ghanaopendata/ghanaian-research-english huggingface dataset:
The state of the Science Resource Centre Project in senior high schools in Ghana

The study describes the current state of the Science Resource Centre (SRC) project introduced into the Senior High School (SHS) system in Ghana by the Ministry of Education in 1995. This study was motivated by reports which focused on underperformance of the SRC project, without comprehensive assessment of the project state. In this study, the current state of the SRCs was assessed through document reviews, which informed the establishment of the SRCs, questionnaires and other instruments to determine stakeholders’ perspectives. Twenty out of 110 SRCs were involved in the study. Four self developed instruments used were (1) the Document Analyses Guide; (2) the Resources Assessment Portfolio; (3) the Stakeholders’ Perspective Questionnaires and the (4) Stakeholders’ Interview and Discussion Guides. The findings indicated that 90% of original centre and satellite schools no longer patronised the SRCs, largely due to growth of students’ population, lack of maintenance, replenishment and replacement of materials and obsolete equipments. Additionally inadequate training and retraining of teachers had led to poor teacher knowledge and skills for SRC project delivery. Some teachers had never made use of the SRC in the school term and as many as 32% of teacher-participants could not indicate the percentage of SRC practical activities in West Africa Senior School Certificate Examination. The current state of the SRCs was largely blamed on centralising SRC activities in host schools, without involving the host schools’ administration and the central government failing to maintain, replenish, resource and fund the project. The findings of this study would guide policy makers in reconsidering the objective for the centre/satellite system so that schools have ownership of their SRCs with equitable amounts of resources and maintain them as other school facilities.

Source: UEW
Statistical evaluation of environmental contamination, distribution and source assessment of heavy metals (Aluminum, Arsenic, Cadmium, and Mercury) in some lagoons and an estuary along the Coastal Belt of Ghana

An environmental pollution investigation was carried out to determine the concentrations of aluminum (Al), arsenic (As), cadmium (Cd), and mercury (Hg) (heavy metals) in the surface water and river water bed sediments of lagoons and estuaries along the coastal belt of Ghana. The study assessed the environmental pollution situation and evaluated their sources and distribution of these metals. The total concentrations of Al, As, Cd, and Hg were determined by the neutron activation analysis technique. Water and sediment samples were collected from the Benya, Fosu, and Narkwa lagoons in the Central Region and from the Pra estuary in the western part of Ghana. Some indices, such as contamination factor, pollution-load index, contamination degree, and geoaccumulation index, were used to assess eco-environmental quality of the sampling sites. The anal ysis indicated that the Fosu lagoon was fairly polluted with Cd. The investigation indicated a highly localized distribu tion pattern closely associated with the two pollution sources (garbage/solid waste dumps and industrial activities) along the coastal belt. The resulting environmental deterioration required a concerted evaluative effort by all stakeholders

Source: UEW
The status and impact of practical activity in biology at Kintampo Senior High School

The study investigated the status and impact of practical activity in biology at Kintampo Senior High School(SHS) in the Bono East Region of Ghana. The main objective of the study was to assess the status of practical activity in Biology and its impact on students’ academic achievement in Kintampo SHS. The specific objectives were to determine the practical skills that are taught in Biology practical lessons in the school, to determine the practical skills that are taught in Biology practical lessons in the school; to find out the extent to which students’ attitude towards Biology practical lessons affects their performance in Biology practical examination; to determine how often SHS 3 Biology students perform Biology practical to acquire practical skills in Biology and to determine the extent to which the organisation of Biology practical lessons impact the performance of SHS3 Biology students in Kintampo SHS.A sample size of 72 Biology students and 6 Biology Teachers were selected for the study. Biology Practical Performance Tests (BPPT), Questionnaire, structured interviews and classroom observation were used to collect data. Descriptive and inferential statistics was used in analysing the quantitative data. The findings show that, although there was evidence that Biology teachers in the school organise Biology practical lessons for their students, they did not use the appropriate pedagogy and methodology in teaching. The methods used in teaching the biology practical did not allow the students to inculcate the biology practical skills which were needed in their study of Biology. The following were some of the findings of the study; 1 out of the 4 Biology practical skills was taught by the Biology Teachers 87.5% of the respondents responded that poor attitude affects their perfomamce,84.73% of the Biology teachers organizes practical for their students,93.05% responded that frequent Biology practical influences performance. The following recommendations were made; Teachers in Kintampo SHS should teach; observation, interpretation, classification and drawing (biology practical skills) in their biology practical classes and the teachers should employ inquiry-based learning in their teaching of the biology practical skills.

