ghanaopendata/ghanaian-research-english huggingface dataset:
Teachers’ use of manipulatives in teaching numeracy at early childhood centres in the Nkoranza North District

The purpose of this study was to investigate teachers’ use of manipulatives in teaching numeracy at early childhood education centres in Nkoranza North District. Mixed methods research design based on sequential explanatory research was used in this study. The sample size was forty-five (45), which comprised of forty kindergarten teachers, four School Improvement Support Officers, and one early childhood education coordinator. Purposive and simple random sampling techniques were used in this study. A questionnaire, an observational guide, and a semi-structured interview guide were used to collect data. Quantitative data was analysed using frequency tables, percentage, simple count, mean and standard derivation and the qualitative data was analysed using themes. The study discovered that counters, bundle of sticks, bottle tops and number cards are manipulative materials available at the early childhood centres. Again, the study discovered that geoboard, Cuisenaire rods, multi base blocks, Abacus and dice are types of manipulatives teachers often used in teaching numeracy in their classroom. Child centred method, demonstration method, grouping method and role play were methods exhibited by teachers when using manipulative in teaching numeracy. However, teachers were faced with challenges such as limited classroom time, insufficient budget for manipulatives, and inadequate pedagogical and technological knowledge when using manipulative in teaching numeracy. The study recommended that the Nkoranza North Education Office, in collaboration with the Ghana Education Service should make appropriate manipulative materials available and ready for use in teaching numeracy. The study also recommended that kindergarten teachers should attend continuous professional development workshops every term on how to use appropriate manipulative materials to improve their teaching skills in numeracy in order to eliminate abstract learning.

Source: UEW
Teachers’ utilization of Community resources in Teaching Social Studies concepts at Senior High Schools in the Ho Municipality, Volta Region

This study investigates the utilization of community resources by Social Studies teachers in assessing concepts within Senior High Schools in Ho Municipality, Volta Region, Ghana. The research objectives include examining teachers' knowledge base on community resources, analyzing integration practices, and assessing barriers faced in deploying community resources. The study was carried out in Ho Municipality, focusing on OLA Senior High School, Mawuli Senior High School, and Mawuko Girls Senior High School. Adopting an interpretivism paradigm and qualitative approach, the researcher explored the teachers' experiences in deploying community resources. The target population consisted of Social Studies teachers in Senior High Schools within the specified municipality. The study employed purposive sampling, selecting 12 participants based on data saturation, ensuring a comprehensive exploration of teachers' perspectives. Data was collected through semi-structured interviews, revealing three key findings. First, teachers defined and identified community resources, emphasizing their relevance and suitability for teaching Social Studies. Second, the study highlighted various benefits, including curricular enrichment, cognitive development, and social-cultural engagement. Lastly, barriers were identified, including institutional policies, resource constraints, and resistance from students or parents. The study concluded by emphasizing on the alignment of teachers' practices with established theories such as constructivism and experiential learning. Recommendations include the development of clear guidelines by policymakers, ensuring adequate resources, and promoting awareness of the benefits of community resource deployment. Social Studies teachers are encouraged to be collaborative and respectful of community diversity, while future research should explore different contexts, utilize diverse research designs, and focus on various dimensions of community resource deployment in teaching Social Studies concepts.

Source: UEW
Teachers’ views and experiences on professional development activities in basic schools for students who are deaf in Ghana

The study explored teachers’ views and experiences on professional development activities in basic schools for students who are deaf in Ghana. The study specifically looked at the available professional development activities in the schools, teachers’ views on how the available professional development activities make them effective, among others. The study utilized a convergent parallel mixed methods design with survey and case studies guiding the two aspects of the parallel convergent design. A sample of 144 teachers and 30 teachers were involved in the quantitative and qualitative aspects of the study. Questionnaire and focus group interviews were used to gather data for the study. Descriptive and inferential statistics were used to analyze the questionnaire data whereas the interview data were analyzed using the themes that emerged from the study. Findings from both questionnaire and interview data revealed that the available professional development activity for teachers was workshop. The study revealed further that mentoring existed in the schools but was done on informal basis. The study revealed that collegial development even though exists in the schools, focused on building the sign language proficiency of teachers. It emerged from the study that teachers’ professional development needs were teaching strategies and skills, subject matter knowledge, proficiency in sign language and proficiency in the use of multimedia technology. The results of the study further revealed that teachers are influenced to attend professional development activities when the topics are interesting and will enable them to be effective as teachers. The researcher recommended that organizers of professional development activities for teachers of students who are deaf in Ghana should organize more professional development activities among other recommendations.

