ghanaopendata/ghanaian-research-english huggingface dataset:
Improving quality performance of public sector construction projects using quality performance indicators (qpis)- the case of Ghana education and health services

There is lack of universally accepted measurement framework for project performance, particularly in developing countries including Ghana. This brings to the fore the need for performance indicators for projects. It is essential that such performance indicators do not merely focus on the needs of project implementing agencies but also address the needs of beneficiaries. The aim of the study was to explore the use of quality performance indicators in improving quality performance of public sector projects in Ghana. The specific objectives of the study included to; identify key quality performance indicators for measuring quality performance of public sector construction projects, identify the critical constraints to effectively managing quality of public sector projects in Ghana, identify the benefit of key quality performance indicators, and make recommendations for improving quality management of public sector projects in Ghana. Quantitative research design was adopted involving the development and administration of questionnaires to a sample of 127 construction professionals and consultants involved in the execution of Ghana Education Service and Ghana Health Service projects in the Eastern Region. The findings of the study revealed that completing work on time, ensuring efficient and optimum use of resource, doing the right job first time, efficiently and effectively managing construction project, and providing own resources were the key performance indicators of Ghana Education Service and Ghana Health Service projects in the study setting. It was evident that difficulties in quantifying cost of quality, poor information and communication channels, difficulties in implementing quality measures, poor monitoring and controlling construction processes, high cost of developing and utilizing a quality management system, and low project team capability were the University of Education,Winneba http://ir.uew.edu.gh xii dominant critical constraints to effectively and efficiently managing quality. The study recommended that quality performance indicators should be introduced to monitor and evaluate construction the industry in Ghana to ensure systematic and quality performance of public sector construction projects, the key client entities and professional bodies should develop quality performance indicators to enable entities assess and rate the performance of each contractor on each project. Client entities should institute training procedures or refresher courses in quality performance as part of their annual plan for the architects, constructors, engineers, project managers and surveyor who spearhead public sector construction projects

Source: UEW
Improving reading comprehension skills among students The case of Zorkor Senior High School

This qualitative study identified the common reading problems that negatively impact students‟ reading comprehension. It also investigated the effective reading strategies that teachers of English have utilized to improve reading comprehension levels of the students. For the purpose of this study, “effective reading comprehension strategies” are defined as any strategies that have been found by teachers as beneficial for improving reading comprehension levels of students. Importantly, a particular reading comprehension strategy could be beneficial based on these teachers‟ experiences while working with students who have difficult in reading, but it might not have been found to be an effective reading strategy in the literature. Thus, the focus of this research was on determining the effectiveness of using a particular strategy based on teachers‟ teaching experiences, rather than strategies only found in the literature. The data collection procedure involved interviews and questionnaire. The teachers in this research pointed out that the reading problems that negatively influence reading comprehension of their students include (a) issues with background knowledge, (b) trouble with fluency, (c) difficulty with informational text, (d) difficulty with making inferences, (e) issues with vocabulary, and (f) low reading level. According to the teachers, there are numerous reading comprehension strategies found to be effective to improve comprehension. These include graphic organizers, questioning, story mapping, peer-assisted strategy, think aloud, discussing the text with students, and different grouping. The teachers informally assess their students‟ reading comprehension through retelling, questioning, Cloze procedure, having students fill in graphic organizers, and writing activity.

Source: UEW
Improving reading comprehension skills of students, a case study of SHS 2 students in Kanton senior high school

Reading comprehension is an important part of every human activity. Despite its significance in the academic world and the world of work, many people are challenged with varied degrees of difficulties when it comes to reading comprehension. This study therefore sought to improve reading comprehension skills of students in the Senior High School, particularly Kanton Senior High School. The study used both qualitative and quantitative data gathered from fifty-eight (58) participants made of students, teachers and parents using probability and non-probability sampling techniques. The study helped unearth the contribution of some relevant stakeholders and strategies in improving reading comprehension skills and some of the variables responsible for reading comprehension challenges. The work has among others made recommended that teachers should provide ample time for reading and comprehension lessons. Also, the government and other relevant stakeholders in the teaching and learning industry should help in providing refresher courses for English language teachers in Ghana. Some Key words: reading, comprehension, skills, causes, methods, strategies, and stakeholders.