Source: UEW
The status and quality of junior high school science teaching and learning in the Sunyani Municipality

The study investigated the status and quality of science teaching and learning in some selected Junior High Schools of the Sunyani Municipality. The research involved 10 randomly selected schools within the Sunyani Municipality. A total of 100 pupils were selected in addition to 20 Integrated Science teachers. The study was a descriptive survey. A self -constructed questionnaire (SCQ), structured observation checklists and interviews were the main instruments for the data collection. A duration of four weeks was used for the collection of data from both pupils and teachers; who were observed and questionnaires administered and the data finally analyzed using SPSS version 16.0. The study revealed that 65% of the science teachers were experienced in teaching science at the JHS level. Schools within the municipality lacked laboratories, and therefore used normal classrooms as laboratories. Instructional materials were inadequate for the teaching and learning of science. Teachers within the municipality attested to the need to use practical oriented methods to teach science. Additionally, about 90% of the science teachers confirmed the lack of organization of in-service training for science teachers within the municipality. In view of this, the researcher suggested the use of practical oriented methods in the teaching and learning of science and the discontinuation of literacy approaches to science teaching and learning. It was further recommended that in service training should be regularly organized for science teachers. Efforts should also be made by the relevant authorities in education to ensure that adequate materials and laboratories exist at JHS level in the research area.

Source: UEW
The status and quality of senior high school integrated science teaching and learning in selected senior high schools

The study investigated the status and quality of Integrated Science teaching and learning in selected Senior High Schools in the Central Region of Ghana. The research involved 6 schools within the Region. A total of 300 students were selected in addition to 80 Integrated Science teachers. The study was a descriptive survey. The target population for the study is made up of form three students in selected Senior High Schools and teachers who taught integrated science in the SHS of the Central Region. A self -constructed questionnaire for both the Integrated Science teachers and the students, and a Laboratory checklist were the main instruments for the data collection. A duration of 12 weeks was used for the collection of data from both students and teachers; and questionnaires administered and the data finally analyzed using SPSS version 20.0. The study revealed that 48.8% of the teacher sample had a Bachelor degree in science education and 21 teachers (26.3%) had no education component in their Bachelor degrees. Also 20 teachers which is 11.3% had further pursued post graduate programmes in education and were certified, some other 11 teachers representing 13.7% have had a post graduate certificate but not in science education. Instructional materials were inadequate for the teaching and learning of science. Teachers within the Region attested to the need to use practical oriented methods to teach science. Majority (63.70%) of the students said they were able to remember facts. It was also noted that 120 of the students, that is 40.00%, said they understood scientific ideas but only 24.20% could apply the scientific concept taught in integrated science lessons to real life situations. In view of this, the researcher suggested the use of practical-oriented methods in the teaching and learning of science and the discontinuation of literary approaches to science teaching and learning. It was further recommended that in-service training programmes should be regularly organized for science teachers. Efforts should also be made by the relevant authorities in education to ensure that adequate materials and laboratories exist at SHS level in the research area

Source: UEW
The status of integrated science teaching and learning in selected public and private Senior High Schools in the Ho municipality

This study investigated and described the status of Integrated Science teaching and learning in randomly selected five (5) public and three (3) private senior high school in Ho Municipality. The main reasons for selecting these schools were based on the target population, controlled environment and collaboration and this was done through defining the research questions and target population, identifying potential schools, contacting the schools involves, gaining approval from the schools authorities, and obtaining informed consent. Quantitative and qualitative research methods were used for gathering data. Quantitative data were obtained from the surveys of 56 senior high school integrated science teachers and 500 senior high school students from Ho Municipality. The study was a descriptive survey. Questionnaires, interviews and checklist were the main instrument used for data collection. Triangulation of data from the teachers and the students questionnaires, interviews of the head of selected senior high schools, and checklist were used to reveal actual status of integrated science teaching and learning in the selected public and private senior high schools in the Ho Municipality. The study revealed that all the teachers in the public school were professional and experienced but the private SHS teachers only 39% were professional and experienced. The selected schools within the Municipality lacked integrated science laboratories and lab assistants, also they did not have adequate instructional resources for teaching and learning of Integrated Science. Teachers within the selected schools attested to the need to use practical oriented method in teaching but for the fact that they are not having the necessary resources they result in the use of lecture method. Additionally, the teachers, the students and the headmasters confirmed overloaded content of curriculum, lack of funds from the government and negative attitudes of students toward integrated science within the municipality. In view of this, the researcher suggested only teachers who specialize in integrated science education should be employed to teach integrated science, the integrated science curriculum should be restructured to meet the needs and aspiration of learners. Also, the use of practical oriented methods in the teaching and learning of integrated science. It was further recommended that in-service training should be regularly organized for integrated science teachers. Effort should also be made by the government or the relevant authorities in education to ensure that adequate teaching and learning resources and integrated science laboratories exist at all SHS in the research area.

