ghanaopendata/ghanaian-research-english huggingface dataset:
Conceptualizing maturity in the mfantse dialect of akan

This paper investigates metonymic expressions that express MATURITY in the Mfantse dialect of Akan. Studies in English and Akan have demonstrated that, through metonym (and metaphor), concrete concepts and experiential realities like the heartbeat, redness of the eyes, and hotness of the skin serve as grounding for the conception of abstract concepts like fear, joy, sadness, and anger (K�vecses, 1986, 1990, 1991; Agyekum, 2018). This study analyzes the features that qualify a subject for maturity among the Mfantse people which is an understudied topic. Similar to the conception of emotions, concrete concepts, as well as experiential realities, are used to express the mature state of an entity. Thus, expressions of maturity encode cognitive underpinnings that reflect the experience, culture, and the environment of the speakers of the language. The study uses a qualitative design. Fifteen Akan speakers were purposively selected for this study. We used semi-structured interviews to collect data. Findings indicate that concrete concepts, as well as experiential realities like CHANGE-OF-STATE and CROP FLORESCENCE, serve as grounding to mark the maturity of a subject. The effect of maturity is used as the vehicle to access the subject of maturity. It was concluded that, according to the Mfantse people, maturity is an innate trait that is marked by signs, transition, deeds, and relationships. This study collects, indexes, catalogues, and describes metonymic expressions of maturity, and opens up an opportunity to probe further into the role of difference in the sociolinguistic real-time use of these everyday metonyms (and metaphors) as well as the dynamism of metonymy in everyday use of the Mfantse people. � 2021, EQUINOX PUBLISHING.

Source: UEW
Conclusion Re-Visioning Science and Indigenous Education in Africa: Meeting future challeges

This chapter draws upon the broader philosophical and theoretical implications of our understanding Indigenous science and science education in African schools. Today, we are having to contend with the crisis of ideas and imagination as we search for genuine educational options for young learners. African subjects have always played a central role in the conception, generation, design and implementation of knowledge. As already noted, it is through the mutual interrogation of ideas, concepts, principles, symbols, cultural and social values that the foundation of knowledge can be established. Tensions of the intellectual identity and the clarification of what is science are not new. � 2012 Sense Publishers. All Rights Reserved.

Source: UEW
Concord errors in the writings of jhs students a case study of Kubekro Kkma JHS

A case study was conducted to explore concord errors in the writings of JHS students at the Kubekro KKMA JHS. The purpose of the study was to look into the causes of the errors in concord and adopt effective strategies that will help students to overcome their concord problems. The school has a student population of six hundred and ninety-eight (698). The simple random sampling procedure was used to select the sample made up of 33 boys and 27 girls in form two (2). The researcher conducted a test for the sixty (60) students to help her identify the problems they have in concord. The study found and concluded that the concord errors that students committed were; proximity, notional, grammatical and gender concord. It also found the causes to include teachers, old textbooks, students learning, teaching methods, and Inter-language and interlingual errors. It also found that concord could be improved using writing, games (role play), and improved teaching methods. Based on the conclusions the study made the following recommendations. 1. Schools and parents identify early warning signs in the use of agreement between the verb and the subject. 2. Government recruit teachers with professional English language background and motivate teachers. 3. Teachers adopt the consciousness-raising approach to the teaching of grammar through drills, grammar instruction, and other form-focused activities.

Source: UEW
Concord errors in the writings of Sefwi Wiawso Anglican Junior High School students

The importance of English Language cannot be underrated in the whole wide world since it is an international language. One of the topics which is essential for the understanding and better appreciation of English Language is concord. The topic for the research is concord errors in the writings of Junior High School. The purpose of the research is to find out the problems of concord errors students commit and causes of concord errors. The research work explores the effective ways of teaching concord form one and two students of Anglican Junior High School in Sefwi Wiawso. The objectives of the research were to find out concord errors the students commit, causes of such errors and to find out the appropriate ways to be used in the teaching concord. The population of the study consisted of two hundred and four (204) students, a sample size of thirty (30) were selected. The researcher wanted to ascertain the concord errors students commit, why they commit such errors and how the teaching of concord can effectively be done. The study found out that the concord errors students commit were: grammatical concord, proximity concord, notional concord and gender concord. The study also found out that the causes of concord errors were grammatical, proximity, notional and gender, students’ inability to identify the nominal head, pronoun and its antecedent concord. The researcher recommended that, teaching of grammar should be integrated into four basic skills namely; listening, speaking, reading and writing.

