ghanaopendata/ghanaian-research-english huggingface dataset:
Instructional strategies for teaching students with Mixed ability in physical education in Central Region

The purpose for this study was to investigate the strategies adopted by Physical Education (PE) teachers to manage students’ diversity in Mixed Ability Classes (MAC) and also to examine the factors that influence teachers’ choice of teaching strategies for MAC during instruction as well as the challenges teachers encounter in teaching MAC. Descriptive survey design was adopted for the study. The entire population of 135 trained PE teachers was purposively sampled for the study. Descriptive statistics (mean and standard deviation) and inferential statistics (multiple regressions) were used in analyzing and discussing the result. The findings of the study revealed that whole class teaching strategies (M=2.98, SD=0.63) is the most frequently used teaching strategy by Senior High School (SHS) PE teachers in Central Region. Station teaching (M=2.54, SD=1.04) was the rarely used teaching strategy by SHS PE teachers in Central Region. The findings also revealed that the amount of space available to a teacher influences their decision to use group/cooperative (S.E. =1.009, B= 1.95,𝑝 < 0.05). The use of station teaching is influenced by the amount of teaching time available to them (S.E=0.953, B=1.13, P˃0.05). It is concluded, the predominant use of whole class teaching coupled with the challenges PE teachers in Central Region encounter in their MAC will limit their ability to cater for the needs of students. It is recommended that the Ministry of Education (MoE) in conjunction with other stakeholders should provide and supply adequate facilities and equipment for the teaching of PE

Source: UCC
Instructional Supervision of Social Studies Teachers in Public Junior High Schools in the Kumas1 Metropolis

The study investigated the supervision of Social Studies teachers in public JHSs in the Kumasi Metropolis. The mixed methods approach was used with both quantitative and qualitative data collection and analysis. The population consisted of all Junior High School Social Studies teachers (346), 10 headteachers, and 10 circuit supervisors in all the Junior High Schools (JHSs) in the Kumasi Metropolis during the 2014/2015 academic year. All the teachers were included (census) in the study but the headteachers and the circuit supervisors were purposively selected. Questionnaire and interview protocol were used to collect data. Percentages, frequencies, means and standard deviations were calculated and used. Factorial one-way analysis of variance was also employed to test the differences between respondents’ socioanalysis procedure was used to analyse the interview data after transcription. To the respondents, the main practice that constitutes instructional supervision of Social Studies instruction is collaborative, although self-reflection is sometimes practiced. Although, clinical supervision is experienced by teachers, supervisors do not engage teachers in every aspect of it. The socio-demographic characteristics of respondents influence the way teachers experience instructional supervision. It is recommended that circuit supervisors should lay equal emphasis should also engage teachers in all the components of clinical supervision.

Source: UCC
Integrated reporting and financial reporting quality of listed firms in Ghana: The moderating role of the sustainable development goals reporting

The study sought to assess the influence of integrated reporting practices on the financial reporting quality of listed firms in Ghana, and the moderating effect of corporate Sustainable Development Goals (SDG) reporting on the relationship between integrated reporting and financial reporting quality of listed in Ghana. The criterion sampling technique was used to select twentyone (21) listed firms in the banking and manufacturing sectors. Using a quantitative research approach and an explanatory research design, content analysis of the annual reports of selected firms (from 2016 to 2020) was employed as the main data collection instrument as disclosure indexes were developed to extract panel data on the study variables. The data obtained was processed and analyzed using Eviews. Both descriptive (frequencies) and inferential (the System Generalized Method of Moments (GMM) regression panel estimator) methods were employed. The findings demonstrate a high level of adherence (57.14%) of firm annual reports to all three dimensions of the IIRC integrated reporting framework. Integrated reporting and corporate SDG reporting both had a significant positive effect on the financial reporting quality of listed firms, with corporate SDG reporting having a statistically significant moderating effect. Consequently, it was recommended that regulatory authorities create a Ghanaian adaptation of the IIRC integrated reporting framework and mandate the publication of integrated reports for listed firms in Ghana. Management and those in charge of governance of listed firms are also urged to act to enhance integrated reporting practices and SDG disclosures in their corporate reporting policies.

