ghanaopendata/ghanaian-research-english huggingface dataset:
Abolition, Economic Transition, Gender and Slavery: The Expansion of Women's Siavehoiding in Ghana, 1807-1874

The British withdrawal from the Atlantic Slave Trade fostered the expansion, rather than retrenchment of slavery within Africa. It also spurred a shift in the pre-nineteenth-century gendered pattern of slave holding. This paper examines the extent to which radical economic changes altered the gendered structure of slave holding in post-abolition Ghana. It argues that the British prohibition liberalised slave holding conditions and resulted in a reconceptualisation of the value of slaves which breached the tradition of restricted female proprietorship of slaves, and also led to increased women's earning capacity, slave acquisition and use, as well as the scale of their holdings.

Source: UCC
Abrabɔ Mu Wɔ Nsɛm Pii” (Life Entails A Lot): Musical Pieces Based On The Story About “Ammfa Annkyɛ Yɛ Haw” (Un-Forgiveness Is Worrying)

This project was an artistic work that combined a creative work with substantial write up within the domain of praxis and exegesis structured in a manner through the aspirations of the researcher to an eventual performance. Undoubtedly, every traditional music and dance has a story to tell since they were created within certain contextual domains. In this creative project, source materials made up of traditional music elements as well as folk songs were collected from the cultures of Western, Central, Volta and Northern Regions of Ghana by convenience means. The work created contains a symphonic poem and two instrumental musical works in tonal and post tonal styles based on the story “Ammfa annkyɛ yɛ haw” (un-forgiveness is worrying). Two good friends refused to eat particular food they had prepared but subsequently gave it to a third party to eat. In the end, one of them died while the other one was asked to pacify the gods of the land. The created artefact was subjected to some fundamental principles of formal analysis by Zweiteiliges and Dreiteiliges as well as Thematic Process by Reti to explain the compositional processes used to compose the work. It is concluded that music making and storytelling as a tool for recreation is needed to develop the labour force of a nation in the form of relaxing and invigorating the body for more strenuous activities, thereby, contributing to the quality nature of our day-to-day relaxation needs.

Source: UCC
Absorption of acoustic phonons in fluorinated carbon nanotubes with non-parabolic, double periodic band

We studied theoretically the absorption of acoustic phonons in the hypersound regime in Fluorine modified Carbon Nanotube (F-CNT) ΓF –CNT and compared it to that of undoped Single Walled Nanotube (SWNT) ΓSW NT .Per the numerical analysis, the F-CNT showed less absorption to that of SWNT thus |Γ F −CNTq| < |Γ SW NTQ |. This is due to the fact that Fluorine is highly electronegative and weakens the walls of the SWNT. Thus, the πelectrons associated with to the Fluorine which causes less free charge carriers to interact with the phonons and hence changing the metallic properties of the SWNT to semiconductor by the doping process. From the graphs obtained, the ratio of hypersound absorption in SWNT to F-CNT at T = 45K is Γ(SW NT ) Γ(F −CNT ) ≈ 29 whilst at T = 55K, is Γ(SW NT ) Γ(F −CNT ) ≈ 9 and at T = 65K, is Γ(SW NT ) Γ(F −CNT ) ≈ 2. Clearly, the ratio decreases as the temperature increases

Source: UCC
Academic Advising and Student Retention in Distance Learning: The Case of University of Cape Coast, Ghana

This research investigated the impact of academic advising on student retention in distance learning at the University of Cape Coast, Ghana. Explanatory sequential mixed methods design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731. Four academic advisors and three counsellors at the College of Distance were purposively selected for the study. Further, 16 students who had dropped out from the college were sampled using the snowball sampling technique. A researcher-self constructed questionnaire and a semi-structured interview guide were used to collect data. Quantitative data were analysed using descriptive and inferential statistics. Analyses of qualitative data were done using Merriam analytical coding process. At an alpha level of .05 academic advising made a non-significant contribution to prediction (p = .10) which implies that academic advising is not a significant predictor of student retention in distance learning. The study concluded by recommending that academic advisory services should be provided in a practical manner to address the specific needs of students at the College of Distance Education of the University of Cape Coast.

