ghanaopendata/ghanaian-research-english huggingface dataset:
The impact of NGO’s activities in basic education delivery in Tain district

This study was an assessment of the impact of NGOs activities in basic education delivery, using Action Aid Ghana in Tain District as a case study. The objectives of the study were to; identify the types of activities of Action-Aid Ghana that support basic education, determine the contribution of education related activities of Action-Aid to basic education, and identify challenges of Action Aid in their activities towards contributing to Basic Education in Tain District. Using a descriptive survey design, a statistically determined sample size of 114 respondents comprising actors selected through purposive sampling technique engaged in basic education delivery was used for the study. The data gathered through survey in the form of questionnaires were analysed quantitatively with the Statistical Package for the Social Sciences while the interviews conducted were analysed qualitatively through content analysis. The result showed infrastructure development, provision of teaching and learning materials, capacity development of teachers, provide learning needs to students and school community sensitization as Action Aid support activities to basic education delivery in Tain District. These activities have contributed to improved quality teaching and learning, enhanced availability of teaching and learning materials. However, the support activities were inadequate to improve students’ performances in BECE, inadequate infrastructure development and school governance as well. The contributions of Action Aid had brought about significant changes in terms of enhanced skills of teachers through capacity development. Finally, the study showed poor maintenance culture, inadequate monitoring system, lack of continuity of projects, inadequacy of funding, as well as poor commitment of beneficiaries as challenges of Action Aid in their support to basic education in Tain District. In view of the findings, it was recommended that; education related interventions should have long-term vision that strategically offers sustainable activities. Also, further engagement of society for attitudinal change was underscored for significant transformation of the educational situation. The effective role and commitment of society for change was underscored.

Source: UEW
The impact of occupational stress on counter-productive work behaviors among health sector workers in Ghana mediating role of job satisfaction

Health Sector Workers may be exposed to considerable stress of work. High levels of stress in Health Sector affect the quality of nursing and the quality of life at work. Determination of occupational stress levels, counter-productive behaviors, syndrome and overall job satisfaction among health sector workers. The research was conducted in Seven Health Sectors in winneba, Effutu Municipality. Data was collected using a structured questionnaire, (which was closed-ended questions with Likert scale), from 100 respondent. The research was conducted at Health Sectors in Winneba the Central Region of Ghana. This study found that, although some of the respondents who answered the questionnaire stated that their occupation are very stressful and most people engage in counter-productive behaviors which have an impact of the job satisfaction, other respondents were of the view that counter-productive work behavior does not lead to the job satisfaction. The purpose of the study aimed to examine the impact of occupational stress at the hospitals, assess the Counter Productive Work Behaviors at the hospitals, and examine Mediating Role of Job Satisfaction. The data was processed using (SPSS version 23). Both inferential statistics (regression) and descriptive statistics (mean and standard deviation) were used to address objectives in the study. The study showed that, there is a high level of occupational stress. The study therefore, recommended that the Health Sectors should occasionally hold dialogues with the workers to discuss issues and provide support to them.

Source: UEW
The impact of organisational justice on job satisfaction of employees - a case of Ministry of Transport, Accra Ghana

The researcher desire is to find out the impact of organizational justice (distributive justice and procedural justice) and job satisfaction among the staff of the ministry of transport Accra, Ghana. The study utilized a survey research design with a positivist research paradigm. The study was conducted on 97 employees in ministry has hypothesized that employees’ perceptions of organizational justice are positively associated with job satisfaction, which is consistent with previous researches. A simple random sampling and purposive sampling method was used to conduct a quantitative research in which the researcher personally administered questionnaires to solicit for information on employee perception of distributive justice, procedural justice, interactional justice, informational justice and job satisfaction. Findings from the study suggested that procedural and distributive justices had a strong positive impact on job satisfaction in the Parliamentary Service but the case was different for interactional and informational justices. This means that procedural justice and distributive justice have significant positive impact in predicting job satisfaction in the ministry of transport while interactional justices have no impact on job satisfaction, and thereby cannot predict same. It is recommended that the board, ministers, directors and management of the ministry pay particular attention to fair procedures when they are making decisions, implementing policies and determining outcomes in the Parliamentary Service. This is because fair procedures are crucial in predicting employee perception of fairness and consequently job satisfaction in the ministry.

