ghanaopendata/ghanaian-research-english huggingface dataset:
Inflammatory Pseudotumor in an Irreducible Inguinal Hernia

Background: The aim of this article is to report an unusual case of inflammatory pseudotumor (IPT) that caused irreducibility of an inguinal hernia mimicking a tumour in the process. Case report: A 64-year-old man presented with a 2year history of reducible groin swelling which had progressively increased in size. The swelling had become irreducible 3 months prior to admission but apart from loss of weight, there were no other associated symptoms. He was anaemic (Hb 11 g/dL). At operation, a large, hard left inguinoscrotal hernia was encountered. This raised the suspicion of a tumour and therefore the testis and large mass were mobilised and resected along with an adherent segment of small bowel. He had end to end anastomosis of small bowel and modified Shouldice repair. He was well enough to self-discharge two days later and was well when seen two weeks postoperatively. The histological examination of the resected specimen confirmed an IPT and a normal testis. Discussion: The diagnosis and management of IPT remains elusive, however current evidence support histology as the mainstay of diagnosis and surgical resection as the first line of treatment. Conclusion: Following surgical resection of IPT, it might be beneficial to follow up all cases to evaluate for recurrence and prompt management.

Source: UCC
Inflation and Performance of Listed Firms in Ghana

ABSTRACT Inflation is a major phenomenon in the economies of countries as it increases the prices of commodities resulting in a decline in the purchasing power of money. The aim of this study is to analyze the impact of inflation on listed manufacturing companies’ performance in Ghana using net asset growth and gross profit level as the basis. Companies listed on the Ghana Stock Exchange were sampled using criterion-based sampling technique. The study employed quantitative research technique and the use of panel data. Data was analyzed using both descriptive and inferential statistics and a dynamic panel estimation technique was used. The study revealed that most companies’ net assets grow on yearly basis. However, this growth in net assets when adjusted for inflation declines or runs into negative indicating the significant impact inflation has on the growth of net assets of listed companies. Further, the finding of the research shows that inflation has no direct effect on gross profit but indirectly affects gross profit through cost of production. The study therefore recommends that investors in using the growth in net assets as a basis for measuring the performance of a company must consider the real growth in net asset measured by the inflation adjusted growth in net asset as this gives true measure of a companies’ performance. Also, manufacturing companies’ in making price related decisions must consider the effect of the prevailing inflation rate on their cost of production and ultimately their profit levels

Source: UCC
Inflation targeting monetary policy and economic growth in Ghana

This study investigated the relationship of inflation targeting monetary policy and economic growth in Ghana. Inflation rate was measured by conditional variance generated by fitting an empirical Generalized Autoregressive Conditional Hetroskedasticity (GARCH) model to seasonally adjust annual consumer price inflation for the period 1960-2015. The inflation rate measure, together with macroeconomic control variables, was used to estimate economic growth models for two periods corresponding to two monetary policy regimes and a third period covering the full sample. The first period corresponds to the pre-inflation targeting regime covering 1960-2002. During this period, Ghana had adopted various monetary policy frameworks including exchange-rate targeting, discretionary monetary policy, monetary-aggregate targeting and an eclectic approach. This period was largely characterized by high inflation rate. The inflation rate in turn had significant negative impact on economic growth during this period. Nonetheless, inflation rate did not have any statistically significant impact on real economic growth during the inflation targeting monetary policy period, i.e. 2003-2015. The empirical results for the combined growth model were consistent with the findings for the two periods. The implication of this is that by adopting the inflation targeting monetary policy framework since 2003, Ghana has to some extent succeeded in achieving low and stable general price level thereby creating a conducive environment for economic growth. The government may introduce some structural reforms to unlock the economic growth potentials in the country.

Source: UCC
Influence de la personnalité de l’enseignant de fle sur l’apprentissage du fle à l’université de Cape Coast

Motivation is primordial to the teaching and learning of languages and for a student to be able to achieve the aim of engaging him/herself in learning, he or she must be motivated be it internally or externally. Our study focuses mainly on one external motivational factor which is the teacher. A factor which can subsequently influence other factors. Specifically, we are interested in identifying the types of personality that the teachers of French as a Foreign Language (FFL) have, how their own students perceive them and how these perceptions influence the learning of FFL at the University of Cape Coast. Data was collected from students of FFL at the University of Cape Coast at levels 200, 300, 400 and 19 teachers of FFL were our subject of investigation. Questionnaire using the Big Five Inventory of John and Srivastava (1999) was used for the collection of data. Data was taken during the first 3 months of the 2015/2016 academic year and students who at least had a year study of the Oral and Written Expression course from teachers of FFL at the University of Cape Coast were our target group. Quantitative methods were used to analyze and interpret the data. The results of the study show that the perceptions of the personality of teachers does not really influence the study of FFL though there are still some personality traits which do not enhance learning either. We therefore recommend that research on the subject of motivation be carried out to identify the particular factors which enhance students’ motivation to learn FFL.