Source: UEW
Concord problems among students of senior high school form one a case study in Kintampo Senior High School

English as a Second Language (ESL) writing is a challenge to most of the students in Ghanaian schools. This study was carried out to investigate the concord problems among students of Kintampo Senior High School. The purpose was to find out the nature and causes of these concord errors which involved subject-verb agreement in the way students use it especially in writing. The participants who took part in the study were form one General Arts and Home Science students of Kintampo Senior High School. The tools used were test, observation and questionnaire in their spoken English and during concord lessons with their English teacher. Data collected were analyzed using tables, and descriptions which made comparison of preintervention and post-intervention results easy. Having analyzed the data, the study revealed that students were not proficient in the use of grammatical concord as a result of poor foundation they had in their previous level (JHS) before entering senior high school. Concord errors were caused by such factors as the inconsistency in the concord rules of English, overgeneralization of the rules as well as the interference of the mother tongue (L1) in English. In other to minimize concord errors, the study offered a variety of strategies that could be employed by both teachers and learners of English. The study concludes that more exciting methods such as grammar in context, use of substitution tables, practice drills among others should be employed by teachers to arouse students’ interest in the language.

Source: UEW
Concord problems in the writings of Senior High School students. the case study of Tema Technical Institute

The problem of form two students of Tema Technical Institute in the use of concord cannot be overemphasized. Eighty percent (80%) of the students cannot use concord correctly. This is seen in students’ written exercises, conversations, class discussions, as well as asking or responding to oral questions. Thus, this study sought to firstly identify the causes of concord errors in English language among form two students of Tema Technical Institute and use the results of the study to make recommendation to the stakeholders in education as to how to improve the performance of students and other learners of English language. One hundred and thirty-nine (139) students were sampled for this study using the process of random sampling. Pre and post tests were taken by sampled students, frequencies and percentages were then run to analyze their overall performance as well as their performance per type of concord. Findings indicted that students had poor knowledge on the right use of subject-verb agreement. Intervention process employed by the researcher however improved their performance. Besides, five (5) teachers were sampled to collate responses on how to explore the causes of poor performance of form two students of Tema Technical School in English Concord. All teachers were of the view that the frequent speaking of English language has a direct influence on students’ performance in English concord. According to them, when students frequently use the English Language in communication, they get use to the syntax of the language and then become familiar with it. It is recommended among others that the Ministry of Education and the Ghana Education Service should ensure that only trained teachers are engaged in teaching children starting from the primary level of education. In addition, the Ghana Education Service should supply each pupil with requisite English books to aid comprehension of the English language as a whole with extra focus on the use of notional concord. This will help prepare pupils at the pre secondary level adequately before moving on to the secondary level.

Source: UEW
Concord problems in the writings of students a case study of basic 7 students of Bulinga junior high school in the Bawku West District of the Upper East Region of Ghana.

This is a qualitative study that analyzed common concord errors in the written essays of Basic 7 pupils of Bulinga Basic School in the Bawku West District of the Upper East Region of Ghana. The data used for the analysis comprised pupils’ written essays. From this, a total of 153 errors were identified. Seven error types were identified and they include: Subject verb concord errors, Determiner nouns concord errors, coordinated subject concord errors, Noun pronoun concord errors, Inverted subject concord errors, Verb-verb concord errors and Construction with more than one concord errors. From this, subject verb concord errors had the highest frequency with errors on coordinated subject concord and inverted subject concord being the lowest. Based on the findings of the study, causes of errors in learners’ writing could be traced to lots of concord rules, overgeneralization, hypercorrection, context of learning, Lack of practice, Inappropriate teaching methods used by some teachers, Language transfer- interlingual and intralingual, ignorance of rule restrictions. Some suggestions are made to various stakeholders to ensure effective teaching and learning of the English Language in basic schools.

