ghanaopendata/ghanaian-research-english huggingface dataset:
Examination of the performance appraisal systems at Graphic Communications group limited head office, Accra

Any efficient performance appraisal schemeshould ensure fairness and aim at giving opportunity for employees to air their views. The objective of the study was, to examine the performance appraisal system as practiced in the Graphic Communication Group Limited and establish its effectiveness and weaknesses so as to suggest ways of improving it. Primary and secondary data were used to accomplish the objective. Instruments used were questionnaire and the methods employed were personal interviews. Stratified and purposive sampling methods were used, and the data was processed and analyzed using comparative analysis framework and descriptive and statistical analysis. The determined sample size was 205. Based upon the staff list asa sampling frame, the lottery method was used to select 205 staff who were then given questionnaires to fill. After persistent calls and regular visits over several months 54 questionnaires were retrieved. The performance appraisal system at GCGLis not very effective, and employees do not know the essence of the entire exercise. In addition the system does not encourage employees to do self appraisal. No meaningfulfollow up is made to assist those who fall below standard. The study concluded that generally the above trend indicates that there is an urgent need for managers of the organization to undertake in-depth training in performance appraisal process. It was therefore recommended that the human resource department should train appraisers in the area of performance target setting. Appraisees should also be encouraged to have access to completed appraisal report.

Source: UCC
An examination of training needs assessment of academic staff of bolgatanga polytechnic

The purpose of this study was to examine the training needs of academic staff of Bolgatanga Polytechnic. The general objective of this study is to determine the training needs of academic staff of Bolgatanga Polytechnic. In furtherance of the general objective, the study sought specifically to examine training policies are adopted by Bolgatanga Polytechnic for its academic staff, identify training needs of academic staff for current and future job assignments, explore methods employed by management of Bolgatanga Polytechnic in conducting training needs assessments of the academic staff, examine the challenges of training needs assessment, and make recommendations to improve training needs assessment. The study used census survey to solicit the views of academic staff of Bolgatanga Polytechnic. Structured questionnaires were administered to all the 106 academic staff of Bolgatanga Polytechnic concerning issues of staff training and development policy and training needs assessment. The study used Statistical Product for Service Solution (SPSS) version 16.0 to analyse the date. The study revealed that there is a staff development policy for the polytechnic. There are existing conditions under which academic staffs of the Polytechnic are given training. Training needs assessment was not carried out before training. It was recommended that the existing staff development policy should be modified to make room for training needs assessment and then, management of the Polytechnic should task Departments’ Heads or Deans to identify and document specific training and development needs of academic staff

Source: UCC
Examine teacher turnover and its effects on the academic performance of mars’ hill school complex, Accra.

The purpose of the study is to assess examine teacher turnover and its effects on the academic performance of Mars’ Hill School Complex, Accra. The objectives of the study were, to establish the cause of teacher turnover, examine the effects of teacher turnover on the academic performance of students, examine the effects of teacher turnover on the management of private schools and determine the solutions to curbing teacher turnout in Mars’ Hill School Complex. A census technique was used to select the staff of Mars’ Hill School Complex and responses used for the data analysis. The study discovered that unfair rewards and promotion systems is a major cause of teacher turnover at Mars’ Hill School Complex. This has the tendency to drive teachers away to leave their jobs as it makes them alienated from their job. Moreover, it was found that invariably, the academic performance of students was adversely affected because of teacher turnover in the school. Also, only a limited section of the respondents revealed that the relationship between the two parties is affected as a result of the decision of a teacher to quit his/her job. Half of the respondents did not think this has any effect on the relationship between management and teachers. Finally, it is recommended that teachers should be empowered to lead their colleagues in creating programs to improve the school climate. Principals and administrators in the school should be trained in how to develop their leadership skills, respond to teachers’ ideas, and support teachers as instructional leaders.