Source: UCC
Influence des èlèments syntasiques anglais sur lècrit des apprenants du Francais langue ètrang ère (fle) au Ghana. Les cas de quelques ècoles secondaires dans la m ètropole de Cape Coast

Ghana after her independence adopted English Language as the official language of the country. English therefore enjoys the highest status more than other Ghanaian Languages since it is widely used as medium of communication in any national activities in jurisdiction, legislation, Government policy information and in the press. More so, despite the country being multilingual, English serves as the instructional language in our schools right from primary to tertiary. It is also the language in which major examinations are conducted. Dominant by status as it is over other Ghanaian Languages, English tends to have much influence in the written French of some students in Senior High Schools (SHS). The problem becomes much aggravated, as some grammatical notions especially concord in English are not similarly applicable in French. These phenomena have been the source of some of the major errors in French Grammar or syntax committed by students, hence a serious concern for West African Examination Council and the teachers of the language alike. In this study, our attention is focused on three grammatical elements or parts of speech common to both languages namely: possessive adjectives, articles (definite and indefinite) and past participle. The study, based on tests conducted on third year students of some S.H.S. in the Metropolis of Cape Coast, reveals that students do commit many grammatical errors in written French due to some similarities and differences in both languages. These errors are committed not only as result of negative transfer of knowledge of English into French but also because of students’ inadequate knowledge of the target language. The thesis ends with useful pedagogical suggestions that can help minimize the problem.

Source: UCC
Influence du cadre enonciatif sur l’emploi des articles a l’oral chez les apprenants de fle

La communication verbale telle qu’elle se réalise par les apprenants s’étudie en tenant compte de plusieurs éléments. Souvent, ces etudes cherchent à décrire la production des apprenants et à établir leur niveau de performance. Quelque soit le cas, la production des apprenants dépend de certains facteurs y compris le cadre énonciatif dans lequel la communication se déroule. Le cadre énonciatif peut être formel ou informel. Cette étude qui porte sur l’emploi des articles définis et indéfinis a pour objectif de décrire l’emploi de ces articles et vérifier dans quelle mesure les différents cadres énonciatifs peuvent influencer la prestation des apprenants par rapport aux articles. Elle part donc de l’hypothèse que le cadre énonciatif influe sur l’emploi des phénomènes discursifs comme les articles définis et indéfinis. L’étude qui s’inspire de la linguistique de corpus s’appuie sur les théories de l’énonciation et de l’autoprésentation et de référence. Elle repose sur deux différents corpus oraux recueillis auprès des apprenants de dernière année de FLE à l’Université de Cape Coast. Elle tient compte des methods quantitative et qualitative au niveau des analyses. L’analyse montre que l’emploi des articles varie selon le cadre énonciatif, la presence de l’enseignant et celle des collègues apprenants étant un facteur déterminant ; les apprenants font plus d’erreurs en présence de l’enseignant qu’ils ne le font devant leurs collègues

Source: UCC
Influence Of Academic Self Efficacy And Self-Esteem On School Drop Out Intention Among Junior High School Students In The Ahafo Ano South West District

The purpose of the study was to investigate influence of academic self-efficacy and self-esteem on school dropout intention among junior high school students in the Ahafo Ano South West District of Ghana. All public junior high school students in the Ahafo Ano South West District made up the target population of this investigation. 291 selected form two students from five clusters or circuits comprised the sample size. The quantitative approach using a correlational study design was employed in this study. Questionnaire which was the main instrument for data collection. Data collected was analyzed using descriptive statistics such as means and standard deviations as well as independent sample t-test and Pearson Product Moment Correlation Coefficient with the Statistical Package for Service Solution (SPSS). The outcome of this investigation proved that junior high school students in the Ahafo Ano South West District have high levels of academic self-efficacy and self-esteem but low levels when it comes to school dropout intention. This investigation revealed that there was no gender difference in academic self-efficacy, self-esteem and school dropout intention. Furthermore, it was found in the investigation that there was a significant relationship between academic self-efficacy and school dropout intention as well as a significant relationship between self-esteem and school dropout intention among participants used. It was therefore, recommended that teachers and parents who are major stakeholders in the education of students endeavor to help raise the academic self-efficacy and provide students with unconditional support, feeling of safety and emotional attachment to help raise the self-esteem of students since these variables have the potential of impacting the school dropout intention of students.