Source: UEW
Conflict management in basic schools the case of K.N.U.S.T. junior high school, Kumasi metropolis

The thrust of the study was mainly to identify the various types of conflicts among teachers in K.N.U.S.T. J.H.S. The focus is on the causes of conflicts and how they are resolved to mitigate their effect on teaching and learning and to also suggest conflict resolution strategies to reduce conflict in basic schools. The target population for the study comprised the head teacher and teachers of K.N.U.S.T. Junior High school in the Kumasi Metropolis, The school has total staff strength of 86, made up of 26 females and 60 males including the head and his two deputies. The study adopted the mixed methods research design approach in order to be able to collect both quantitative and qualitative data. The data which was collected by means of two sets of validated questionnaires and a structured interview schedule was duly analysed and the results presented in the form of tables and percentages. Based on the findings of the study, it was revealed that task conflict was the dominant conflict experienced by the teachers. Again, administrative incompetence of head teachers and indiscipline (on the part of both teachers and students) lead to the conflict among teachers. It was recommended that Government should be more sensitive to teachers' welfare, increase motivation through remuneration, materials and facilities should be provided fully in public schools to reduce the conflict among teachers. The Regional and District Directorate should organize seminars and orientation for head teachers for effective schools’ administration. School authorities should motivate teachers, encourage staff professional development, communicating affectively with staff and also use effective conflicts resolution methods. Courses in conflict management and human relations should be included in the curriculum for teachers in training as a way of preparing them for conflict management in school administration. University of Education,Winneba http://ir.uew.edu.gh

Source: UEW
Conflict management in public senior high schools in the Kpando municipality perceived effects on educational administration

The study investigated conflict management in public senior high schools in the Kpando Municipality: implications on educational administration. The objectives of the study were to examine the causes of conflict in senior high schools in the Kpando Municipality, assess the effects of conflict on public senior high schools in the Kpando Municipality and to explore the strategies adopted in managing conflict in public senior high schools in the Kpando Municipality and to make appropriate recommendations. In doing so, sample size of 170 including head teachers and teachers were selected for the study out of a target population of 269. A Likert survey design was employed which focused on the administering of closed ended questionnaires. The reliability coefficient of the questionnaire was Cronbach alpha of 0.78. Data was analyzed by means of descriptive statistics of frequencies and percentages. The study established that autocratic style of leadership, favoritism in appointments to key positions and power struggle were the main causes of conflicts in senior high schools. The study further revealed that conflicts can result in break in healthy communication, divisiveness and bitterness, suspicion and mistrust. Finally, the study identified a range of strategies including regular staff meetings, free flow of information, and dialogue with conflicting parties and the involvement of all teachers in decision-making which were employed by headmasters to manage conflicts. It is therefore recommended that the Ghana Education Service should organize In-service training for teachers and heads of schools on conflict identification and management. Educational administrators should communicate transparently and practice fairness so that they can create trust and good relationships among staff.

Source: UEW
Conflict management in senior high schools in the Ahafo Ano district and its implications on educational administration

The study investigated conflict management in senior high schools in the Ahafo-Ano District and its implications on educational administration. A sample size of 162 including head teachers and teachers and non-teaching staff were selected for the study. A descriptive survey design was employed which focused on the administering of closed ended questionnaires. The reliability coefficient of the questionnaire was Cronbach Alfa of 0.78. Data was analysed by means of disruptive statistics of frequencies and percentages. The study established that autocratic style of leadership, poor communication, favouritism and power struggle were the main causes of conflicts in senior high schools. The study further revealed that conflicts can result in break in healthy communication, divisiveness and bitterness, finally, the study identified a range of strategies including regular staff meetings, free flow of information and the involvement of all teachers in decision-making which were employed by headmasters to manage conflicts. It is therefore recommended that the Ghana Education Service should organize In-service for teachers and heads of schools on conflict identification and management. Educational administrators should communicate transparently and practice fairness so that they can create trust and good relationships among staff. Finally, Heads should also encourage dialogue between and among conflicting parties.

Source: UEW
Conflict management in senior high schools – the case of Twene Amanfo senior school in the Sunyani municipality

This research investigated conflict among teachers and its management in Twene Amanfo senior high school in the Sunyani Metropolis. The target population for the study was made up of all teachers in the selected school that consisted of one hundred and eight (108). Based on the population, census sampling techniques was used. Out of this population, 80 teachers responded that represented 74.1%. The study was conducted using quantitative methods, executed through questionnaires. The study employed descriptive cross-sectional design. The quantitative data collected were subjected to statistical analyses, using frequency and percentages. Findings indicate that interpersonal conflict was common among teachers in Twene Amanfo Senior High School. Favouritism by the school head caused conflict among the teachers and lastly, head masters highly employed collaborating method in resolving conflict among teachers. Based on these findings, it is recommended that Government, and for that matter GES, should take heads through seminars and workshops on the essence of conflict. Again, courses in conflict management and human relations should be included in the curriculum for teachers in training as a way of preparing them for conflict management in school administration.