Source: UEW
Improving reading skills of primary five pupils of Salvation Army primary school, Apam

Reading is one of the basic skills that a child has to master during their first school years to be able to assimilate new knowledge and skills in future. The aim of the study was to explore factors that contribute to reading difficulties among primary five learners and the challenges faced by teachers in teaching them how to read. The sample comprised sixty (60) participants drawn from the Salvation Army Primary School in Apam. The study employed the qualitative research design based on interpretivism and verbatim descriptions of events. Information was elicited from respondents using semi-structured interview and observation. The study found that most of the primary five pupils were not able to read fluently as expected of their age and class. As they read, they committed errors such as mispronouncing, substituting, adding and omitting of some words. The teachers had their own perceptions of the causes of reading difficulties and these included, language and communication problems, overdependence on the local language and inadequate teaching and learning materials. There was also a significant connection between teachers’ methods of teaching reading and actual performance of learners. The study further revealed that teachers faced a number of challenges in teaching reading to these learners. These challenges included, parents’ poor socio-economic background, poor infrastructure e.g. tables and chairs, and others. Pupils’ overdependence on and use of the local language during reading were also found to be factors contributing to pupils’ inability to read. Based on these findings, the researcher has recommended that apart from just providing adequate learning and teaching materials and procuring durable and adequate furniture, varied methods of teaching how to read such as the whole word method and phonemic awareness should be used.

Source: UEW
Improving Senior High School students’ academic performance in selected concepts in Integrated Science through differentiated instruction

The purpose of this study was to improve senior high school students' academic performance in selected Integrated Science concepts through differentiated instruction. The study was done in Ghana National College, Cape Coast-Ghana. The study adopted an action research design with an intervention covering four weeks, and utilised the purposive sampling technique to select an intact form two General Arts class of thirty-four (34) students for the research. The study sought to answer three research questions: 1. What is the effect of differentiated instruction on the academic performance of SHS students in selected Integrated Science concepts? 2. What is the differential effect of differentiated instruction on the academic performance of the male and female SHS students? 3. What are the views of SHS students on the use of differentiated instruction in the teaching and learning of Integrated Science? Data were gathered using achievement tests (ISPT) and questionnaire (DIVQ), and analysed using descriptive and inferential statistics. The findings of the study indicated that students exhibited a notable improvement in academic performance from the pre-test (Mean= 7.94) to the post-test (Mean= 24.29). The t-test analysis revealed a statistically significant difference between the pre-test mean score and the post-test mean score (p = 1.09E-18, sig. at 0.05). Also, the findings revealed that differentiated instruction had a positive and equitable effect on the academic performance of both male (Mean= 24.74) and female (Mean=23.73) senior high school (SHS) students in Integrated Science. The t-test analysis of the post-test scores revealed no statistically significant difference between the mean academic performance of the male and female SHS students after being taught with differentiated instruction (p= 0.5, not sig. at 0.05). Moreover, the findings of the study revealed that SHS students have overwhelmingly positive views on the use of differentiated instruction in the teaching and learning of Integrated Science. In light of these findings, it was recommended that Integrated Science teachers should consider incorporating differentiated instruction strategies to improve student learning outcomes. Teachers are urged to master various instructional methods and actively seek feedback for continuous improvement. Also, policymakers and educators should collaborate to promote widespread adoption of differentiated instruction, recognizing its positive impact. Support and resources for teacher training in differentiated instruction are recommended, with a focus on professional development programs. Furthermore, government and educational bodies should sponsor workshops and seminars, while curriculum planners are advised to incorporate differentiated instruction in developing the Integrated Science curriculum. Additionally, publishers are encouraged to produce textbooks using the differentiated instruction format.