Source: UEW
The status of junior high school integrated science teaching and learning in Kadjebi District

The study investigated the status of teaching and learning of Integrated Science in selected urban and rural Junior High Schools (JHSs) in the Kadjebi District in the Oti region of Ghana. A qualitative approach was employed. Stratified random sampling was employed to select 12 teachers and 120 pupils in urban and rural JHSs from the District. The instruments used to collect data are questionnaire and observation.The study was a descriptive survey. The study revealed that there were inadequate instructional materials as well as academic and professional qualifications of the integrated science teachers.It was also found that practical activities were not organised in some selected JHSs as most of the pupils found integrated science difficult. It was also found that the time allocated for teaching both practical and theory was not enough. The study concluded that if these challenges were addressed, teaching and learning of Integrated Science would be improved in rural JHSs. It was recommended that Integrated Science teachers should be trained to improvise instructional materials using materials in the environment to teach the subject. This would help pupils to conceptualize scientific concepts as they interact with the materials. Again,the school administration together with the GES should help integrate ICT technology into teaching and learning of integrated science as an alternate means of teaching science. It was also revealed that in-service training should be organised frequently for science teachers to help enhance the teaching and learing of integrated scince.

Source: UEW
status of reflective Teaching practices among Basic School Teachers in Science classroom engagements in Ada East District

Reflective practices are important aspect of professional teaching. This study, sought to determine; types of reflective practices, levels of reflectivity, factors influencing reflections, and challenges teachers face, implementing reflective practices. Quantitative and qualitative designs were used for the study. Basic schools in Ada East District were selected to determine the status of reflective practices in the district. This will enable documentation for future reference as there appears to be no published documentation on the status and quality of reflective practices among basic school science teachers. Mixed-methods approach, was employed using both surveys and interviews to gather data. In all, 165 basic school science teachers out of 420 were randomly sampled. Instruments used were questionnaires, interviews and class observations. Data were collected in two phases. Phase one was quantitative phase, with closed-ended questionnaires administered, and followed by qualitative phase with semi-structured interview guide administered to 20 teachers. An intervention was done using the new model. Results of the study indicated that most of the teachers, before the intervention, did not understand the concept and the use of reflective practice. Post-intervention workshop, showed improvements in teachers’ understanding and practices. Challenges identified were lack of in-service training on reflectivity and teacher supervision. The study concludes that basic school teachers’ knowledge in reflective practice was low. Implications of the findings are that in service training on reflective practices and supervision have the potential of improving teachers’ science classroom engagements. Hence, education authorities and stakeholders are encouraged to include reflective practices in their in-service training programmes.

Source: UEW
The status of the integration of technology into junior high school science teaching in Wa Municipality

This survey study explored the status of the integration of ICT in the teaching of integrated science in selected Junior High Schools in the Wa Municipality. The study explored the availability and use of ICT in teaching and the challenges encountered in the integration process. A Sample size of 96 respondents were purposively selected to provide information regarding their perception and views on the use of ICT to facilitate teaching of integrated science in the Wa municipality. Questionnaire and interview schedule were used to collect data for the study. The quantitative data collected were analyzed using both descriptive and inferential statistics. Even though, the Government of Ghana recognized the need for ICT in education through the implementation of policies, the state of ICT infrastructure and tools on the ground is not encouraging as access is below standard in the Wa Municipality. The study revealed that most of the schools in the Wa Municipality do not have ICT infrastructure to support the integration of technology in teaching. The study also revealed that most of the Junior High School science teachers do not possess adequate ICT competencies to integrate ICT in the teaching and learning process. However, many of the respondents were ready to integrate ICT in teaching if they are given the necessary training and ICT resources to support teaching. It is recommended that Science teachers in the Wa Municipality should be trained on how to integrate ICT in their teaching and not only on the general use of ICT tools. The stakeholders of Education in the Municipality should work towards providing a projector, laptop, standby generator and internet connectivity to every Public Junior High School in the Municipality to facilitate ICT integration in teaching at least three times a week. All public Junior High Schools should be connected to the National grid and also provided with a standby generator to power ICT equipment in the school.