Source: UCC
Academic advising in the college of education studies,University Of Cape Coast

The study sought to evaluate academic advising in the College of Education Studies in the University of Cape Coast. The descriptive research design was adopted for the study. Using the census sampling, multi-stage sampling, cluster sampling, proportional allocation of sample size as well as the simple random sampling procedures, 383 respondents consisting of 356 students and 27academic advisors in the College of Education Studies in the University of Cape Coast were selected to participate in the study.Questionnaire was used to gather the requisite data for the study. Data were analysed using descriptive statistics such as frequencies, percentages, mean of means distributions as well as independent sample t-test.The study among other things found out thatvacademic advisors to a large extent apply a multidimensional approach in the academic advising they render to students in terms of the five main domains (integration, referral, information, individuation, and shared responsibility). However, the academic advisors responded that, class sizes are too large, and the College does not allocate enough funds needed for the acquisition of infrastructure for enhancing academic advising, to enable advisors follow-up on each of their advisees. Again students are very satisfied with academic advising services rendered to them in the University of Cape Coast. The study recommended that,in order for academic advisors to be able to operate to the fullness of their capacity, the College of Education should; reduce the number of students to advisors;and make resources (financial, material, and human) available to enable advisors follow-up extensively on each of their students.

Source: UCC
Academic And Professional Qualifications Of Technical University Lectures, Their Content Knowledge, Pedagogy And Pedagogical Content Knowledge

This study seeks to assess the influence of academic and professional qualifications on lecturer’s appreciation of content, teaching skills and the amalgamation of the two at Cape Coast Technical University. The descriptive cross-sectional survey was used to carry out the investigation. A proportionate random sampling procedure was used to select 119 lecturers who have taught for two semesters and more. Primary data was gathered through questionnaires. The data were analysed using factorial ANOVA, frequency counts, percentages, means, and standard deviation. The findings showed that the highest academic qualifications attained by most lecturers at CCTU were MPhil and PhD degrees, and most of the lecturers were professionally trained teachers. Also, the study revealed that the lecturers’ expertise in content, general pedagogy and PCK were high. However, academic and professional qualifications did not significantly influence lecturers’ content knowledge (CK), pedagogical knowledge (PK) and PCK. It is therefore recommended that GTEC, MoE and the Dean of Schools design tailor-made courses for the nonprofessional lecturers to be upgraded with the requisite teaching qualifications to enhance their teaching.

Source: UCC
Academic and Social Experiences of Students With Visual Impairment at Wenchi Methodist Senior High School

The purpose of the study was to examine academic and social experiences of students with visual impairments at Wenchi Methodist Senior High Schools. Four research questions guided the study. The study adopted a qualitative approach specifically, a phenomenological research design. Participants for the study were purposively selected. The sample size for the study was 20 participants which were made up of 11 students with blindness and nine students with low vision. Focus group interview was used to collect data for the study. The data obtained were analysed using thematic analysis. It was discovered in the study that students with visual impairment were assessed academically through tactile modelling, verbalisation, and differentiation. It was further revealed in the study that sighted students were the only medium students with visual impairment access information due to inadequate assistive technologies. Also, it was found in the study that the social relationship that exist between students with visual impairment and sighted students was poor. Based on the findings, it is recommended that the Special Education Division through the Ministry of Education should sensitise sighted students to accept and appreciate individual differences. Students with visual impairment at Wenchi Methodist Senior High should be provided with Closed Circuit Television, magnifiers, Job With Access Speech to enable them access information without solely depending on their sighted peers.

Source: UCC
Academic Buoyancy, Academic Motivation And Perceived Test Anxiety Among Senior High School Students In Ejisu Municipality

The study investigated academic buoyancy, academic motivation and perceived test anxiety among students in the senior high schools in Ejisu Municipality. A descriptive survey research design was employed for the study. The sampled participants were 322. In order to gather data, the academic buoyancy scale, academic motivation scale, and test anxiety scale developed by Poisang, Vallerand et al., and Driscoll with Cronbach‘s alpha of .81, .78 and .89 respectively were all used. The data were analysed using Pearson Product Moment Correlation and Haye‘s mediation process model 4 in SPSS. All alpha levels were set at .05. The study findings revealed a significant negative relationship between academic buoyancy and perceived test anxiety, a positive relationship between academic buoyancy and academic motivation and significant negative relationship between academic motivation and perceived test anxiety. Finally, the findings revealed that academic motivation does not mediate the relationship between academic buoyancy and perceived test anxiety among the students in Ejisu Municipality. Nevertheless, academic buoyancy and academic motivation play a role in predicting test anxiety among high school students. The study therefore recommended that educators should instigate factors that will increase students‘ ability to deal with academic setbacks, as it will increase their drive to overcome test anxiety.

