ghanaopendata/ghanaian-research-english huggingface dataset:
Pre-Service Teachers’ Conceptual Understanding And Interest In Basic Electronics, Balancing Of Chemical Equation, Infectious And Non-Infectious Diseases In Integrated Science

Conceptual understanding and interest in integrated science concepts have been a challenge to most pre-service teachers. Therefore, this research focused on pre-service College of Education teachers’ conceptual understanding and interest in some Integrated Science concepts, mainly basic electronics, balancing of chemical equations, and infectious and non-infectious diseases. Second-year pre-service teachers from the three Colleges of Education affiliated with the University of Education, Winneba, in the Eastern Region of Ghana, were used as the study population. Simple random sampling technique was used to select second year Pre-service Teachers. In all, 255 pre-service teachers were used for the study. The instrument adapted for the study was achievement tests on integrated science concepts, and a questionnaire on students interest in integrated science concepts was used to gather the data. The quantitative data was analysed using frequency, means, standard deviation and correlation and the qualitative data was thematically analysed. The results revealed that pre-service teachers conceptual understanding of balancing of chemical equation were very low, followed by basic electronics but have a partial scientific understanding of infectious and non-infectious diseases. Preservice teachers’ exhibited a moderate interest in basic electronics, balancing of chemical equations, and infectious and non-infectious diseases could be due to the abstract nature of the concepts. There was no correlation between interest and performance. It was recommended that tutors at the Colleges of Education use conceptual change strategies to help improve pre-service teachers’ conceptual understanding and interest in the selected concepts in integrated science.

Source: UCC
Pre-service teachers’ content knowledge and pedagogical content knowledge in teaching geometric transformation

This study investigated pre-service teachers’ content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of enquiry with a Geometric Transformation Achievement Test (GTAT) as the instrument used for data collection. The GTAT was given to pre-service teachers to identify how knowledgeable they are in content and pedagogical knowledge in geometric transformation. The results indicated a high level of content knowledge but low level of pedagogical content knowledge among the pre-service teachers in geometric transformation. A correlation analysis was also performed to identify the relationship between pre-service teachers’ content and pedagogical knowledge in geometric transformation and the results indicated a weak positive significant relationship between pre-service teachers’ content knowledge and pedagogical content knowledge, r (82) = .044, p < .05, two–tailed. It was therefore recommended that geometric transformation content and pedagogical courses at the Colleges of Education be made more practical and that pre-service teachers should be given ample opportunity to practice what they are going to teach at the basic level.

Source: UCC
Pre-Service Teachers’ Perceptions on Procedures to Identify and Assess Children with Special Educational Needs and Disabilities: The Case of Tutors’ of Colleges of Education in Ghana

The study aimed at exploring the perceptions tutors in Colleges of Education have on how the Colleges of Education Curriculum adequately prepare pre-service teachers to enable them identify and assess children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted and the purposive sampling technique used to select three of the ten regions of the country. Out of the three regions, 13 Colleges of Education were purposively selected and the convenience sampling technique used to select 235 tutors. Percentages and frequencies were used as statistical tools to analyse the research data generated from questionnaire instrument. The findings revealed that 119(53.36%) of the respondents agreed that the curriculum enables pre-service teachers to identify various categories of children. Respondents who agreed that the curriculum teaches pre-service teachers how to screen were 73(32.74%), while 86(38.57%) agreed that the curriculum teaches pre-service teachers how to seek for parental consent before referral. Only 13(5.83%) agreed that the curriculum exposes pre-service teachers to the various assessment centres in Ghana where children who are suspected to have disabilities can be referred to. There were 44(19.73%) who agreed with the statement that the curriculum enables pre-service teachers to develop Individualised Education Programme for children with special educational needs and disabilities. On the basis of the findings, some recommendations were made for tutors of the Colleges of Education to clarify identification and assessment procedures to preservice teachers when teaching. This will prepare them for inclusive education in the country.