Source: UEW
Conflict management in some selected junior high schools in the Pru District of Brong Ahafo Region

The purpose of the study was to look into the issue of conflict management in ten selected Junior High Schools in the Pru District of Brong Ahafo Region. Literature was reviewed to put the matter of conflict management into high perspective. The study researched into kinds of conflict that exist in Junior High Schools in Pru District, Junior High School teachers perception of conflicts in schools, the causes of conflicts in Junior High Schools and how conflicts are managed in Junior High Schools in Pru District. The study used the qualitative framework to gather data and also used the same framework to analyse the data. The accessible population was made up of 50 from the ten selected junior high schools. Purposive sampling was used to select 20 head teachers and teachers from participating schools, three circuit supervisors and two high ranking officers from Pru District Education Office. The instrument used for the study was semi structured interview. The researcher distributed the semi-structured interview and questionnaire after permission have been given by the heads of the various junior high schools. The qualitative data collected was analysed using content analysis. The study found among others that conflict exists in schools and that not all conflicts are bad. The study also revealed that the most prevalent conflicts in Junior High Schools in the Pru District are conflicts between teachers and head teachers. The study recommended that people in management positions like head teachers should find prudent means of solving conflict as and when they arise and that they should do it on time to prevent conflict from escalating. The study also recommended that the capacity of school head teachers should be built to equip them with skills and techniques in handling conflict situations. This according to the study would prevent the many conflicts in schools in the Pru District.

Source: UEW
Conflict management practices among three selected senior high schools in Accra Metro, Greater Accra Region

This study investigates conflict management practices in selected senior high schools in the Greater Accra Region of Ghana. The study examines conflict management practices, the factors that influence conflict management and the challenges that are experienced in managing conflict in senior high schools in the Greater Accra Region to achieve institutional performance. The study used exploratory design using qualitative approach to generate data from the primary and secondary sources. The study population comprises all the teaching staff of three selected senior high schools in Greater Accra. Out of this population, a sample of fifty-two participants were selected through purposive sampling technique. The data collection instruments were interview guide and observation checklist. Content analysis was used in analyzing the data collected. The findings show that, the integrating style of managing conflict was the most widely used conflict management style in the senior high schools in Greater Accra Region. This integrating style placed more emphasis on high concern for self and others as well. The main influencing factor in managing conflict in institutions was the culture of an organization. The major challenge encountered in managing conflict was lack of cooperation on the part of the two parties. Based on the findings and conclusions of the study, it was recommended that, the authorities should be given appropriate training on conflict management, should vary their leadership approach on the problem they are dealing with, as well as given special training on the proper way of managing conflict through internal meeting and seminars.

Source: UEW
Conflict management practices of basic school teachers and headteachers in the Atwima Kwanwoma district

The purpose of the study was to investigate conflict management of Basic School Headteachers and Teachers. The objectives of the study were to identify the causes of conflict in basic schools in Atwima Kwanwoma District, determine conflict management practices adopted by teachers and headteachers of selected basic schools in the district, identify roles played by conflict management in attaining institutional performance, ascertain the challenges encountered by teachers and head teachers in managing conflict in selected basic schools in the district. The sample size of the study was 140 teachers from a population of 220. Purposive and cluster sampling techniques were used to select the participants and schools respectively. Descriptive survey was used to analyze the data. 86.7% of the participants strongly agreed that distrust among teachers caused conflict among teachers in school environment. The commonest conflict management practice among teachers was avoiding with a mean value of 3.43 and standard deviation of 1.43. And all the participants (100%) strongly agreed that poor articulation of the causes of conflict among teachers, differences in values and lack of professional skills were the main key challenges facing managing conflict practices in schools. Based on the findings of the study, it is therefore recommended that training in conflict management should be given to all teachers and head teachers to enable them to turn conflict erupting in their schools into a positive force that can bring positive change

Source: UEW