Source: UCC
Integrating Information Technology into Pedagogy: The Gender Perspective

This study investigated the seeming gender dichotomy in perception among social studies teachers towards the use of technology in instructional practice in the senior high schools of the Cape Coast Metropolis. The theoretical underpinum of the study are essentialism and social construction. A descriptive research design was adopted and questionnaire used to collect data from a purposive sample of 50 social studies teachers who have completed some form of technology integration training. An independent t-test was computed in analyzing the data at an alpha level of 0.05. The findings revealed a higher mean response for females than males in terms of perception on training, competence and importance of technology integration. The difference was however statistically insignificant (p>0.05). The result depicted a gradual closure of the gender technology gap. It was therefore recommended that, efforts directed towards bridging the gender technology gap should be vigorously pursued in a continuum.

Source: UCC
Integrating pre-game rituals and pre-performance routines in a culture specific context: Implications for sport psychology consultancy

Common unorthodox pre-game rituals (PGR) are prevalent in sports, especially soccer, in Ghana and other Sub-Saharan states, yet research literature on how to draw valuable insights from these superstitious rituals to optimize sport performance are sparse. This conceptualized article highlights the conceptual differences between PGR and pre performance routines based on scientific descriptions, empirical studies, and particular field observations. We then present the determinants and theoretical underpinnings of these behaviours. The manifestations of PGR in different forms during preparatory phases prior to competitive fixtures are also captured. The article concludes by throwing light on how sport psychology consultancy could tap into some of these unique ritualistic cultural practices by incorporating them as part of formalized pre-performance routines. Additionally, suggestions are made regarding possible future research using an intervention approach to empirically test the functions and efficacy of these localized practices.

Source: UCC
Integrating pre-game rituals and pre-performance routines in a culture-specific context: Implications for sport psychology consultancy

Common unorthodox pre-game rituals (PGR) are prevalent in sports, especially soccer, in Ghana and other Sub-Saharan states, yet research literature on how to draw valuable insights from these superstitious rituals to optimize sport performance are sparse. This conceptualized article highlights the conceptual differences between PGR and performance routines based on scientific descriptions, empirical studies, and particular field observations. We then present the determinants and theoretical underpinnings of these behaviours. The manifestations of PGR in different forms during preparatory phases prior to competitive fixtures are also captured. The article concludes by throwing light on how sport psychology consultancy could tap into some of these unique ritualistic cultural practices by incorporating them as part of formalized pre-performance routines. Additionally, suggestions are made regarding possible future research using an intervention approach to empirically test the functions and efficacy of these localized practices.

Source: UCC
Integrating technology among science teachers using constructivist learning events in colleges of education in central region, Ghana

Technology is now a compelling tool in teaching and learning, offering constructivism to education. Its use across all disciplines and Science education cannot be excluded. In view of this, using a descriptive research design, this study investigated Preservice teachers use of technology and constructivist events in colleges of education in the central region, Ghana. Data were collected through the use of questionnaire from a sample of 60 preservice teachers who were on their out programme. The total sample size of the colleges of education pre- service science teachers was 212. Participants ranged in age from 21 to 30 years, and were in their final year of a Diploma programme in three colleges of education in the Central Region of Ghana. The findings show that Preservice teachers generally do not use Technological tools in Teaching. Instead, majority of Preservice teachers and their Tutors use constructivist learning Events to teach. The inability of the Preservice teachers to use these varied technological tools is due to lack of training and also due to lack of instructional hardware and software; and the absence of technological integration units in their schools. The study recommended that technology integration units and tools should be integrated in the various schools.

Source: UCC
Integrating technology among science teachers using constructivist learning events in colleges of education in Central Region, Ghana

Technology is now a compelling tool in teaching and learning, offering constructivism to education. Its use across all disciplines and Science education cannot be excluded. In view of this, using a descriptive research design, this study investigated Preservice teachers use of technology and constructivist events in colleges of education in the central region, Ghana. Data were collected through the use of questionnaire from a sample of 60 preservice teachers who were on their out programme. The total sample size of the colleges of education preservice science teachers was 212. Participants ranged in age from 21 to 30 years, and were in their final year of a Diploma programme in three colleges of education in the Central Region of Ghana. The findings show that Preservice teachers generally do not use Technological tools in Teaching. Instead, majority of Preservice teachers and their Tutors use constructivist learning Events to teach. The inability of the Preservice teachers to use these varied technological tools is due to lack of training and also due to lack of instructional hardware and software; and the absence of technological integration units in their schools. The study recommended that technology integration units and tools should be integrated in the various schools.