Source: UCC
Pre-Service Teachers’ Technology Skills and its Effects in Using Technology for Instruction: In Pursuit for Quality Teacher Training

The use of technology for instruction is gaining widespread recognition because educators now believe in the potency of technology and how it affects teaching and learning positively. To be able to use technology effectively for instruction, teachers must have the knowledge and technical ability to use technology for instructional delivery. The purpose of this study therefore was to investigate into pre-service teachers’ technical ability to use technology and its effect for instruction. The study is located in the pragmatist paradigm which followed a mixed methods approach using a concurrent triangulation design. A stratified random sample of 417 pre-service teachers were drawn from eight teacher colleges of education as well as a purposive sample of four tutors of teaching technology related courses and four tutors handling other courses participated in the study. Four student focus groups consisting of ten students in each group also provided data qualitative data for the study. The study used semi-structured questionnaires and interview schedules to gather data. Quantitative data were analyzed statistically using relevant descriptive and inferential statistics. Qualitative data were analyzed using thematic approach. It came to light that although there are challenges pre-service teachers face in terms of access to such technologies, they still do their best to include technologies in their lessons whenever possible. It was found that pre-service teachers lack the technical skills needed to use technology effectively for classroom instruction because of the lack of technical training which is missing from the curriculum for training. Pre-service teachers are calling for more technical skills training to equip them to overcome their fears to be able to use technology for instruction. It is therefore being recommended that stakeholders of teacher education would redesign the technology curriculum to include more technical courses to help equip pre-service teachers to teach effectively with technology in the classroom.

Source: UCC
Pre-Service Teachers’ TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers’ technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers’ technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers’ developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching.

Source: UCC
Pre-service teachers’ understanding of Selected concepts of fractions

The case study investigated prospective teachers’ understanding of concepts of fractions following the IOE’s chief examiners’ reports that have raised concerns about the persistent abysmal performance of the pre-service teachers on items on fractions in mathematics examinations in the colleges of education in Ghana. The case study was conducted in one college of education in the Central Region of Ghana with a sample of 26 pre-service teachers using a mixed method of sequential explanatory design approach. The participants took an achievement test followed by interview with the view to gaining insights into their understanding of specific concepts of fractions. The results indicated that although almost all of the prospective teachers demonstrated high levels of computational competence, none of them was able to demonstrate an understanding of why the algorithm for the division of a fraction by a fraction works. With regard to their Pedagogical Content Knowledge (PCK) of fractions, almost half of the participants could not generate any approach of teaching division of fractions to demonstrate an effective PCK. It was recommended that a new approach of teaching fractions in which connections are made between topics related to fractions be adopted by mathematics tutors in the colleges of education to guide prospective teachers to acquire a deeper conceptual understanding of fractions and their applications

Source: UCC
Pre-Service Teachers’ Use and Perceptions of Geogebra Software as an Instructional Tool in Teaching Mathematics

This paper presents a case study of 85 pre-service mathematics teachers from the University of Cape Coast, Ghana; who enrolled in an instructional technology mathematics course to develop competencies in teaching mathematics using the GeoGebra software which was being introduced to them for the first time. The study focused on an in-depth investigation of the pre-service teachers‟ perceptions and use of GeoGebra in teaching mathematics. Questionnaire, interviews and lesson artefacts developed by the teachers were the data sources of the study. Descriptive, t-test and effect size statistics were used to analyse the quantitative data whereas the interview data and lesson artefacts were analysed qualitatively. Statistical analysis confirmed that the use of the GeoGebra helped pre-service teachers expand their own understanding of mathematical concepts as well as their knowledge of Instructional strategies. The study also indicated that two perceived barriers; lack of awareness of the GeoGebra software and time constraint in designing GeoGebra lessons hinder pre-service teachers‟ use of the tool. That notwithstanding, the pre-service teachers‟ perceived developed attitudes and pedagogical views on the use of GeoGebra point to its potential as an instructional tool in developing their experiences in technology integration within an initial teacher education programme in Ghana.