Source: UEW
Teachers’ views on vocational training programmes for students with intellectual disabilities in Catholic Special Vocational School Fijai -Takoradi in Western Region, Ghana

The purpose of this study was to ascertain teachers’ views on vocational training programmes for students with intellectual disabilities in Catholic Special Vocational School, Fijai-Takoradi in the Western Region of Ghana. The study employed a case study as it design and the approach was based on qualitative research methodology. Four research questions were raised to guide the study. The instruments were made up of observation; documentation and semi-structured interview to gather data for the study. The population made up of nine were used for the study was the entire school staff comprised of the headmistress, three special educators and five vocational instructors. Purposive sampling technique was used for the selection of the participants for the study. Data analysis was done using content analysis based on the various themes gleaned from the strands. The sample size involved the entire element of the population. The results of the study revealed that even though, there were different types of vocational programmes planned in the curriculum for the students with intellectually disability, they were very few and provided limited opportunities for the students to choose from. Also, there was ill preparation towards the teaching of the vocational programmes. Thus, there was no transition going on since most of the students had been in the school for years without acquiring the needed vocational skills for graduating. Analyses of study revealed a number of findings that have implications for the vocational training programmes for students on transition, in the light of which, some recommendations are made.

Source: UEW
Teachers’ views on vocational training programmes for students with intellectual disabilities in Catholic special vocational school Fijai -Takoradi in Western region, Ghana.

The purpose of this study was to ascertain teachers’ views on vocational training programmes for students with intellectual disabilities in Catholic Special Vocational School, Fijai-Takoradi in the Western Region of Ghana. The study employed a case study as it design and the approach was based on qualitative research methodology. Four research questions were raised to guide the study. The instruments were made up of observation; documentation and semi-structured interview to gather data for the study. The population made up of nine were used for the study was the entire school staff comprised of the headmistress, three special educators and five vocational instructors. Purposive sampling technique was used for the selection of the participants for the study. Data analysis was done using content analysis based on the various themes gleaned from the strands. The sample size involved the entire element of the population. The results of the study revealed that even though, there were different types of vocational programmes planned in the curriculum for the students with intellectually disability, they were very few and provided limited opportunities for the students to choose from. Also, there was ill preparation towards the teaching of the vocational programmes. Thus, there was no transition going on since most of the students had been in the school for years without acquiring the needed vocational skills for graduating. Analyses of study revealed a number of findings that have implications for the vocational training programmes for students on transition, in the light of which, some recommendations are made.

Source: UEW
Teacher’s attitudes towards inclusive education in Effutu Municipality

The study entailed teachers’ attitude towards children with disabilities in inclusive education within the Effutu Municipality in the central region of Ghana. Cross sectional survey design was used to guide the study. Data was gathered via questionnaire and interview. The qualitative data were analyzed using thematic approach and descriptive methods whereas quantitative data were analysed using simple percentages. Participant stated that there was no problem including children with disabilities with the other children in general classroom settings. Also, teachers were happy when they see children with disabilities willing to learn with other students. The study further revealed training, availability of educational resources, past experiences, and gender as some of the factors that influence attitude of early grade teachers in the Municipality towards inclusive education. Lastly, lack of training, competencies and inadequate teaching and learning materials impededd the implementation of inclusive education. The study recommended, among other things that teachers in the mainstream schools be provided with intensive training on teaching children with disabilities to enable them effectively handle all categories of children with disabilities in their classroom. Also, GES should endeavour to supply appropriate and adequate teaching and learning resources to enhance the work of teachers. In addition, teachers should be encouraged to develop attitudes towards students with disabilities so as to help augment inclusive education.

