ghanaopendata/ghanaian-research-english huggingface dataset:
Difficultés de prononciation des consonnes [ʒ] et [ʃ] ; [z] et [s] ; [r] et [ɭ] en lecture a haute voix dans une classe de fle cas des apprenants d’adeiso sda jhs, adeiso

This research aims at finding out the difficulties encountered by JHS2 learners of Adeiso SDA JHS in the Upper West Akim District in the Eastern Region of Ghana regarding the pronunciation of these sounds [ʒ] et [ʃ], [z] et [s], [R] et [ɭ] in reading aloud in the French class lessons. The research was conducted in two different classes namely: JHS2A and JHS2B with total number of 50 students; 25 boys and 25 girls and 1 teacher. Data were collected through questionnaire for a teacher and a reading aloud test for learners on the pronunciation of these sounds « [ʒ] et [ʃ], [z] et [s], [R] et [ɭ] ». The researcher adopted mixed method of analysis. The analysis has revealed that most of the errors committed by learners were as a result of interferences of the learners with other languages they have already acquired. The findings revealed that learners’ difficulties came from lack of knowing the rules governing pronunciations of sounds especially consonant sounds. The findings revealed that the complex nature of the French language made teaching and learning difficult. Based on these findings, it was recommended that students must be intrinsically motivated in reading aloud, encouraged in regular practice of pronunciations especially consonant sounds. Teachers must engage learners more in reading aloud exercises by helping them to discover some rules in the pronunciations of sounds especially consonants sounds, by guiding them in reading dialogues and texts regularly. Teachers should organize extra classes in reading practices (reading aloud). The government must make the learning of French compulsory and train more French teachers in various schools to teach the subject. The authorities must provide the teaching/learning materials or resources in schools for teachers to use in their French lessons

Source: UEW
Difficultés de prononciation des sons [ʃ] et [ʒ] chez les apprenants de Northern School of Business, Tamale.

French is one of the foreign languages taught and learned in Ghana, being studied from the basic school level up to the university level. This dissertation sought to analyse the challenges faced by Form Two students at the Northern School of Business in pronouncing the sounds [ʃ] and [ʒ] in French. The research aimed to identify the errors made by learners and users of the French language when pronouncing these sounds, as well as the underlying causes of these difficulties, in order to propose interventions to address them. Data was collected through questionnaires administered to three teachers and tests given to thirty-five learners in the aforementioned school. The analysis revealed that the majority of students encountered significant difficulties in pronouncing words in French. It was also observed that these challenges were largely influenced by the learners' knowledge of the English language and their mother tongue. In light of these findings, tailored pedagogical methods were implemented as interventions to help learners overcome their pronunciation difficulties. Additionally, suggestions and recommendations were provided to enhance the teaching and learning of French as a Foreign Language (FLE).

Source: UEW
Difficultés d’emploi des affixes flexionnels de personne et du nombre des verbes et des noms en francais langue etrangere le cas des apprenants de wa shs 2

The application of rules that govern the agreement of grammatical number and (subject) and inflections in verbs in written French has been a problem for students in Wa SHS Form 2 General Arts 2. This research sought to expose the causes of the difficulties of these students in the use of the rules that guide the grammatical number (subject) and their corresponding verb inflections in written French and to analyze these causes. Strategies that would help overcome the difficulties have also been suggested in the research. It has been found out that the causes of these difficulties identified relate to not only negative transfer from English Language to the French, the complex nature of the rules governing the use of grammatical number (subject) and their corresponding verb inflections in French or the difference between spoken and written French, but also the difference between the syntactic distribution of number in English and in French. Through questionnaire and testing administered, it has been found out that students have difficulties in the use of grammatical number (plural-singular subject) and their corresponding verb inflections (-s, -t, -e, -es, -e -ons, -ez, -ent,.) that mark singular or plural in the present indicative in written French. Students neglect or omit these inflections where they are supposed to be present. Recommendations were given to teachers and future researchers at the end of the study.