Source: UEW
Improving students’ conceptual knowledge and performances in cell division in living things using ICT integration

The purpose of this study was to use ICT to improve students’ conceptual knowledge and understanding of cell division. An action research design was used for the study. The researcher employed random sampling to sample fifty (50) students out of a population of one hundred and twenty (120), 6 respondents were randomly selected for the qualitative aspect of the study. The data gathered was analysed both quantitatively and qualitatively. Pedagogical factors, such as interactive teaching methods and visual aids, significantly enhance student comprehension of cell division concepts. The use of demonstrations and animations in teaching science has been shown to improve learning outcomes. It was concluded that, effective biology education should prioritize pedagogical approaches that involve interactive teaching methods and multimedia resources to engage students and aid comprehension. Incorporating visual aids and demonstrations can help students better understand complex topics like cell division. To address the challenge of comprehending basic concepts in cell division, educational institutions should consider implementing innovative teaching methods, such as multimedia resources and hands-on laboratory activities, to facilitate a more intuitive and engaging learning experience. Additionally, personalized support, including tutoring or peer mentoring, should be readily available to students who express difficulty in grasping these concepts, ensuring that they receive the necessary assistance and resources to succeed in their cell biology coursework.

Source: UEW
Improving students’ performance in hybridization and molecular shapes using computerized animations and models

This study was designed to improve the students’ performance in hybridization and molecular shapes using computerized animations and models (CAM). The target population consisted of the chemistry students of Anlo SHS, however the accessible population comprised of the second-year chemistry students. Purposive sampling technique was used to select one intact class for the study. The main research instrument was test, and supplemented with questionnaire. Students’ performance in hybridization and molecular shapes was determined by scores obtained by the students in the Hybridization Performance Tests (HPTs) conducted before and after the intervention. Data relating to difficulties students faced during lessons on hybridization and molecular shapes, as well as students’ views on the integration of computerized animation and models were collected using questionnaires. Microsoft Office Excel was used to analyze the data. Descriptive statistics such as mean, percentages, and standard deviations were used to discuss the research findings. Inferential statistics of unpaired samples and paired samples t-tests were used to test the two null hypotheses. The results of the study showed that, the students faced difficulties in hybridization and molecular shapes. In addition, the pre-intervention and post-intervention mean scores were 13.33 and 21.93 respectively, which indicated a significant improvement in students’ performance after the intervention. Analysis of the post-intervention test scores revealed mean scores of 23.80 and 20.33 for male students and female students respectively, which indicated a significant difference in mean performance between male and female students. The study recommended that, chemistry teachers of Anlo SHS should integrate CAM in teaching and learning of hybridization and molecular shapes, and training chemistry teachers and students of Anlo SHS on the effective utilization of computerized instructional packages. In addition, educational stakeholders must provide digital resources to enhance effective teaching and learning of chemistry at Anlo SHS.

Source: UEW
Improving teaching and learning of integrated science practicals in selected senior high schools

The study investigated how to improve the teaching and learning of Integrated Science practical in selected Senior High Schools in the Afadjato South District. The survey design was used for this study. The simple random sampling technique was used to obtain the sample size of 90 students and 6 Integrated Science teachers from the three selected Senior High schools, (Jibmass, Ve SHS, Leklebi SHS). The main instrument used for the study was questionnaire, interview and observation. Data collected were analyzed using SPSS Version 16.0, and converted into frequency count and percentages. The results of the study were presented using tables. The research finding shows the lack of adequate teaching and learning materials, and equipment for practical lessons. It also came out that some teachers use lecture method to teach instead of activity oriented method. Again, it was also recorded that some students had poor perception and attitude towards Integrated Science practical with the notion that it is difficult, time wasting and boring. The implications of the findings are that the future of science education in Afadjato South District is very bleak and that measures should be taken immediately to curb the situation. The Ghana Government, Ghana Education service, Afadjato South District Directorate of education, P.T.A. and students as well should come together to find lasting solutions to all the problems that make teaching and learning of Integrated Science practical difficult.