Source: UCC
Academic literacy and communicative skills in the Ghanaian University: A Proposal

In the last two decades academic literacy has received considerable attention in tertiary education in several English-medium universities. English for Academic Purposes (EAP) and similar writing programs have constantly been revised in the United States of America, the United Kingdom, and Australia as a result of globalization, the increasing numbers of international students and the dominance of English as an academic language. In contrast, EAP programs in most countries in sub-Saharan Africa have experienced very little innovation and change. In this paper, I argue for a change in the curriculum of an EAP program (Communicative Skills) in an English-medium university in Ghana, advancing three key reasons. Such a curriculum, it is argued, should address issues of general and discipline-specific writing, foundation and remediation, and lastly the teaching approach. The paper then concludes with a discussion of some implications worth considering for both theoreticians and implementers of EAP in university education

Source: UCC
Academic Motivation and Performance of Junior High School Students in Ghana

The study examined academic motivation and academic performance of Junior High School (JHS) students in Ghana. Differences between the academic motivation of male and female students as well as between students from urban and rural schools were examined. Participants were 756 male and 714 female JHS 2 students randomly selected from 24 Junior High Schools through stratified random sampling using gender and location as criteria for stratification. Two research instruments, the Academic Motivation Scale (AMS) with a Cronbach Alpha Reliability Coefficient of 0.75 and Achievement Tests in Mathematics, English Language, Social Studies and Integrated Science were used to collect data. Pearson Product Moment Correlation Coefficient and t-tests were used in analyzing the data. The results showed a positive relationship between academic motivation and academic performance of JHS students. While the results showed a statistically significant difference between the academic motivation of students in schools in urban and rural areas, there was difference between the academic motivation of male and female students. It was recommended that teachers, parents and all those concerned with the education of children should put in place psychological processes that are intended to boost the ego of students thereby making them have an inner feeling of satisfaction when they accomplish academic tasks.

Source: UCC
Academic Motivation, Self-Regulated Learning, and Academic Engagement of Students in Colleges of Education in the Upper West Region

Being academically motivated is crucial for students in any academic field. It enables them to use self-regulated learning methods and actively participate in their studies, thus increasing their chances of academic success. The research thus explored the academic motivation, self-regulated learning, and academic engagement among students attending Colleges of Education in the Upper West Region. Employing the positivist paradigm and the quantitative approach, the study utilised a correlational research design. The multi-stage sampling method was adopted to sample 274 students from 951 in their second year in Colleges of Education. Data was collected using the adapted version of established scales: the College Edition of the Academic Motivation Scale (AMS) developed by Vallerand (1992), the Taiwanese Short Self-Regulation Questionnaire (TSSRQ) validated by Chen and Len (2018), and the University Student Engagement Inventory (USEI) validated by Assuncao et al. (2020). The data was analysed using Pearson r, multiple linear regression and independent sample t-test. The study's findings indicated that academic motivation and academic engagement were significantly related. However, there was no significant relationship found between self-regulated learning and academic motivation or academic engagement. It was also revealed that programme of study did not significantly predict academic motivation, self-regulated learning, and academic engagement. The study recommended that Principals and tutors within Colleges of Education in the Upper West Region should aim at creating a conducive learning environment and employ effective instructional approaches that enhance the cultivation of academic motivation, self-regulated learning, and academic engagement for students.

Source: UCC
Academic progression of graduates from technical institutions in Ghana to tertiary institutions:The case of Cape Coast technical institute

The study sought to examine the factors that impede the academic progression of graduates from technical institutions to the Polytechnics and the Universities. The study used the descriptive research design in a social survey, with the Cape Coast Technical Institute as a case study. Questionnaires were the main instruments for data collection. The findings were analyzed with the SPSS computer software and presented in frequency tables and percentages. The study revealed that Technical Education curriculum must be revised. The existing Technical Education structure does not attract more candidates to opt for technical education. Majority of technical institute students considered the studying of the core-subjects had improved their performance and will enhance their chances to pursue higher education. All the TI students wanted core-subjects to be compulsory and examinable. TI graduates were not put on appropriate level of job placement in industry. Acquired skills at school alone were not enough to make TI graduates self-employed. Lack of financial support to acquire basic tools had discouraged graduates to become self-employed. The study recommends that Ghana Education Service and the Ministry of Education should consider revising the existing structure, curriculum, and syllabus of Technical Institutions to reflect technological advancement and core-subjects made examinable in the final year of technical education to enable students to use the certificate to seek admission at the tertiary just like the SHS student.