Source: UEW
Difficulties in Identifying the English Determiner System Among EFL students in Ghana: The Case of Francophone Students

The paper aims at discussing the difficulties that students from French speaking countries who are pursuing their education in a Ghanaian university face in identifying English determiners. This is a qualitative study that analysed the difficulties that level 100 Francophone students who have French as a Second Language(L2) and English as a Foreign Language (EFL) in a Ghanaian university face in identifying English determiners. The data used for the analysis comprised students� written exercises. The data gathered in the study were analysed qualitatively. The theoretical framework on which this research is based is article-focused theory which is discourse rule transfer propounded by Robertson (2000) as well as the semantic model developed by Huebner (1983), known as the �semantic wheel for noun phrase reference�. The findings of the study depict that pre determiners, central determiners and post determiners were found in the data analysed. Central determiners recorded the highest number of 25 representing 64%, followed by pre determiners with 11 representing 28% and post determiners showing 3 determiners denoting 8%. Based on the findings, some pedagogical measures such as taking into consideration the needs analysis and teaching all the three types of determiners in context communication were proposed as means of minimising Francophone students� difficulties in English determiner system. � 2022. Pegem Egitim ve Ogretim Dergisi. All Rights Reserved.

Source: UEW
Difficulties in the study and use of concord A case study of Chansa Junior High School

One of the basic grammatical rules often abused by basic school students is that regarding the use of grammatical concord. Thus, many Junior High School learners are challenged in the appropriate use of grammatical concord which obstructs communication. In line with this the study explored the difficulties in the study and use of concord among students of Chansa Junior High School. The theoretical arguments of this study are grounded in the dependency grammar theory and the syntactic theory. The qualitative research approach was used in the study. In all, fifty-six (56) students and two (2) teachers participated in the study. Purposive and quota sampling techniques were used to select the teachers and students respectively. Data collection for the study was done using interviews, observations and content analysis of the essays of students. Data analysis was done using thematic analysis. The study revealed that the students had very poor knowledge of general basic grammar, especially in the area of agreement (concord). Tenses used were particularly chaotic. The pedagogical treatment of grammatical structures by the teachers has been ineffective. The study recommended that the Ministry of Education in collaboration with the Ghana Education Service and the Metropolitan Director of Education are advised to frequently organize workshops, seminars and refresher courses that will help enhance the professional skills and knowledge of the teachers. Teachers are advised to use a more creative and simulative approach to the teaching of grammatical concord to build students’ confidence in grammar

Source: UEW
Difficulties students of Northern school of business encounter in writing English composition

Writing is an important skill for language production. However, it is considered a difficult skill, particularly in English as second language (ESL) contexts where students face challenges in that aspect. The present study was conducted to investigate difficulties that students of Northern School of Business face in composition writing; causes of challenges and remedies to those challenges. Though a number of students could express themselves in English, they could not write composition competently in the areas of introduction, content, and conclusion. Purposive simple random sampling was used to gather data using thematic data analysis for the study. These involved administering questionnaire, pre-intervention test to thirty sampled students; and three English teachers interviewed. All the said activities were geared towards achieving the research objectives, namely, to identify students’ challenges in composition writing, causes and remedies. The result indicated that, students had challenges in the organization of ideas to write, content mastering, limited vocabulary and the structure of essays. Students’ effective English composition writings were also interfered by their first language (L1). The result also revealed that teachers did not use the appropriate instructional methods and approaches to teach composition writing. In the light of the study’s findings, the researcher recommended that students should do more reading to improve their language competency which will enhance their writing. Teachers of English should pay more attention to composition writing using the appropriate methods. The eclectic approach to teaching composition was also recommended for teaching English composition writing.

Source: UEW
Difficulty in integrated science topics perceived by Nalerigu Senior High School Students

The primary focus of the study was to determine SHS integrated science topic difficulty perceived by students. Secondly, the study was also meant to determine measures that could be taken to ensure the effective teaching of topics in Integrated Science. The study employed the descriptive survey research design. The population comprised students in Nalerigu Senior High Schools in the East Mamprusi Municipality. The sample of the study was made up of 200 integrated science students. Purposive and stratified sampling techniques were used to select participants for the study. Questionnaire and interview guide were used to collect data from respondents. It was found in this study that senior high school science students in East Mamprusi Municipality perceived some topics in the integrated science syllabus as difficult. These topics were: cells and cell division, acid base and salt, water, air movement, nitrogen cycle, hydrological cycle, respiratory system and food and nutrition, forms of energy and energy transformation, solar energy, photosynthesis, sound energy and nuclear energy, atmosphere and climate change, forces, motion and pressure, work and machines, endogenous technology, magnetism and biotechnology. Some of the measures to improve the situation were: provision of prescribed textbooks for science, frequent use of practical examples and discussion in class and embarking on educational trips. Based on the findings, it was recommended that workshops and in-service training programs are done for teachers to improve their content knowledge on the topics perceived to be difficult and strategies to teach such topics.