Source: UEW
Improving the bandwidth of the self-hosted LMS datacenter by implementing an algorithm for dynamic bandwidth aware Link Aggregation Control Protocol (LACP)

Reliable network connectivity is an absolute requirement for running an online Learning Management System. This is particularly important for self-hosted LMS and the growing number of users who need a reliable and uninterrupted connection to the server. Many self-hosted systems are fraught with low bandwidth and its associated poor quality of service. Link Aggregation Control Protocol is one of the techniques that can effectively provide network link reliability and improved bandwidth at a very reduced cost. Link Aggregation Systems combine two or more links into one logical link having a single IP address. Even though an SDN LACP can improve link bandwidth, it often results in link redundancy. Therefore, this research set out to create and implement an algorithm that will allocate network bandwidth according to the dynamic behaviours of the LMS application. The dynamic bandwidth-aware LACP system was simulated for 2-LAG and 4-LAG setups using the SDN Ryu controller. The simulation results show that LACP is indeed inexpensive yet effective in increasing link bandwidth and fault tolerance. However, the efficiency of the system depended on the number of links aggregated. Whilst the algorithm was excellent in improving bandwidth assurance and QoS for the 2-LAG LACP setup, the results obtained from the 4-LAG LACP setup show that as the number of aggregated links increases, delays and packets retransmission rate also increases. This suggests that the number of links that should form a LAG should be carefully selected according to the SDN controllers’ ability to fully utilise all aggregated links to avoid link redundancy as observed in the 4-LAG LACP simulation results.

Source: UEW
Improving the conceptual understanding of the process of photosynthesis to second year science students of Abetifi Presbyterian senior high school, the use of the model of the leaf and animations videos

Photosynthesis is a biological process which is critical for producing food for all living organisms. The study explores the results of learners’ performance with regard to photosynthesis and suggests ways and procedures to help the learners to perform at their maximum level. The targeted group consisted of 30 students in Abetifi Presbyterian Senior High School on the Kwahu Ridge in the Eastern region. The release of 2013 WASCE examination results, for example, was followed by public outrage as expressed in the newspapers especially concerning poor performance in Biology, and also in other subjects. This was affirmed on the difficulty in understanding most concepts in the area of biology on the parts of students and the teaching methods used in delivering these concepts to students. And according to Nellist students tend to forget whatever they hear, they remember what they see and whatever they are to do, they understand. Hence it is important to use audio visual aids (animation and simulation) to bring difficult topics like the concept of photosynthesis to the level of understanding students. This motivated the researcher to find out what aspects of photosynthesis posed conceptual problems for learners. A pre- and post –test was used to collect data for proper statistical analysis. The test consisted of thirteen questions taken from previous WASCE examination. The questions were analyzed to determine the cognitive demands according to Bloom’s taxonomy. The questions were found to be integrated and tested lower and higher order cognitive levels according to Bloom’s taxonomy. The learners’ achievement scores showed that the test discriminated well among those learners who studied well and those who did not know their work. University of Education, Winneba http://ir.uew.edu.gh The results would then be used to improve the teaching of photosynthesis in the school involved in the study and can extend to other schools on the ridge or to the nation as a whole. The study addressed questions like, the cognitive level of students, what misconceptions do students have on the concept of photosynthesis, what effect has the use of animation and simulation had on the teaching and learning of the concept of photosynthesis.

Source: UEW
Improving the performance of girls in integrated science through cooperative learning an action research approach

The objective of this study was to examine the effect of cooperative learning method of instruction in sustaining interest and improving performance of girls in Integrated Science. Thirty eight (38) girls selected from Form 2 General Arts class in St. Margaret Mary Senior High Technical School participated in this study. Tests, Questionnaires and Treatment Verification Checklist were the main instruments used for collecting data. A self-designed baseline survey test, pre-intervention test, was conducted to determine the previous knowledge base of the respondents in some selected topics in Integrated Science. The cooperative learning method was carried out as an intervention to stimulate the interest of the girls in Integrated Science for eight weeks. A post-intervention test was then administered to determine the effect of the intervention in stimulating the interest and improving the performance of the girls in Integrated Science. A t-test showed that, there was a significant difference in the performance of the girls in the post-intervention tests. According to the results of the post- intervention test, questionnaires and the Treatment Verification checklist, Cooperative Learning Approach improved achievement and brought about an enhanced interest of the girls in Integrated Science. It can be concluded that the Cooperative Learning Approach is an innovative pedagogy to change teaching and learning practices in the science classroom. The intervention fostered positive classroom interactions, promoted positive attitudes towards science and provided opportunities for developing critical thinking and analytical skills. The study therefore recommended further research in to the Cooperative Learning Approach in other topics of Science in other School.

Source: UEW