Source: UCC
Integrating technology into teaching and learning in colleges of education in Ghana

The purposes of this study are: (a) to find out the extent to which teacher trainees could be prepared for ICT integration into the Colleges of Education syllabuses in Ghana; (b) to find out some of the barriers that are militating against the integration of technology into the teaching and learning process.A cross-sectional survey design was employed to collect data in three regions of the country. Data were collected from 120 student-teachers in three Colleges of Education using random sampling. The survey also included 150 tutors from the Colleges of Education who were randomly sampled during a marking section. Data were gathered through questionnaire from all participants.The quantitative data were analysed using frequency table. Percentages were used to answer research questions 1, 2, 4 and 5; while research question three (3) was analysed using qualitative analysis.The results indicated that, in general, Colleges of Education in Ghana have not effectively integrated technology into the college curricula. In addition,to a large extent, tutors and student-teachers did not perceive themselves as having enough training to teach with computers. In response to the urgent need to integrate technology into Ghana’s Colleges of Education curricula, it was recommended that, there should be an establishment of technology centres in the Colleges which will serve as training centres for tutors as well as centres for the acquisition of technology tool for teaching and learning purposes.

Source: UCC
Integrating technology into teaching and learning in colleges of education in Ghana

The purposes of this study are: (a) to find out the extent to which teacher-trainees could be prepared for ICT integration into the Colleges of Education syllabuses in Ghana; (b) to find out some of the barriers that are militating against the integration of technology into the teaching and learning process. A cross-sectional survey design was employed to collect data in three regions of the country. Data were collected from 120 student-teachers in three Colleges of Education using random sampling. The survey also included 150 tutors from the Colleges of Education who were randomly sampled during a marking section. Data were gathered through questionnaire from all participants. The quantitative data were analysed using frequency table. Percentages were used to answer research questions 1, 2, 4 and 5; while research question three (3) was analysed using qualitative analysis. The results indicated that, in general, Colleges of Education in Ghana have not effectively integrated technology into the college curricula. In addition, to a large extent, tutors and student-teachers did not perceive themselves as having enough training to teach with computers. In response to the urgent need to integrate technology into Ghana’s Colleges of Education curricula, it was recommended that, there should be an establishment of technology centres in the Colleges which will serve as training centres for tutors as well as centres for the acquisition of technology tool for teaching and learning purposes.

Source: UCC
Integrating the teaching of social studies with science in the colleges of education in the central region of Ghana

The study sought the possibility of integrating Social Studies with Science in Colleges of Education in Ghana. Many educators have perceived the necessity for a paradigm shift toward interdisciplinary teaching. As mentioned by Campbell and Henning (2010), knowledge today is becoming more interdisciplinary and integrated, which calls for interdisciplinary and integrated learning in public schools. The main purpose of the study was to explore the integrated curriculum approach to the teaching of Social Studies and Science in the Colleges of Education in the Central region. The study employed the descriptive survey, which is non-experimental. The targeted population for the study was all Social Studies and Science educators in the Colleges of Education in the Central Region. The College tutors were 30 in all distributed as such; Foso College of Education 10, Ola College of Education 11 and Komenda College of Education 9 respectively. The researcher decided to use the entire 30 tutor population of Social Studies and Science from within the three Colleges of Education in the Central Region because the number was not too large to take a sample of it; hence census approach was applied here. Four different instruments namely, questionnaire, interview schedules, test items as well as observational lessons were used for data collection and the result from the study indicated that there is positive strong relationship between Social Studies and Science teachers‟ perception about integrated curriculum in teaching Social Studies with Science. The study recommended that for effective interdisciplinary study of any kind there must be strategies that ought to drive home the desired outcome. And such strategies must endeavour to place the student at the center of the learning process.