Source: UEW
Digital divide among undergraduate students during the covid-19 era A case study of the Ghana Institute of Journalism

Digital divide is the gap in social and economic equality that occurs when some segments of a given population do not have equal access to Information and Communications Technology (ICTs) and reliable high-speed internet service. The digital divide is problematic because it creates a disparity in social and economic opportunities between people who have access to ICTs and those who do not. This study investigates digital divide among undergraduate students of the Ghana Institute of Journalism (GIJ) during the COVID-19 era. The study also examines the forms of digital divide, the strategies deployed by the students in response to the forms of digital divide encountered as well as the implications of the divide on students’ learning at GIJ. The study applied the Resources and Appropriation Theory of the Diffusion, Acceptance and Adoption of New Technologies to help explore the phenomenon of digital divide encountered by undergraduate university students. The study used the qualitative approach, employed the case study design and gathered data through interviews and focus group discussions conducted with students of GIJ. The study found that access, usage, financial, connectivity and motivation divides were faced by the students. The study also found that while some students sought for information as a strategy to curb the digital divide encountered, others saved money, relocated to areas with stable internet connectivity and some others motivated themselves. The study also revealed unfair competitive advantage, poor performance, lack of understanding and inconvenience in learning as some of the implications of the divide among students. The study concludes that indeed digital divide exists among undergraduate students of GIJ and it may deepen if effective measures are not put in place. The study recommends that students, universities and governments should all make a conscious effort and collaborate productively at all times to help curb the divide.

Source: UEW
Digital inequalities and new media technology usage among graduate students ,a study of four departments in the University of Education, Winneba

This study investigated how graduate students in the four Dpartments of Faculty of Foreign Languages Education and Communication (FFLEC) use new media technologies. The students were purposively sampled from the four Departments in FFLEC and interviewed. The study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technology Appropriation Model to properly contextualize the research. The graduate students were of the view that the social connection provided by an information system is moderated by the relationship between digital usage and access by students. The study also revealed that due to the amount of information provided online, the phenomenon of digital inequality as a result of degree of usage was experienced differently; younger students users of social media share a lot about themselves in their interaction than older graduate students. It was further found that students from the Communication and Media Studies Department appropriate new media technologies for activities such as research, personal communication and commercial transaction while students from the Departments of English Education, French Education and Applied Linguistics mainly use it for personal communication and other social interactions including social media. The study recommends further studies in new media usage in the curricular to help understand the new media culture, and the inequalities that arise through usage.

Source: UEW
A digital platform for sounds and visuals of Bɔbɔɔbɔ instruments for musical activities

The relentless desire to use the sounds and visuals of Ghanaian traditional musical instruments on digital platforms can be seen in the effort to manipulate the sounds and visuals of Ghanaian traditional instruments for musical activities on digital platforms. The J.H. Nketiah’s Digital Platform Model and other digital platform models embarked on holistic digitisation of the sounds and visuals of Ghanaian traditional music elements without making organized inferences to specific musical components such as musical instruments, songs and dance movements. Indeed, these models had no room to consider how stakeholders desired to use the sounds and visuals they created. Considering the importance of Ghanaian traditional musical instruments for various musical activities on digital platforms, bƆbƆƆbƆ was purposively selected for a traditional musical expedition. Based on the Uses and Gratification theory, the Interdisciplinary Theory and the Technological Acceptance Model, the study used bibliographic, discographic and applied ethnographic design to explore how stakeholders desired to use the sounds and visuals of bƆbƆƆbƆ musical instruments. Based on the same theories, appropriate facility, equipment and specific techniques were then used to record the sounds and visuals of bƆbƆƆbƆ musical instruments to create a database and a template from WordPress was selected and edited to host the database to create the website for the sounds and visuals of bƆbƆƆbƆ musical instruments accordingly. The expedition resulted in a digital platform model termed the Two-Hand Steering Digital Platform Model for the sounds and visuals of Ghanaian traditional musical instruments. The study concluded that the idea to develop a digital platform for Ghanaian traditional musical elements should come from the viewpoints of the users and the practiceice should be guided by existing written and media materials as well as digital platforms. The study recommended the Two-hand Steering Digital Platform model for the development of digital platforms for elements in Ghanaian traditional music.