Source: UEW
The impact of parental educational background on students’ English language learning: A case study of students in Dunkwa Church of Christ MA J.H.S

This study looked at the impact of parental educational background on students ‘ English Language learning at Church of Christ M/A J.H.S., Dunkwa-on-Offin. The mass failure in English Language among students in both internal and external examinations in Dunkwa West Circuit, Upper Denkyira East Municipality has become unbearable. This problem has been attributed to the ineffectiveness of teachers, the levity of students and other factors, neglecting the parental factors that significantly affect students‘ performance in English language and other subjects as well. In my municipality, English teachers specifically have been made to bear the brunt of students‘ poor performance in English language all the time. This is evident when SPAM (School‘s Performance and Appraisal Meeting) is held. It is in view of this that the researcher seeks to investigate other factors, specifically parental educational level and involvement and their impact on the performance of students in English language in my school. The main objective of this study is to analyze (determine and access) the impact of parental educational background on students‘ English Language learning in Dunkwa West Circuit, Upper Denkyira East Municipality, using Dunkwa Church of Christ M/A JHS as a case study. The research design adopted for the study was a case study. Forty students were sampled from J.H.S 1and 2 classes using purposive and simple random sampling techniques. The instruments used to collect data were questionnaire, interview, observation and textual material (English language end-of-semester examination). Descriptive statistics in a form of means, frequencies and percentages were computed. The results of the study showed that majority of the students‘ parents have little formal education and most of them are never involved in their children‘s English Language homework and studies at home. The total time spent on reading daily by majority of students was less than an hour and they preferred reading textbooks to pass their examinations. Most of the students were dissatisfied with the provision of materials at home for their studies. It was concluded that parents‘ educational background and involvement in their wards‘ learning of the language have a significant effect on their ward‘s performance in English language. It is recommended that government should intensify adult education policy to cover illiterate or parents with limited formal education. Parental involvement should be increased to address language problems of children. Parents also should provide appropriate reading materials and help their children in their home assignments so that their children‘s performance in the language can be improved.

Source: UEW
The impact of parental involvement on academic engagement of female senior high school students in Bosomtwe District in Ashanti Region

The purpose of this study was to identify the impact of parental involvement on academic engagement of female Senior High School students in Bosomtwe District in Ashanti Region. The study population comprised of all 175 female students, but the response rate was 150. The study analysis was based on 150 female students and 75 parents. Questionnaire which was in the form of a likert scale, ranging from strongly disagree (1) to strongly agree (5) was used to collect data. The reliability estimates for the study was 0.83 cronbach alpha for female students and 0.75 for the parents. The methodological inquiry, quantitative approach was used as well as descriptive design. The statistical analysis tools of frequency, percentages, mean and Pearson correlation was employed. Findings indicated that while majority of the female students strongly agreed that their educated parents provided them with learning resources, the majority of parents strongly agreed that their level of education assisted them to understand their girl child‟s academic needs. Again, both majority of the female students and parents strongly agreed that parents‟ responsiveness to female students‟ feelings and needs impacted on the female students‟ academic engagement. Based on these findings, the study recommended that parents should provide for their female students learning resources and also improve upon their level of education in order to understand their female students‟ academic needs; parents should timely monitor their female students‟ academic progress to enhance their female students‟ academic engagement. Parents should also exhibit positive interaction with their female students on their education to enhance the female students‟ academic engagement.