Source: UCC
Preceptor Evaluation of Graduate Nursing Students' Clinical Learning in Ghana

Purpose: Preceptor evaluation is embedded in nursing education (Allen, & Molloy, 2017; Nielsen, Lasater, & Stock, 2016). It constitutes a critical component of nursing students learning both in the classroom and clinical placement (Helminen, Coco, Johnson, Turunen, & Tossavainen, 2016; McQueen, Poole, Raynak, & McQueen, 2018). This type of evaluation of nursing students may inform faculty of the additional learning needs students may require. The study intended to describe preceptor’s evaluation of graduate nursing students’ ability to translate knowledge, communicate and demonstrate professionalism during clinical placements in varied health facilities in Ghana. Methods: A total population sampling was conducted with all the preceptors involved in the training of Master of Science in Advance Nursing practice students in Ghana. An adapted preceptor evaluation tool was used to gather relevant data for the study (Berbarie, nd). Data were analysed using the Statistical Package for Social Sciences (version 22.0; IBM Corporation, Armonk, NY, USA) and summarized using frequencies and percentages. Results: Out of 83 preceptors across the country, 73(87.9%) correctly submitted evaluation forms for their students. The findings show that the student’s ability to translate knowledge was adequate (97.3%); they communicated effectively (90.4%) and demonstrated high degree of professionalism (93.2%) during clinical placement. The preceptors were satisfied with working with the graduate students. Conclusion: Ultimately, our study has revealed that preceptors are satisfied with the performance of graduate students’ clinical placement. The ability of the graduate nurse to demonstrate professionalism, effectively communicate and translate theoretical knowledge to practice was high which will eventually impact positively on patient care outcomes. Our findings highlight the prospects for our programme and its products, with overall impact of better healthcare outcomes. Given the role of preceptors as demonstrated, there is the need for faculty to continue to strengthen the faculty-preceptor relationship and build on current approaches used in clinical training of students.

Source: UCC
Precursors to Compliance of Public Procurement Regulations Among Publicentities in the Central Region of Ghana

This study sought to examine the influence of selected precursors (professionalism, familiarity, political interference, monitoring and enforcement) on public procurement regulations among public entities. The study adopted a quantitative approach. A census was used to collect data from 98 procurement practitioners among the public entities in the Central Region of Ghana through self administered questionnaires. Partial Least Squares (PLS) structural equation modelling was used to analyse the research objectives . The findings revealed that professionalism, familiarity and monitoring had a significant direct positive effect on compliance to public procurement regulations. Political interference and enforcement had no significant influence on compliance to public procurement regulations. The study concludes that these selected precursors (professionalism, familiarity and monitoring) determine compliance to public procurement regulations. The effect can be increased through effective monitoring and professional conduct. The study recommends an in-depth training program that focuses on professional development to ensure procurement professionals’ familiarity with public procurement regulation.

Source: UCC
PREDICTABILITY OF INSTRUCTIONAL QUALITY ON TEACHER EFFECTIVENESS IN THE PREPARATION OF TEACHERS AT THE COLLEGE OF DISTANCE EDUCATION UNIVERSITY OF CAPE COAST

Purpose: The purpose of the study was to examine the predictability of instructional quality on trainee-teacher effectiveness in the delivery of Distance Education (DE) in Ghana, focusing on College of Distance Education, University of Cape Coast (CoDE, UCC). Methodology: The descriptive survey design was adopted with a quantitative approach. Total population involving 1,837 CoDE course tutors and all CoDE students at 76 study centres offering education programmes totaling 51,456 were used. The sample size for the study was 726, made up of 397 trainee-teachers and 329 course tutors. The proportionate stratified random sampling approach was employed to select respondents who completed the questionnaire instruments. The statistical analysis software tool known as the PASW Version 21.0, the Test Analysis for Surveys (TAFS) was used for analysing the data. Data on the research question was analysed using linear multiple regression analysis. Findings: The results revealed that pedagogical quality and quality evaluation were the dimensions of instructional quality that most significantly predicted trainee-teacher effectiveness. Again, whenever trainee-teachers demonstrate high level of competence in terms of subject matter knowledge, lesson presentation skills, class management and control and lesson note preparation, they increase the extent to which their level of teaching meets pre-specified standards and goals of the college. Unique contribution to theory, practice and policy: It was recommended that management of CoDE, UCC should put in place appropriate support services in all the study centres to guide both tutors and students on appropriate instructional behaviour

