs to analyse the quantitative data obtained from an achievement test and interview and the qualitative survey was used to analyse the explanations given by students on the structural formulae provided for the organic compounds. Students had difficulties in writing structural formulae of alkanes, alkenes, alkanols, alkanoic acids, and alkyl alkanoates. The difficulties of students in writing structural formulae of organic compounds from the IUPAC names could be attributed to students’ inability to identify from the IUPAC names the correct number of carbon atoms in the parent chain, the chemical symbol or formula of any substituent or functional group, the correct position of and number of multiple bonds, functional, or substituent group. These students’ difficulties in writing the structural formulae of organic compounds having been identified, Chemistry teachers are therefore encouraged to hold class discussion with students after each class exercise on IUPAC nomenclature to enable them identify these weaknesses and work on them.

Source: UCC
Senior High School Students‟ Conceptual Understanding of Chemical Reactions and Equations of Carbon Compounds

The study investigated Senior High School students‟ conceptual understanding of chemical reactions and equations of carbon compounds. The explanatory sequential mixed methods design was used to achieve the purpose of the study. Two-tier achievement test items and an interview were used to collect data from 320 final-year students through a simple random sampling technique. Descriptive statistics specifically, frequencies and percentages were used to analyse the quantitative data gathered and the interview data, that further explained the quantitative data, were analysed thematically. The study revealed that the conceptual understanding of students according to Structure of Observed Learning Outcome (SOLO) Taxonomy on hydrogenation, halogenation, oxidation and hydration reactions and equations is at the unistructural level, of which students scored one aspect of the answer correct. The understanding level of students in esterification reaction was multi-structural, indicating that the students scored partly both tiers correctly. In addition, students have no conceptual understanding (prestructrual level) on equations involving cyclo-compounds and/or writing the chemical formula in equation as they either scored both tiers incorrect or left the question unanswered. The study also identified reasons accounting for the students‟ conceptual understanding of chemical reactions and equations of carbon compounds to be teachers, home, examination reasons and Ghana Education Service rules. The study recommends that teachers should use computer assisted animations in teaching to help students imprint in themselves mental pictures of the reactions and equations. Assessment and evaluation of students‟ achievement in chemical concepts should be done to create conceptual structures for purposeful teaching and learning. Teachers should teach to cover the content as stipulated in the curriculum.

Source: UCC
Senior high school teachers‘ perception towards the use of concrete materials in teaching and learning mathematics

The study investigated the perception of Senior High School (SHS) mathematics teachers towards the use of concrete teaching and learning materials (TLMs) in the Cape Coast Metropolis of Ghana. The study adopted explanatory sequential mixed method approach. A survey design was employed to explore the perception of 132 SHS mathematics teachers towards the use of TLMs. Teachers were sampled using proportionate stratified sampling technique from the ten public SHSs in the Metropolis. The quantitative data were analyzed using descriptive statistics, ANOVA, correlation and multiple regression analyses whilst thematic analyses was used to analyze the qualitative data. The findings highlighted teachers‘ overall positive perception towards the use of TLMs. Teachers have reported their highest perception in their confidence and knowledge in using TLMs and believed that its usage was very important because it helps improve upon students‘ achievement in mathematics. The results also revealed teachers‘ high perception in time/classroom constraints in using TLMs and the cost of TLMs. The least perceived factor by teachers was availability of TLMs. Teachers‘ self-efficacy/Benefits in using TLMs was reported as the best predictor of teachers‘ overall perceptions towards the use of TLMs; and the least predictor was the Cost of TLMs. The study also revealed that teachers‘ teaching experience and qualification were not determinant factors of teachers‘ use of TLMs. It is recommended that the Ministry of Education through Ghana Education Service could try to make the necessary provisions and resources

Source: UCC
Senior High School Teachers’ Perceived Influence of Large-Scale Testing Accountability on Teaching and Learning at Birim Central Municipality

The study's objective was to examine the influence of large-scale testing accountability on teaching and learning. The study used a descriptive survey design. The study enrolled 200 senior high school teachers in Birim Central Municipal. The study selected teachers from the schools using simple random sampling, specifically the lottery method. Descriptive statistics (frequency and percentages, means and standard deviations) were used to analyse the data collected for the research questions, while inferential statistics, including exploratory factor analysis, independent t-test, and ANOVA, were used to test the hypotheses and answer research question two. The study's findings indicate that senior high school teachers in Birim Central Municipality have adequate classroom assessment skills to use classroom assessment effectively to improve teaching and learning. The Ghana Education Service should use large scale testing to results to advocate better resource allocation in education and teacher professional development in order to improve teaching.