Source: UCC
Influence Of Academic Self-Efficacy And Self-Regulated Learning On Academic Performance Among Senior High School Students

Understanding the factors that contribute to students' academic performance is crucial for enhancing learning outcomes and educational quality. Academic self-efficacy and self-regulated learning have emerged as significant psychological constructs that influence how students approach and engage in their academic pursuits.This study investigates the influence of academic selfefficacy and self-regulated learning on the academic performance of Senior High School students in Ho Municipality. A sample of 322 form two students were used , employing a descriptive survey design with questionnaires and academic performance tests as primary data collection tools. Research questions were answered using mean scores and standard deviations, while hypotheses were tested using Pearson’s Product Moment Correlation Coefficient and Multiple linear regression, as well as independent sample ttests. Results indicate that Senior High School students in Ho Municipality demonstrate high levels of academic self-efficacy and self-regulated learning. Self-regulated learning significantly predicts academic performance, highlighting a significant relationship between these variables. Notably, no significant differences in academic self-efficacy and self-regulated learning were found based on gender. Based on these findings, it is recommended that Senior High School teachers in Ho Municipality integrate self-regulated learning strategies into their teaching practices by guiding students to set goals, monitor their progress, and adjust learning strategies in response to feedback. Such initiatives are expected to enhance students' academic performance by fostering autonomy and effective learning habits.

Source: UCC
Influence of Academic Self-efficacy on Academic Performance of Students in the Public Senior High Schools In Sekondi – Takoradi

The study sought to investigate the influence of academic self-efficacy on students’ academic performance of the Senior High Schools within the Sekondi-Takoradi Municipality. The study was guided by two research questions and two hypotheses. The descriptive research design was employed and the multistage sampling technique was used to sample 350 students. Academic Self-Efficacy questionnaire with 60 constructed objective test questions of the SHS core subjects; Mathematics, Science, English and Social Studies were used to elicit responses from the participants. The descriptive statistics (frequencies, percentages, means and standard deviations) and inferential statistics (Pearson moment correlation and independent samples t test) were the tools used in analysing the data. The study revealed that most students have high level of academic self-efficacy. It was revealed that, a positive relationship exists between academic self-efficacy and student test achievement. Also, it was found that there was no statistical difference between the means of females and males with respect to their academic self-efficacy. It was therefore recommended among other things that, developmental personality, academic and gender educational-related programmes should be intermittently organized by the schools through the counselling coordinators in the Sekondi-Takoradi metropolis

Source: UCC
Influence of Academic Stress on Academic Self-concept And Academic Self-efficacy of Senior High School Students in the Cape Coast Metropolis, Ghana.

The main aim of the study was to examine the influence of academic stress on the academic self-concept and academic self-efficacy of Senior High School students in the Cape Coast Metropolis, Ghana. A descriptive survey research design was used. Through disproportionate stratified sampling technique five schools were selected while 370 students were selected using proportionate sampling technique. Data for the study were collected with an adapted standardised questionnaire. Descriptive statistics, linear regression and Pearson product moment correlation were the statistical tools used for analysis. The hypothesis for the study was tested using an independent sample t-test. The results of the study showed that academic stress influences the academic self concept and academic self-efficacy of Senior High School students in the Cape Coast Metropolis. Main source of academic stress among students was stress from test scores. The study also found a significant gender difference in the experience of academic stress with male students experiencing more academic stress than female students. Based on the findings, it was recommended that, head teachers, teachers, and parents should help minimize academic stress on students and also roll out educational programmes that will improve the academic self-concept and academic self-efficacy of students.

Source: UCC
Influence of Accountability Pressure on Science, Mathematics and English Language Teachers’ Classroom Practices in Senior High Schools in Ghana

In this study I investigated the sources and influence of accountability pressure on science, mathematics and English language teachers, and suggested ways teachers could better adapt their teaching without yielding to teaching to the test practices with its resultant narrowing of the curriculum. The research was conducted within the midlands of Ghana (Ashanti Region) with a cosmopolitan feature. High schools in the Region attract students from all parts of the nation and nearby regions in West Africa. A large sample of teachers (N = 251), made up of 208 males and 43 females were involved in the study. The distributions of teachers in the three core subjects were 87, 88 and 76 for science, English language and mathematics respectively. In this study, the researcher analysed the sources and effects of accountability threats to the various aspects of science, English language and mathematics teachers’ practices in the classroom with means, standard deviations and ANOVA. In the findings, there was pressure on teachers in the three subject categories to increase the performance of students in WAEC examinations. These pressures often came from school administrators, students and parents. It is recommended that school administrators should focus attention on holistic supervision of teachers to develop a well-informed and educated citizenry instead of leading teachers to achieving students’ gains in performance in external examinations. Also, teachers have to be self-efficacious in their day-to-day practices in the classroom and develop proactive attitudes to learning in students rather than drilling and prepping them on test preparation practices.