Source: UCC
Predictability of Instructional Quality on Teacher Effectiveness in the Preparation of Teachers at the College of Distance Education University of Cape Coast

The purpose of the study was to examine the impact of instructional quality on trainee-teacher effectiveness in the delivery of Distance Education (DE) in Ghana, focusing on College of Distance Education, University of Cape Coast (CoDE, UCC). The descriptive survey design was adopted with a quantitative approach. Total population involving 1,837 CoDE course tutors and all CoDE students at all the 76 study centres offering education programmes totalling 51,456 was used. The sample size for the study was 726, made up of 397 trainee-teachers and 329 course tutors. The proportionate stratified random sampling approach was employed to select respondents who completed the questionnaire instruments. Both descriptive and inferential statistics were used to analyse the data. The results revealed that pedagogical quality and quality evaluation were the dimensions of instructional quality that were highly perceived by trainee-teachers of the college. The study showed that, whenever trainee-teachers demonstrate high level of competence in terms of subject matter knowledge, lesson presentation skills, class management and control and lesson note preparation, they increase the extent to which their level of teaching meets pre-specified standards and goals of the college. It was recommended from the study that management of the college should put in place appropriate support services in all the study centres to guide both tutors and students on appropriate instructional behaviours.

Source: UCC
Predicting greywater reuse for potable and non-potable purposes in a developing country – a theory of planned behaviour approach

This study was aimed at predicting grey water reuse in a municipality of a developing country using the theory of planned behavior (TPB). It sought to identify the beliefs that influence people’s intentions to reuse grey water for potable and non-potable purposes. Residents within the municipality completed a questionnaire designed with the TPB constructs and other demographic data. Results revealed an excellent fit for potable reuse intention and a mediocre fit for non-potable reuse intentions. Attitudes and behavioral control were the constructs that significantly influenced intentions to reuse grey water for both potable and non-potable purposes. Location of the source of water to the respondents and level of education were introduced as background factors. Location of the source of water had no significant direct or indirect influence on intentions to reuse grey water for potable or non-potable purposes. Level of education had a non-significant indirect and direct effect on intentions to reuse grey water for potable purpose but is mediated through attitudes and perceived behavioral control for non-potable reuse intentions. Strategies aimed at promoting grey water reuse should be targeted at a specific reuse option and not a wholesale intervention that is expected to address all reuse interventions

Source: UCC
Predicting Groundwater Quality Parameters Using Supervised Machine Learning

Studies relating to groundwater have asserted that groundwater quality assessment is difficult, time-consuming and costly. An easy, vigorous, cost and time-effective tool is needed to predict water quality. The study employed supervised learning algorithms (decision tree regression and polynomial regression techniques) to build a model for assessing and predicting groundwater quality using easily measured parameters. The study employed experimental design (factorial design) and random sampling technique (multistage sampling technique) for the data collection. Model performance determinants such as R2, RMSE and d-statistics were used to compare the performance of the model with aqueous geochemical models such as Visual Minteq, Phreeq C and Wateq4F. ANOVA was used to determine the significance mean differences in the predicted groundwater chemical parameters of the study regions. The estimated R-square, RMSE and d-statistics for Visual Minteq (0.997, 16.97 and .987), Phreeq C (0.999, 33.16 and 0.960), Wateq4F (0.972, 15.33 and 0.988) and machine learning model (0.999, 1.690 and 1.00) indicated that the model developed has high predicting ability over the aqueous geochemical models. Model validating tools like accuracy (0.96), RMSE (1.690) and R2 (> 95%) demonstrated that the model could be used to forecast groundwater quality with high accuracy using easily measured parameters. ANOVA test demonstrated significant mean differences in the predicted groundwater chemical parameters of the study regions (P-value = 0.00 < 0.05). It is recommended that artificial intelligence tools, such as supervised learning as an easy, time and cost-effective way of predicting water quality should be encouraged in groundwater assessment.

Source: UCC