Source: UEW
Impact of parental support on pre-school pupils’ learning outcomes in the Kasena Nankana Municipality

The purpose of this study was to examine parental support and its perceived impact on pre-school pupils learning in the Kasena Nankana Municipality. The study adopted the descriptive survey as the research design for the study. The total population of pupils was made up of 4,792 participants. The sample for the study was 341. Pupils were randomly sampled from the selected schools in order to reach their respective parents. The instrument used for data collection was a set of questionnaires with reliability co-efficient of 0.96, 0.94 and 0.84, using Cronbach Alpha formula. Frequency distribution tables, and percentages were used analyse the data gathered from the field. Findings from the study revealed that: Importance of parental support to the educational development of the pre-school pupils includes: Enabling the pupils/students to learn seriously, allowing the pupils/students to attend school regularly; students performing well academically; helps in monitoring both teachers and pupils; promoting good morals and social behaviour; making pupils to attend good schools of their preference; solving pupils school related problems; setting high objectives for their future concerns; meeting their psychological needs (of love, economic and security); encouraging irregular pupils to be regular and giving pupils students quality time and personal attention. The findings further revealed that, paying children's welfare (pocket money, transportation to school, canteen); paying of official and approved levies by the Ghana Education Service and PTA dues; ensuring that pupils go to school regularly; feeding pupils before they go to school; providing good hygiene; and giving pupils psychological needs; were the major contributions of parents. It was, however, found that parents do not provide enough motivation for their children to learn even though they ensure they go to school regularly. They do not help them do homework; they do not visit their schools to assess their progress and they do not purchase text books and other materials. The major challenges parents face was financial constraints and large family size. It is recommended that parents should support their children in diverse ways and not restrict their support to only financial commitments and demands.

Source: UEW
Impact of peer bullying on academic performance of students of Pope John Senior High School, Koforidua

The study sought to assess the impact of peer bullying on the academic performance of students of Pope John Senior High School in the New Juaben Municipality in the Eastern Region of Ghana. The study employed quantitative descriptive survey research design. A sample size of 285 students was selected from a population of 1100 using a multi-staged sampling techniques comprising purposive and simple random sampling. The study used questionnaire to collect data from students and data were analyzed descriptively into frequencies, percentages, mean and standard deviations using SPSS (version 23.0). The findings of the study revealed that causes of peer bullying in Pope John SHS were peer group influence, watching violent movies and obscene images and coming from a dysfunctional family. Also, the findings revealed that peer bullying has negative effects on students’ academic performance; for it discourages students from attending class, creates a negative environment in the school, negatively affects students’ academic level and cause students to perform poorly in school and then drop out. Finally, the findings from the study showed that some peer bullying mitigation measures in Pope John SHS include maintaining open lines of communication with students on a one-on-one basis, all teachers in the classroom collaborating with students to address bullying, involving the parents of the youngsters in a bullying prevention program and making a set of ground rules and prospects that are both clear and enforceable. Based on these findings, the researcher recommended that there should be a professional development training program for teachers to be able to handle issues of bullying effectively.

Source: UEW
The impact of peer instruction on students’ conceptual understanding in mechanics in the Central Region of Ghana

In this study, two science classes from two senior high schools in the Central Region were selected and put into two groups (Control and Experimental). Students from experimental group were introduced to peer instruction and students from the control group were introduced to the same topics by the use of the traditional lecture method. Students in these two groups were made to answer standardised tests of Force Concept Inventory (FCI) and Mechanics Baseline Test (MBT) to assess students‘ improvement. The results did indicate that students from the experimental group have better conceptual understanding in Mechanics than the students from the control group. It was found that the peer instruction have a significant impact on students‘ scores in both FCI and MBT than traditional lecture method. These could suggest that peer instruction could effectively improve students‘ conceptual understanding and quantitative problem solving skills in teaching Mechanics in the senior high school.

Source: UEW
Impact of perceptions of senior high school students’ mathematics performance in the Birim central municipality of Ghana

The purpose of this study was to investigate students‘ perception of mathematics in senior high schools and its impact on academic performance. The study examines the factors that influence these perceptions and finds contextual factors that underpin innovative mathematics teaching and learning in senior high schools in Ghana. Based on the Social learning theory of Albert Bandura, the study centred on Two hundred ten (210) students from three senior high schools in the Birim Central Municipality. The study was approached quantitatively and based on the positivist paradigm. Structured interviews with Likert-scale responses were used to collect data. The items on the questionnaire were categorised and additively indexed into five variables. Multiple linear regression was used to analyse the first objective followed by Pearson correlation to assess the impact of perception on academic performance in mathematics. The findings in this study according to the data presented argued the students' perception must have a great significance to the students' academic performance in mathematics. The student's socioeconomic background, teacher pedagogy, and mastery of the subject matter all play significant roles in the students‘ perception of mathematics. A positive or negative perception will yield a low or high performance of students in mathematics. The study recommended that mathematics teachers must be proactive in providing a fear-free environment for the teaching and learning of mathematics in secondary schools. Furthermore, teachers, school authorities, and parents have the responsibility of helping students overcome negative perceptions about mathematics from the early stages of their educational lives.