Source: UEW
Teacher’s perception of staff professional development practices in public senior high schools in the Kwabre East district

Teaching profession needs to be mastered, and teachers need to be developed. Investing in teachers' professional development is important. Hence, this study aims to look into the structure of staff professional development practices in the Ghana Education Service (GES), and determine the relationship that exist between staff professional development and teachers’ performance. To achieve this, the study sought the perception of teachers towards the staff professional development practices and its associated challenges. Descriptive research design was used for the study. Simple random sampling technique was used to sample out 210 teachers in the public senior high schools in the Kwabre East District. Questionnaire was used as the main data collection instrument. From the findings it was observed that teachers agreeably perceived staff professional development programmes of GES as being targeted to both their individual and organizational (GES) needs. Also teachers disregard the collaborative, reflective and evaluative nature of staff professional development of GES. The findings further revealed that staff professional development programmes are indispensable strategic tools for enhancing employee performance and organizations performance, but they are faced with challenges like the inadequate budgetary allocation, lack of resources, procedures and methods to evaluate the outcome of the programme, high cost in developing teachers professionally. The study recommends among others that staff professional development should be funded fully by the government.

Source: UEW
Teacher’s perceptions of educational field trips in the teaching of social studies in Bolgatanga preparatory junior high school

This study set out to assess teacher’s perception and utilization of educational trip in teaching social studies in Bolgatanga Preparatory Junior high School in Bolga and Bolgatanga Municipality in the Upper East Region of Ghana. Four research questions guided the study: these were; What is the perception of teachers regarding the concept of educational trips and experimental learning? What are teachers’ motivations towards the use of educational trips in teaching Social Studies? Which factors demotivate teachers about the organization of educational field trips? What is the extent of teachers’ use of educational trips in teaching and learning of Social Studies in basic Schools in the Bolgatanga municipality? One descriptive survey design was used for the study. The major instrument for data collection was a questionnaire. Data from this source were then triangulated with interview. Random sampling method was used to select the teachers and students for the study. In all, fifty (50) students and four (4) Social Studies teachers were selected from Junior High Schools in the Upper East Region. Findings of the study indicated that Social Studies teachers have adequate knowledge on the concept of educational field trips. The research further revealed that Social Studies teachers do not often use educational trips in teaching Social Studies. The rare use of educational trips by teachers for the teaching and learning include: Difficulties with transportation (including cost) time considerations (preparation, fitting into the school timetable) and Lack of support from school administrations for educational trips. The study recommends that teachers in junior high schools should be encouraged by the use of educational trips as instructional resource to enhance the teaching and learning Social studies. Teaching time tables should be planned by the social authorities such that they make room for the organization of educational trips. This would promote effective teaching and learning. Ghana Education Service (GES) must ensure that the policy formulated on the utilization of educational trips in the teaching of Social Studies in the Junior High Schools, specified in the 2010 Junior High School Syllabus, is implemented in order to enhance effective teaching and learning of Social Studies.

Source: UEW
Teaching and learning for nation building knowledge and practices of senior high school social studies teachers in the eastern region of Ghana

It is impervious to note that the main goal of Social Studies has been mentioned as citizenship education which involves preparing citizens for active participation nation building. However, it appears Social Studies teachers give little attention to the inculcation of the spirit of nation building in their students. The purpose of this study therefore was to determine whether SHS Social Studies teachers in Ghana have knowledge of and do teach towards Nation Building as a process of fostering unity in their classrooms and in society at large. The study adopted descriptive survey design. A total of 260 Social Studies teachers were selected from Senior High Schools in the Eastern Region for the study. The data collected was analysed using descriptive statistics (means and standard deviations) and inferential statistics (independent samples t-test and Pearson Product Moment Correlation-PPMC. The study found that most Senior High School Social Studies teachers have positive knowledge about Nation Building. It was again found that most Senior High School Social Studies teachers have good practice of Nation Building. The results from the study showed that all the teaching techniques predict the teaching of nation building. It was also revealed that most Senior High School Social Studies teachers in the Eastern Region have positive perception about Nation Building. The study concluded that, most Senior High School Social Studies teachers in the Eastern Region have positive perception about practices of Nation Building. This implies that most Senior High School Social Studies teachers in the Eastern Region are able to breach the gap between theory and practice by putting into practice the knowledge in nation building for students to understand. In terms of application, it concluded that most Senior High School Social Studies teachers in the Eastern Region apply their knowledge in the teaching and learning of nation building in the classroom and this has positive impact on the students. It was recommended that to maintain effective teaching and learning of nation building as an integral part of the Social Studies content, policy makers should come out with guidelines that will guide teachers‟ classroom pedagogy towards achieving the former.