Source: UCC
Senior high school teachers’ perception about the integration of multimedia into teaching of basic economic concepts

Multimedia adoption in education can help teachers achieve their goals while preserving the quality of instruction through the use of technology. It is against this background that the study sought to investigate the perception of senior high schools’ teachers about the integration of multimedia into teaching and learning of basic economic concepts. The study adopted the descriptive survey design. The sampling procedure employed for the study was census sampling. In all, 60 economics teachers in Cape Coast Metropolis were used. A questionnaire was utilized to collect data. In addition, the findings were reported using descriptive and inferential data. The findings of the study revealed that most of the senior high school economics teachers have a positive perception about the integration of multimedia into teaching and learning. The three major factors hindering the integration of multimedia application in teaching economics concepts are computers are not accessible in our schools, lack of time to integrate computers in my teaching and lack of training on educational multimedia use in teaching. It is recommended to the Ministry of Education that teachers should be encouraged to integrate multimedia in teaching so that they become familiar with more pedagogy approaches in multimedia usage.

Source: UCC
Senior high schools students' expectations of teachers: A case study in the Cape Coast Metropolis

The study sought to examine senior high school students’ expectations of teachers’ classroom behaviour with respect to teaching, discipline and personal qualities. The cross-sectional descriptive survey design was used for the study. The sample for the study was drawn through purposive and stratified sampling based on gender. A total of 400 students drawn from four senior high schools in the Cape Coast Metropolis namely; St.Augustine’s College, Holy Child Senior High, Academy of Christ the King and University Practice Senior High took part in the study. A 24-item questionnaire was used for the data collection. Percentages, Chi-square, and Spearman rank order coefficient at alpha level of 0.05 were used in the analysis of data. The study revealed that there was no significant difference in male and female students’ expectations of teachers’ manner of teaching, discipline and personal qualities. There was however a significant relationship in day and boarding students expectations of teachers manner of teaching, discipline and personal qualities. Students expect teachers to know a great deal about the subject they teach, praise them for behaving well and working hard and also to be patient, understanding, kind and sympathetic. The study recommends the need for teachers not to resort to the use of the cane as a mode of enforcing discipline. The study also recommends the need for teachers to have a great deal of knowledge about the subject they teach. Finally, it is recommended that teachers be patient and kind in the course of teaching.

Source: UCC
Senior secondary school students' and teachers' perception of the difficult organic chemistry topics in the Central region

This study investigated students’ and teachers’ perceptions of organic chemistry topics in the SSS chemistry syllabus. It compared the perception of students’ with that of their teachers’ with the hope of ascertaining whether perceptions were correlated. The survey method was employed, where questionnaires were administered to 300 chemistry students’ and their 35 teachers. Students’ perception of organic chemistry questionnaire and Teachers’ perception of organic chemistry questionnaire with reliability coefficients of 0.94 and 0.87 respectively were administered to the participants. The sample was drawn from 10 senior secondary schools in the Central Region where students had already treated organic chemistry. Stratified random sampling followed by simple random sampling was used to select 300 students (50 percent male and 50 percent female) from the 10 schools. The study showed that the SSS chemistry students’ perceived 14 out of the 31 organic chemistry topics to be relatively difficult to learn. In the case of the chemistry teachers’, they perceived all the 31 topics to be relatively easy to teach. It was also found that, significant difference existed between male students’ (mean equal to 94.4) and female students’ (mean equal to 100.7) perception of the difficulty level of organic chemistry topics.

Source: UCC