Source: UCC
Integrating traditional authorities and local government actors for decision-making in the West Gonja District

Traditional authorities and their indigenous knowledge systems are indispensable for local level and national development. Yet, decision-making at the local government level has not involved traditional authorities in all decision making process. The aim of the study was to explore how the integration of traditional authorities and local government actors in the West Gonja District of Northern Region of Ghana can lead to enhanced decision-making. The study used a mixed methods approach to collect data from 384 respondents. A simple random sampling technique was used to sample the communities and household head respondents, while a purposive sampling technique was used to sample local government actors and traditional authorities. A questionnaire, key informant interview guide and a focus group discussion checklist were used to collect field data. The findings show that majority (90 percent) of respondents strongly agree the integration of traditional authorities into the decision-making process of the district assembly and sub-district structures in order to increase information delivery and enhance community support for project sustainability. However, 94 percent of respondents said that there is lack of a consistent policy regarding the representation of traditional authorities in local government structures. Considering that there is inequity in local government decision-making, there is the need for a policy that provides a fair playing field for traditional authorities to play active roles in decision-making processes at the district assembly and sub district structures.

Source: UCC
Integrating Traditional Authorities and Local Government Actors for Decision-making in the West Gonja District

Traditional authorities and their indigenous knowledge systems are indispensable for local level and national development. Yet, decision-making at the local government level has not involved traditional authorities in all decision-making process. The aim of the study was to explore how the integration of traditional authorities and local government actors in the West Gonja District of Northern Region of Ghana can lead to enhanced decision-making. The study used a mixed methods approach to collect data from 384 respondents. A simple random sampling technique was used to sample the communities and household head respondents, while a purposive sampling technique was used to sample local government actors and traditional authorities. A questionnaire, key informant interview guide and a focus group discussion checklist were used to collect field data. The findings show that majority (90 percent) of respondents strongly agree the integration of traditional authorities into the decision-making process of the district assembly and sub-district structures in order to increase information delivery and enhance community support for project sustainability. However, 94 percent of respondents said that there is lack of a consistent policy regarding the representation of traditional authorities in local government structures. Considering that there is inequity in local government decision-making, there is the need for a policy that provides a fair playing field for traditional authorities to play active roles in decision-making processes at the district assembly and sub-district structures.

Source: UCC
Integration de l'internet dans l'enseignement / apprentissage du fle les etudiants fantiphones

The main objective of this thesis is to determine how to integrate Internet, as a tool for teaching/learning, into the programme of study of French at the Department of French of the University of Cape Coast. From the study, it was realized that both students and lecturers of the Department had an appreciable level of skills in the use of computer and internet. It was also realized that students and lecturers alike use the common services of the internet, like e-mail, chat, search engines, but rarely include the internet in their teaching/learning techniques in French. Some of the factors discovered to be hampering the use of Internet to promote teaching/learning of French are unavailability of computers, unreliable nature of the Internet services, lack of teaching/learning strategies in usmg Internet to enhance performance of lecturers and students. It is worth noting that students (88.4%) and lecturers (85.7%) welcome the idea of integrating Internet in the teaching/learning of French. Both students and lecturers express high levels of expectancy about integrating the Internet in the teaching/learning of Oral and Written aspects of French. For the majority of student respondents, integrating Internet in the teaching/learning of French would create a perfect atmosphere for diverse forms of interactions inside or outside lecture theatres. Also, it will afford students the opportunity for more reading, listening and acquisition of more vocabulary in French. On the other hal}d, lecturers wish to see a considerable improvement in students' communicative skills in French and want teaching/learning to be student-centered.

Source: UCC
Integration of information and communication technology in teaching: Initial perspectives of senior high school teachers in Ghana

The study examined the Integration of Information and Communication Technology in teaching in Senior High Schools. The study focused on the Kumasi Girls Senior High School in Ghana. The study had two objectives. The first objective examined the extent to which the attitude of teachers influences the integration of ICT in teaching. The second objective examined the gender differences in the integration of ICT in Senior High Schools. A descriptive survey design and quantitative approach were adopted for the study, descriptive statistics using means and inferential statistics using standard regression were used for analysing the data. Hypotheses were developed using the diffusion of innovation theory. Data was collected through self-administered questionnaires which were distributed to the study population. The testing of hypothesis was made possible through the use of structured equation modelling. Findings revealed that teachers’ attitude had a significant positive relationship with ICT integration. The study further concluded that there was no significant difference in gender acceptance of ICT integration in teaching.

Source: UCC