Source: UEW
Teaching and learning styles of history teachers and students in senior high schools in the Kumasi metropolis

The quality of an educational system in Ghana highly depends on effective teaching and learning strategies adopted by teachers and students. Ghana cannot develop without adequate and sound educational performance through effective teaching and learning. This study sought to explore the teaching styles of history teachers and ascertain whether they match with students’ learning styles in Senior High Schools (SHS) in the Kumasi Metropolis. The study utilized the cross-sectional descriptive survey design to investigate the teaching styles of senior high school history teachers, and learning styles of their students in the Kumasi Metropolis. The target population was all 21 history teachers and 875 history students of senior high schools in the Kumasi Metropolis. A simple random sampling technique was employed in selecting 11 SHS in the Kumasi Metropolis. Purposive sampling technique was adopted in selecting 21 teachers and Krejcie and Morgan (1970) table for selecting sample size was used to select the 350 students. The most dominant teaching style of history teachers is the Learner-Centered and this was adopted because it puts students first by allowing them to participate in class activities. There was a positive relationship between gender, age, teaching experience and as against teaching style adopted. Moreover, the most preferred learning style of history students is kinesthetic which make students discoverers and tactile in nature. The choice of teaching style remains a prerogative of the teacher so far as it enhances students learning since there is no one approach to effective teaching and learning. Heads of senior high schools should provide teachers with adequate training and supervision to improve their teaching skills and students must cultivate the right learning habit.

Source: UEW
Teaching and promotion creativity in sewing among vocational skills students of four Colleges of Education in the Ashanti region of Ghana

This study surveys teaching and promotion of creativity in sewing among Vocational Skills students in the Colleges of Education in the Ashanti Region of Ghana. The study used descriptive survey design because of its relevance to the study. Simple random sampling technique was used to select 120 students from four Colleges of Education and eight tutors who were purposively sampled from the four Colleges of Education for the study. Two sets of self-designed questionnaires were used to collect data from both students and tutors. The data collected with both questionnaires were analysed using SPSS, version 16.0 and descriptive statistics in a form of frequencies and percentages were computed. The computed results were presented using tabular data format for discussions in chapter four. The findings of the study revealed that most of the tutors perceived that majority of their students display original ideas for product development, fluent in idea generation and development, experiment with ideas and have a good sense of humour. The study also showed that the major challenges of both tutors and students were that tutors do not create an environment free of criticisms to enable students to actively participate in classroom activities. Tutors do not teach with enough Teaching-Learning Materials (TLMs) during instruction period. Both tutors and students suggested that provision of teaching-learning materials, engaging students in practical activities and use of field trips can help students to develop their creative abilities and potentials to the fullest. It must be concluded that the elaborate detail and intricate of dressmaking/sewing required an enormous amount of painstaking and creativity. It is recommended that for the students to develop their creativity to their maximum there is the need for materials to be provided to enable the students to engage in practical activities and assignments.

Source: UEW
The teaching and writing of composition at the JHS level the case of Assin Fosu schools

The ability to communicate effectively through writing is important. Teaching students to master writing skills is a major facet of English language teaching. Students in Junior High Schools in Assin Foso Municipality face problems in writing composition. The purpose of this study was to identify the composition teaching approaches teachers in Assin Foso Municipality use in teaching composition writing at the Junior High Schools, and to ascertain the impact of these approaches on the performance of students’ writing. The researcher made use of embedded case study design, of which both qualitative and quantitative data were analysed. These instruments were used: interview, questionnaire, and observation to gather data for analysis and discussion to address the research objectives. The study found out that teachers in the research area use process approach, product approach, and process-product approach. On the impact of these teaching approaches, it was concluded that the process-product approach and process approach improve students’ ability to construct sentences, improve students’ vocabulary acquisition, and improve students’ writing style. Also, the findings of the study indicated that the product approach improves students’ sentence construction, and vocabulary acquisition but could not fully improve students’ punctuation skills. It is recommended that teachers should adopt collaborative approach in teaching composition writing to improve students’ writing skills, and make written corrective feedback part of composition lesson.

Source: UEW