Source: UCC
The Influence of Accounting Results on Share Prices of Companies Listed on the Ghana Stock Exchange

The objective of this study is to examine the influence of accounting results on the share price of firms listed on Ghana Stock Exchange. Specifically, it is to investigate whether there are positive and significant correlations between earnings per share, dividend per share and price earnings ratio on one hand and share prices on the other hand in the context of the Ghanaian stock market. Publicly listed firms were selected from GSE on year to year basis for the analysis covering a period of ten years (i.e. 2006-2015). As a results, forty-one (41) different listed firms were selected covering the periods of 2006 to 2015. The study made use of unbalanced panel data to examine the correlation between earnings per share, dividend per share and price earnings ratio and share prices. The study used multiple regression model and regressed the share prices of the companies against selected variables (EPS, DPS, and P/E ratio) to determine the relationship or correlation between them. The results of the study indicate that earning per share and dividend per share have positive and statistically significant effect on the share prices of listed firms on the Ghanaian stock market. However, price earnings ratio was found to be positive correlation but not significant. This indicates that share prices are influenced by accounting results implying that, the annual financial statements issued by the firms listed on the Ghana Stock Exchange are used by the investing public to make investment decisions. It is hoped that, compliance with International Financial Reporting Standards by listed firms be emphasized by Ghana Stock Exchange as well as the Securities and Exchange Commission to ensure that published financial statements represent faithfully what they purport to represent.

Source: UCC
Influence of accounting teachers’ pedagogical content knowledge on lesson delivery: the moderating role of teacher characteristics

The main objective of the study was to examine the influence of Accounting teachers’ PCK on their lesson delivery as well as the moderating of the teacher characteristics in this relationship in the Senior High Schools within Cape Coast Metropolis. The study employed a descriptive survey designed rooted in the quantitative approach. The census method was used to include all 53 Accounting teachers in the Cape Coast Metropolis. The data was collected using a questionnaire. The questionnaire employed a four-type Likert type of scale. The data was analysed using descriptive statistics (means, standard deviations, frequencies and percentages) and inferential statistics (Regression and Hayes’ moderation analysis). The result revealed that PCK was high among Accounting teachers, but teachers’ knowledge of learning theories was seen as the dominant PK among teachers. Again, Accounting teachers had high levels of lesson delivery but assigning learners diverse tasks and allowing students who work faster to proceed to the next task were not present in the teacher’s mode of lesson delivery. Moreover, Gender, age, and teaching experience did not moderate the relationship between Accounting teachers’ PCK and their lesson delivery. The study concluded that PCK and the level of lesson delivery of Accounting teachers were high. The small sample size might have been the reason for gender, age and teaching experience not moderating the relationship between PCK of teachers and their lesson delivery. Therefore, in-service training should be frequently organised for teachers to update their PCK. Headteachers should supervise lessons and lesson plans to ensure high-quality lesson delivery. MOE and GES should organise workshops for teachers to equip them with current pedagogies.

Source: UCC
Influence of Adolescents’ Perception of Parental Treatment Practices on School Belongingness and Academic Engagement Among S.h.s Students in Central Region

Adolescents’ perceptions of parental treatment practices and their influence on school belongingness and academic engagement were examined in this study. A cross-sectional survey design was used for the study. Data was collected from a sample of 361 stratified sampled participants using a questionnaire. Frequencies, percentages, Pearson Product Moment Correlation Coefficient, and multiple regression were used to analyse the data. Parents are regarded as indispensable actors in a student’s education as they have a positive influence on the school belongingness and academic engagement of adolescents. Among other aspects of parental treatment practices, punishment was believed to be the most salient factor adolescents considered in their socialization with regards to their school belongingness and academic engagement. Again, a statistically significant relationship was found between parental treatment practices and adolescents' school belongingness. Additionally, there was a strong correlation between parental treatment practices and adolescents' academic engagements. This demonstrates that if parental treatment practices are implemented properly, adolescents’ sense of school belongingness and academic engagement will eventually improve which will result in high academic performance. The study recommends it is imperative that, parents create and maintain good parental treatment practices which afford adolescents the conducive and supportive environment to thrive in. This will lay the foundation for a more positive and effective parent-child relationship in Ghana's educational system

Source: UCC