Source: UEW
The impact of play on skills development in early childhood education at Effiduase south circuit in the Sekyere East District

The purpose of the study was to explore the impact game and play has on skills development in early childhood education in schools at Effiduase South Circuit in the Sekyere East District. Descriptive survey design was employed for the study. A sample of 200 participants was selected using purposive sampling technique for the study. A self-developed questionnaire was used to collect data. Statistical Product and Service Solution (SPSS-version 2.1) was used to aid in the analysis of the quantitative data. It was found out that children who were exposed to various forms of play perform well in their cognitive, motor, social and emotional and speech and language skills development. Based on the findings it was concluded that provision of different types of play and play materials gave the children opportunity to learn through manipulating and experimenting for themselves. Finally, it is recommended that, the Ministry of Education needs to come up with clear policy guidelines regarding play in pre-school centres. The supervision of ECE centres‘ need to be enhanced to ensure teachers allocate adequate time and play materials to enable children develop skills for holistic development. Also, teachers should be encouraged to take a major role in planning and organizing play activities.

Source: UEW
The impact of play pedagogy on language development of pre- schoolers in the Kumasi Metropolis

The study investigated the use of play as a teaching strategy for language skill development for pre-schoolers in Kumasi Metropolis. The project investigates how various types of play influence development of preschool children language skills, how the availability of play materials influence the development of preschool children language skills, the role of teachers on play and their influence on the development of preschool children language skills, how the school policy on play influence the development of preschool children language skills. The study's sample size was 133 which comprised 40 Early Childhood Education teachers and 93 learners. Data was collected from teachers using closed and open-ended questions, and the results were analysed qualitatively and quantitatively. A questionnaire was also created in order to elicit responses from the pre-schoolers. The close-ended questions from the questionnaires were analysed quantitatively using frequencies, percentages, and descriptive statistics, whereas the open-ended questions and responses from the learners were thematically analysed based on significant emergent themes. A descriptive survey method and secondary data sources were used to design the study. Purposive sampling was also used to choose the teachers and students. According to the findings, teachers must ensure that play materials and activities is based on the children‘s interest, age and skill level. It is therefore recommended that teachers ensure to help and promote children's development in a variety of areas, including cognitive, physical, social, and emotional development. For example, providing age appropriate puzzles, building blocks, and art materials, among others.

Source: UEW
Impact of poor reading on the writings of junior high school students, the case of selected schools in the Abuakwa North Municipality

This study set out to investigate the impact of poor reading on the writings of Junior High School Students in the Abuakwa North Municipality. Descriptive survey design was employed for the study. The study sample was made up of 72 teachers, 48 students and 16 head and assistant headteachers. Questionnaire, interview and observation were used to solicit information from the respondents. Validity and reliability of the instrument was ensured by making the instrument available to the supervisor for scrutiny. The instruments covered three main aspects: habits that poor reading students exhibit, effects of poor reading on students writing and ways reading helps students in their writing performance. The data collected was analyzed using Statistics Products and Service Solutions (SPSS 16). Means and standard deviation were used for all the items on the survey. The study revealed that students ignore punctuation marks when writing. The evidence obtained from the study showed that students found it difficult to put thought in words. The study further revealed that students were not able to invent ideas to put them into statements and paragraphs. Grammatical errors were also identified in the writing of students. The study recommends that, students should be encouraged by teachers to read extensively in order to improve on their writing skills. It was also recommended that teachers should use varieties of contemporary teaching methods to help students improve on both reading and writing skills.

Source: UEW