Source: UCC
Examinees’ Perception of Physical Testing Environment Of Ghana Teacher Licensure Examination

This study aimed at investigating examinees’ perception of physical testing environment of Ghana teacher licensure examination. Particularly, the study aimed at establishing physical testing environment preferences, physical testing environment perception, differences in perceived physical testing environment in testing centres and differences in perceived physical testing environment of Ghana teacher licensure examination based on gender. The research employed a descriptive survey design with quantitative approach. Multi-stage sampling procedure was employed. Proportionate and simple random sampling were employed to choose fifteen testing centres from five zones of public Colleges of Educations in Ghana. Proportionate, simple random and convenient sampling techniques were used to select 370 examinees from the selected testing centres. Data was collected using a 48-item questionnaire. The questionnaire had 0.947 cumulative reliability coefficient. The study established to a great extent that examinees have positive perception of their physical testing environment and strong preferences for certain physical environment variables. It was also established that male examinees did not differ from female examinees in how they perceived their physical testing environment and the fifteen testing centres were not different in perceived physical testing environment. It was recommended that National Teaching Council (NTC) and Colleges of Education should prepare the testing centres to suit the physical testing environmental preferences of examinees and develop the testing centers to be fit for high-stake examinations.

Source: UCC
Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana

Background: Ghana has been the testing ground for many teaching and learning initiatives over the past 15–20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing and reinforcing valuable teaching skills, materials and approaches, most of them child-friendly, learner-centred and involving activity-based learning (ABL). However, a problem in Ghana, also true of other countries in sub-Saharan Africa, is that whereas efforts over the past few decades have improved access to basic education in both pupil enrolment rates and teacher numbers, educational quality as measured by standardised test scores in key subject areas remains rather low. Purpose: This article reports on an aspect of a DfID (Ghana) – sponsored research project which examined how the quality of teaching and learning in Ghanaian basic schools could be improved through the utilisation of ABL pedagogy. The current article examines three overarching themes relative to ABL pedagogy, namely how participants conceptualise ABL; ways in which ABL practices reveal themselves in classrooms; and challenges of ABL practices in Ghanaian schools. Sample: Participants (comprising representatives of Colleges of Education, District Directors and frontline Deputy Directors of Education, headteachers and teachers) were drawn using purposive sampling technique from eight schools from within four districts of the northern region of Ghana. Design and Methods: A case study approach was adopted for the study. Data collection took the form of semi-structured interviews, focused group discussions and observation of ABL practices and lessons in selected schools. Data analysis was undertaken using a ‘processual analytical approach’ with the view to catching realities of ABL practices in the Ghanaian educational setting. Results: Our analysis reveals that whereas the literature on ABL emphasises multitasking and group work as essential ingredients of ABL pedagogy, the respondents conceptualised this as meaning pupils working on the same activity-related tasks at the same time in groups. Similarly, we found that, ideally, ABL practices reveal themselves through classroom practices such as display of pupils’ work in classrooms, organisation of the seating arrangements of pupils in groups, use of teaching and learning materials, formative assessment and activity-oriented lessons among others. However, in almost all the schools and classrooms we visited, these essential ingredients were missing owing to congestion and lack of furniture and logistics. Conclusions: We conclude against the backdrop of our findings that ABL techniques can be utilised more effectively in Ghanaian schools if its practices are initially promoted in model schools, for lessons to be learned, and then scaled-up as expertise is established in these model schools.

Source: UCC
Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana

Background: Ghana has been the testing ground for many teaching and learning initiatives over the past 15–20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing and reinforcing valuable teaching skills, materials and approaches, most of them child-friendly, learner-centred and involving activity-based learning (ABL). However, a problem in Ghana, also true of other countries in sub-Saharan Africa, is that whereas efforts over the past few decades have improved access to basic education in both pupil enrolment rates and teacher numbers, educational quality as measured by standardised test scores in key subject areas remains rather low. Purpose: This article reports on an aspect of a DfID (Ghana) – sponsored research project which examined how the quality of teaching and learning in Ghanaian basic schools could be improved through the utilisation of ABL pedagogy. The current article examines three overarching themes relative to ABL pedagogy, namely how participants conceptualise ABL; ways in which ABL practices reveal themselves in classrooms; and challenges of ABL practices in Ghanaian schools. Sample: Participants (comprising representatives of Colleges of Education, District Directors and frontline Deputy Directors of Education, headteachers and teachers) were drawn using purposive sampling technique from eight schools from within four districts of the northern region of Ghana. Design and Methods: A case study approach was adopted for the study. Data collection took the form of semi-structured interviews, focused group discussions and observation of ABL practices and lessons in selected schools. Data analysis was undertaken using a ‘processual analytical approach’ with the view to catching realities of ABL practices in the Ghanaian educational setting. Results: Our analysis reveals that whereas the literature on ABL emphasises multitasking and group work as essential ingredients of ABL pedagogy, the respondents conceptualised this as meaning pupils working on the same activity-related tasks at the same time in groups. Similarly, we found that, ideally, ABL practices reveal themselves through classroom practices such as display of pupils’ work in classrooms, organisation of the seating arrangements of pupils in groups, use of teaching and learning materials, formative assessment and activity-oriented lessons among others. However, in almost all the schools and classrooms we visited, these essential ingredients were missing owing to congestion and lack of furniture and logistics. Conclusions: We conclude against the backdrop of our findings that ABL techniques can be utilised more effectively in Ghanaian schools if its practices are initially promoted in model schools, for lessons to