Source: UCC
Academic Resilience And Academic Engagement As Predictors Of Academic Burnout Among Postgraduate Students Of The University Of Cape Coast, Ghana

The study examined academic resilience and academic engagement as predictors of academic burnout among postgraduate students of the University of Cape Coast in Ghana. The study was guided by seven objectives which were transformed into three research questions and four hypotheses. The descriptive survey design with a quantitative approach was employed in the conduct of the study. The population of the study comprised regular postgraduate students (Level 800 and 900) at the University of Cape Coast, with a total number of 847. Through the stratified and simple random sampling techniques, 265 respondents participated in the study. Academic Resilience Scale, University Student Engagement Inventory and the Maslach Burnout Inventory Student Survey were adapted for the collection of data. The data collected were analysed using means and standard deviations, simple linear regression, multiple linear regression analysis and the independent samples t-test. It was found that majority of respondents had lower levels of academic resilience and academic engagement but had a high academic burnout level. Also, it was revealed that academic resilience and academic engagement were significant predictors of academic burnout. The study further found that there were no statistically significant differences in the academic burnout of students with regards to gender and academic levels. It was recommended that management of the University in collaboration with lecturers and counsellors should put in place policies and measures to assist postgraduate students address the issue of academic burnout as it has an effect on them.

Source: UCC
Academic Self-efficacy, Emotional Intelligence, Personality Traits on Academic Performance of Teacher-trainees With Special Needs in Ghana

The research assessed the influence of self-efficacy, emotional intelligence and personality traits of teacher trainees with special needs on academic performance in colleges of education (CoEs) in Ghana. The study used descriptive survey design. The population was all teacher trainees with special needs in CoEs in Ghana. Census method was used to include all the 66 respondents. Questionnaire with a reliability co-efficient of .755 to .837 was used to collect data analysed using descriptive (frequency, percentages, means and standard deviation) and inferential (Multiple Linear Regression and Hayes‟ Conditional Process) statistics. The study found that teacher trainees with special needs had a high level of self-efficacy, emotional intelligence, and personality traits. There was statistically significant positive effect of self efficacy, emotional intelligence and personality traits on academic performance. Further, the study found that gender moderate the relationship between academic performance, emotional intelligence (social competence) and personality traits (extraversion). However, gender does not moderate the relationship between self-efficacy and academic performance. Also, age does not moderate the relationship between academic performance, self-efficacy, emotional intelligence and personality traits of teacher-trainees with special needs. The study recommended that college tutors and administrators should continue to increase the self-efficacy, emotional intelligence and personality traits level among teacher trainees with special needs through developmental and intervention programmes. This can be done by proving effective communication, honest feedback, healthy learning environment and positive pedagogical strategies.

Source: UCC
Academic staff and students' perception of discipline in Mfantsipim school, Cape Coast

Discipline has been defined in various ways by different authors. It is, therefore, not surprising that different groups have various perceptions of discipline. This dissertation on “Perception of Academic Staff and Students of Mfantsipim School on Discipline” therefore sought to find out the perceptions as they pertain in Mfantsipim School. The academic staff and the students were given questionnaires to select responses as they deemed necessary when questions on discipline were raised. Two hundred and sixty-eight (268) students and eighty (80) members of the academic staff were selected to respond to the questionnaire. At the end of the analyses, it came out clearly that the perceptions on discipline by the academic staff and the students differed. The perception of discipline differed with sex and age groupings in the school as well. On how discipline affected studies of the students, they (96%) agreed that they achieved better results in studies. The academic staff (100%) stated they had more time to spend on lessons. On causes of indiscipline, 90%, of the students stated delay in dining meals as the most important factor. With the academic staff (100%) stated lack of textbooks as the major factor of indiscipline. To improve discipline in Mfantsipim School, both students and the academic staff believed positive encouragement and reinforcement was the most important strategy.

Source: UCC
Academic staff retention in the University of Cape Coast: The impact of incentives

This study delved into the impact of financial and non-financial incentives on the retention of academic staff in the University of Cape Coast. Specifically, the research objectives investigated were to: identify the financial and non-financial incentives that affect academic staff retention in the University of Cape Coast; investigate the factors leading to academic staff turnover in the University of Cape Coast; and to identify the type of incentive that has a greater impact on the retention of academic staff at the Cape Coast University. The study is rooted in the quantitative research approach and it employed a descriptive correlational design, using a questionnaire completed by 174 lecturers who were conveniently sampled from the University of Cape Coast. Data analysis involved both descriptive (percentage, mean, and standard deviation) and inferential (correlation and regression) statistics. The study revealed that financial incentives, encompassing salary and fringe benefits, were identified as significant contributors to staff retention. However, the study also recognized the importance of non-financial incentives, though their impact was comparatively less pronounced. The study identified poor working conditions, lack of opportunities for continuous professional development, and dissatisfaction with salary as specific factors contributing to staff turnover. The study recommended that management of the University of Cape Coast should consider enhancing its incentives strategies, both financial and non-fiancial to attract and retain its academic staff.

Source: UCC