Source: UEW
Digital prostitution on snapchat a study of selected prostitutes in Ghana

In recent years, the rise of online prostitution has been fueled by technological advancements and the unregulated nature of the internet. The sex industry has readily embraced these new information technologies, providing men with enhanced access to women and children for sexual purposes. This has created a symbiotic relationship between the internet and the sex industry, with both parties benefiting from this arrangement. Traditional street-based prostitution has gradually shifted to online platforms, allowing women to engage in prostitution discreetly from the safety of their own homes. This study specifically focused on the use of Snapchat, a widely used global communication application, as a facilitator of online prostitution in Ghana. The research delved into how the internet is effectively utilized for advertising prostitution primarily through the development of social networking sites. Employing phenomenology and observation as research methodologies, the study involved the participation of six online prostitutes. The findings from the study shed light on the motivations behind engaging in online prostitution on Snapchat. Participants highlighted that the platform offered greater security, convenience, and an element of enjoyment compared to traditional methods. They utilized various methods of communication, both verbal and non-verbal, to convey their status as prostitutes to their followers on Snapchat. These methods included body advertisement, sexting, video updates, and direct posts. Overall, the study highlighted the significant role played by technological advancements and online platforms like Snapchat in the proliferation of online prostitution. It underscored the need for regulations and measures to address the challenges associated with the unregulated use of the internet in the sex industry. By understanding the dynamics of online prostitution, policymakers and stakeholders can develop more effective strategies to protect vulnerable individuals and ensure the overall well-being of society

Source: UEW
Dimensions of university governance and community relations in ghana

This article examines the dimensions of university governance and community relations among five public universities in Ghana. It focuses on how the universities exercise their corporate social responsibility within the communities where they are located. Place building theory was used for analysis. Key informant interviews were conducted within the research areas. Findings from the study show that there are agitations from the universities� host communities demanding greater social responsibility and engagement. However, whereas some of the universities have developed an interdependent orientation, others have adopted an independent perspective with respect to their surrounding communities. The article recommends that a multi-stakeholder approach involving the universities, surrounding communities, government institutions and other third sector organisations is required to address the developmental needs of the communities. � Council for the Development of Social Science Research in Africa, 2021.

Source: UEW
Ditransitvity in Ga: A lexical functional approach

The paper examines diathesis alternation of Ga and English ditransitives verbs. It discusses simple ditransitive verbs found in English and compares them with Ga verbs that can be used in ditransitive constructions. Ditransitive verbs are known to subcategorise for two noun phrases as objects. The semantic arguments found in ditransitive constructions are most often the beneficiary followed by the theme. In English, ditransitivity is linked to dative shift. The NP that bears the semantic role of beneficiary /goal in a ditransitive construction is preceded by the theme. The verb, in this instance, then subcategorises for NP followed by PP syntactically. The PP bears the semantic role of the beneficiary and the NP bears the role of the theme. In ditransitive alternation, the semantic roles of the NP objects do not change. What differs in the construction is the syntactic form. Part of the paper will show some analysis using Lexical Functional Grammar (LFG). Data was gathered in consultation with native speakers for the analysis. It was evident that in Ga the constructions used to express dative shift of ditransitive were multiverb constructions and some of the verbs that were used to express ditransitivity were inherent complement verbs with subordinate clauses as their complements. Keywords: ditransitive, diathesis alternation, semantic role, multiverb, ditransitivity

Source: UEW
Divorce on adolescences’ schooling in Asamankese senior high school in Ghana

This study explored divorce on adolescences schooling in Asamankese Senior High School in Ghana, the objectives examine the influence of divorce on their social and academic well-being as well as their coping strategies. This was done through qualitative approach. The population for the study was 244 adolescent students who were victims of parental divorce. The participants were part of adolescent students who took part in an outreach presentation by the researcher during his practicum in Asamankese Senior High School on the topic “coping strategies by adolescents after parental divorce” in 2019. Purposive sampling technique was employed to select a sample size of 12 for the study. The researcher made use of interview guide for the data collection exercise. In this study the data were analysed using the thematic method. The study revealed that divorce makes adolescents emotionally unstable, diminishes their academic performance and school attendance. The study also found that, adolescents who are victims of parental divorce exhibit suicidal ideation, isolation and withdrawal from friends, intolerance attitudes and a feeling of low self esteem. It is therefore recommended that, Guidance and Counselling Units of various Senior High Schools should revitalize their operations by identifying students who are victims of parental divorce and organise counselling sessions for adolescents from divorced parents. It also recommended that, form masters in various Senior High schools should carry out a comprehensive study of their students, identify changes in their behaviour and arrange counselling sessions for adolescents from divorced parents to help mitigate their challenges

Source: UEW