Source: UCC
Examining attitude towards girl – child education in Jamestown

The study set out to examine the role that education plays in the empowerment of the girl- child within Jamestown. It also examined the attitude of the girl-child and their parents towards the education of the girl-child and strategies that could be put in place to encourage the girl child to give priority to education. Descriptive and cross – sectional designs were adopted to study 252 household heads and 115 students. Questionnaires were used to collect data from both set of respondents. Statistical tools used to analyse the data collected included descriptive tools such as means, medians, frequencies and percentages. Inferential statistics, such as chi –square with independent sample t- test and phi – statistic were also used to test for significant differences and associations where applicable. The study found that the household heads generally showed supportive attitudes towards educating their female wards, however predispositions that girls were less intelligent than boys were not indicative of the positive attitude towards girl-child education. Moreover, household heads did not exhibit adequate support for their female children in terms of regular payment of dues, following up and monitoring the progress of their wards, and getting personally involved in the education of their female wards. The commonest challenge faced by household heads in educating their wards had todo with financing education of the girl-child. The study recommended that household heads should get involved in their wards education and performance monitoring, and for students to report all physical abuses by teachers and to seek school- counseling to help them deal with the issues of stigmatisation.

Source: UCC
Examining Colleges of Education Mathematics Tutors’ Conceptions in Teaching Completing the Square in Ghana

The objective of the study is to understand colleges of education tutors’ conceptions in teaching completing the square in an effort to design an innovative teaching strategy that could impact positively on their knowledge, skills and practices in teaching completing the square. It was conducted among a conveniently sampled 46 tutors from twenty three (23) colleges of education in Ghana under a mixed method design, combining both quantitative and qualitative approaches in the data collection and analysis. Tutors were presented with a questionnaire made up of 46 items presented in three parts. Based on the analysis it can be concluded that colleges of education tutors conception of teaching completing the square is very weakly grounded in procedural knowledge (i.e. use of rules), but failed to demonstrate conceptual understanding of the rules and processes of completing the square. It is recommended that a refresher course be organised to equip colleges of education tutors with innovative and practical ways of teaching completing the square in ways that are efficient and practical to facilitate their conceptual understanding of the rules and processes.

Source: UCC
Examining educational Leadership and quality In developing countries

This paper examines the issues facing primary school leaders in developing countries as the push towards greater educational quality accelerates under the impact of the Millennium Development Goals. The authors seek to illuminate these issues initially through an examination of how ‗educational quality‘ is delineated. Recent policy initiatives addressing issues of educational quality within Ghana, Tanzania and Pakistan are then analysed, with the implications that these developments have for primary school leaders being teased out. The paper concludes with a call for further focused research in this area if the laudable goals of improved educational quality for all children are to be achieved.

Source: UCC
Examining educational leadership and Quality in developing countries

This paper examines the issues facing primary school leaders in developing countries as the push towards greater educational quality accelerates under the impact of the Millennium Development Goals. The authors seek to illuminate these issues initially through an examination of how ‘educational quality’ is delineated. Recent policy initiatives addressing issues of educational quality within Ghana, Tanzania and Pakistan are then analysed, with the implications that these developments have for primary school leaders being teased out. The paper concludes with a call for further focused research in this area if the laudable goals of improved educational quality for all children are to be achieved.