Source: UEW
The status of the teaching and learning of biology in selected senior high schools in the Volta Region of Ghana

The study investigated the status of the teaching and learning of biology in selected senior high schools in the Volta Region of Ghana. Data was collected from 21 biology teachers and 295 students in the selected schools. The main instrument was a questionnaire but was supplemented with interviews and observations. The content validity of the main instrument was determined with the help of the supervisors of the study. The target population comprised the 72 senior high schools in the Volta Region of Ghana. The accessible population however consisted of 17 senior high schools in the Ketu, Kpando, Ho and Hohoe Districts. Twelve schools from the accessible population were sampled for the study using stratified random sampling techniques. The 12 schools comprised 3 schools each from category A, B, C and D schools in the study area. The study revealed that although on the whole the biology teachers were academically qualified, their output in some cases were unsatisfactory. It was also found that practical activities were not organized in some schools. Additionally, practical activities were not being organized as expected in some of the schools. Among other recommendations, it was suggested that biology laboratories should be well equipped. It was also recommended that biology teachers should be supplied with handbooks to aid their instructional functions.

Source: UEW
Steady laminar natural convection of nanofluid under the impact of magnetic field on two-dimensional cavity with radiation

In current investigation, steady free convection of nanofluid has been presented in occurrence of magnetic field. Non-Darcy model was utilized to employ porous terms in momentum equations. Working fluid is H2O based nanofluid. Radiation effect has been reported for various shapes of nanoparticles. Impacts of shape factor, radiation parameter, magnetic force, buoyancy and shape impact on nanofluid treatment were demonstrated. Result demonstrated that maximum convective flow is observed for platelet shape. Darcy number produces more random patterns of isotherms. � 2019 Author(s).

Source: UEW
Stereotypical perception of the leadership of female heads of senior high school in the Kassena-Nankana Municipality of Upper East Region of Ghana

This study was a descriptive survey which sought to find out stereotypical perception of the leadership of female heads of senior high school in the Kassena-Nankana Municipality of the Upper East Region of Ghana. The sampled population for the study included three headmasters and 89 teachers from three second cycle institutions in the Kassena-Nankana Municipality. Questionnaire and interview were basically the instruments used to gather data from the respondents. The results from the study demonstrated that stakeholders still have negative views about the competency of women who are into educational leadership. The study also revealed that most people still feel that females cannot make efficient and effective leaders as compared to their male counterparts. It is also clear from the study that, there are serious issues on under representation of women as school heads due to leadership styles as a result of historical, social, economic and organizational factors across national, cultural and occupational context. It is recommended that civil society organisations, faith- based organisations, colleges and universities re-examine their affirmative action and diversity action policies and plans to evaluate the effectiveness of these policies and plans to bring about a more diverse women faculty with structured mentoring activities and professional development programmes that will help to reduce, if not eliminate barriers that gender stereotypical perception on female leadership.

Source: UEW
Stigmatisation and discrimination against persons affected by leprosy a case study of the Weija leprosarium

The rights of persons affected by leprosy (PALs) have been violated over the years and it appears policies and measures put in place to protect them have not been working. The specific objective of this study is to determine the extent of stigmatisation and discrimination against PALs. This thesis seeks to find out the factors and effects of stigma and discrimination and how public institutions are accessible to PALs. It further seeks to determine the relationship that exists between administrators, nurses, family members and persons affected by leprosy. A qualitative approach and a case study design were adopted for the study. Sixteen (16) respondents were selected; which included PALs, administrator, nurses and family members of PALs. The analysis of the qualitative data from respondents and other related materials reveal that curse, deformity, body odour, perception about the disease, derogatory names and fear of contracting the disease were identified as major factors of stigma and discrimination against persons affected by leprosy. The study also found out that the rights to education, health and employment of PALs are denied. Apart from these, right to marriage, family, social security and standard of living of PALs have been negatively affected. The relationship between PALs and their family members is poor while the relationship between nurses, administrator and PALs is cordial. It is recommended that; counseling services should be freely provided to all PALs and their family members, special schools for the PALs have to be established by the state, independent institution for example the ‘Ghana Disability Authority’ for Persons with Disability has to be established to promote and protect the interest of members including persons affected by leprosy.

Source: UEW