Source: UCC
Examining Factors Affecting Beginning Teachers’ Transfer of Learning of ICT-Enhanced Learning Activities in their Teaching Practice

This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program, (ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.

Source: UCC
Examining intersectoral integration for malaria control programmes in an urban and a rural district in Ghana: a multinomial multilevel analysis

Background: Intersectoral integration is acknowledged to be essential for improving provision of health care and outcomes, yet it remains one of the main primary health care strategic challenges. Although this is well articulated in the literature, the factors that explain differentials in levels of intersectoral integration have not been systematically studied, particularly in low and middle-income countries. In this study, we examine the levels and determinants of intersectoral integration amongst institutions engaged in malaria control programmes in an urban (Kumasi Metropolitan) district and a rural (Ahafo Ano South) district in Ghana. Methods: Interviews were conducted with representatives of 32 institutions engaged in promoting malaria prevention and control. The averaging technique proposed by Brown et al. and a two-level multinomial multilevel ordinal logistic regression were used to examine the levels of integration and the factors that explain the differentials. Results: The results show high disparity in levels of integration amongst institutions in the two districts. Integration was higher in the rural district compared to the urban district. The multivariate analysis revealed that the district effect explained 25% of the variations in integration. The type of institution, level of focus on malaria and source of funding are important predictors of intersectoral integration. Conclusion: Although not causal, integrated malaria control programmes could be important for improving malaria-related health outcomes in less developed regions as evident from the rapid decline in malaria fatality rates observed in the Ahafo Ano South district. Harmonisation of programmes should be encouraged amongst institutions and the public and private sectors should be motivated to work in partnership.

Source: UCC
Examining Oral English Language Instruction in Lower Primary Schools in the Cape Coast Metropolis

The aim of this study was to investigate the teaching of Oral English language in the lower primary schools in Cape Coast Metropolis. The study sought to identify the methods teachers use in teaching Oral English and the challenges they encounter. Descriptive survey was adopted to guide the study. Ninety lower primary school teachers and 20 headteachers were sampled for the study. The instruments employed for data collection were questionnaire, interview and observation. The study revealed teachers use discussion, and question and answer methods in teaching Oral English lessons. They do not engage pupils in meaningful activities. Majority of teachers do not engage pupils in group work though some had pupils sitting in groups in their classrooms. Some implications derived from the findings are that Oral English should be taught in meaningful situations because children quickly learn their mother tongues and even other languages they are exposed to when used in meaningful and authentic situations. Also there is the need for teachers to integrate the teaching of the language arts. The rationale for the integration is provided by the realization that reading and writing abilities are deeply rooted in the development of oral language knowledge.

Source: UCC
Examining Outreach and Sustainability as Performance Measures of Microfinance Institutions in Ghana

ABSTRACT The microfinance movement has received enthusiasm as a poverty alleviation tool that has the potential to become a self-sustaining industry. However, in the 1990s, a debate emerged regarding the possibilities of achieving this promise. While some argue that microfinance institutions (MFIs) should reduce their dependency on donors by becoming self-sustaining to serve large numbers of poor people, others fear that a profit-seeking approach will result in poor clients being discarded. The debate still remains unsettled, and the aim of this thesis is to shed light on this on-going debate by studying whether outreach and sustainability, as measures of performance in MFIs in Ghana. An unbalanced annual panel data of 57 microfinance institutions in Ghana was analysed over a period of 2006-2012, using the generalised least squares technique to estimate random effect regression model for the sustainability model (OSS) and then an ordered logistic regression for the outreach model. The panel data for the study collected from the Microfinance Information Exchange (MIX) database being housed by the World Bank. The results from the first model indicate that all the variables except cost on loan disbursed were significant in affecting sustainability. Like expected, all the variables followed the expected signs. For the second model except NPM, WP and AGE (Young) all the other variables were significant. The study recommends that MFIs should keep their debt-equity ratio and cost on loans disbursed as low as possible to generate enough revenue to ensure sustainability without resorting to subsidies from parent organizations or donors.

Source: UCC