ghanaopendata/ghanaian-research-english huggingface dataset:
A semantic and a sociocultural analysis of euphemistic expressions in Dangme

This thesis examines the semantics and the sociocultural implication of euphemistic expressions in Dangme, a Kwa language spoken in the Greater Accra and some parts of Eastern regions of Ghana. It looks at the meaning and the sociocultural implications of euphemistic expressions. It also tried to explore euphemistic expressions found in some recorded Dangme conversational data. The study investigates the correspondence between the source and the target domains of euphemistic expressions concerning the life cycle of human beings using the Conceptual Metaphor Theory. Data were drawn from both primary and secondary sources. The primary data were obtained from sixteen native speakers of Dangme from Ada Foah, Big Ada, Kasseh and Koluedor through interview and recordings of the following; marriage ceremonies at Kadjanya, a funeral rite at Gorm, funeral announcements and a culture programmes held on Radio Ada. The secondary data was obtained from a Dangme book (Akpanya masu hwo-gbaku). The study revealed that Dangme has euphemistic expressions across the life cycle of the human being, ranging from birth, puberty to death. It revealed that in some of the recorded Dangme conversational data, euphemistic expressions were present. Also, these euphemistic expressions were conceptualized in various ways. It was noted that Dangme employ more death euphemistic expressions than birth and puberty in the human life cycle which come in metaphorical terms.

Source: UEW
The semantic extensions of tu "to uproot"/"to pull out" in Nzema discourse: A conceptual metaphoric perspective

Nzema refers to both the language and the people who speak it. The language is spoken predominantly among the people who occupy the South-west part of the Western Region of Ghana as well as some parts of Cote d'Ivoire (Annan, 1980, 1994). Nzema forms part of the Niger-Congo Kwa language family. Many studies across languages have had their focus on the basic and extended usages of �eat� and �drink� (ingestion) verbs. Among such studies are Prins (1993), Newman (1997), Atintono and Adjei (2008), Aikhenvald (2009), Adjei (2013), Agyepong, Amfo and Osam (2017), and Otoo (2017). Several works, including Agyekum (2002, 2013, 2015a, 2015b, 2016) and Otoo (2018) have also examined the metaphorical extensions of human body parts and verbs of perception. In Nzema, however, studies on cultural schemas and conceptualisations are scanty. This paper, therefore, explores the basic and metaphorical interpretations of the disconnection verb, tu �to uproot�/�to pull out� in Nzema communication. The paper relies on Conceptual Metaphor Theory (Lakoff and Johnson, 1980) with insights from �Cultural Conceptual Metaphors� (Sharifian, 2011). Data were obtained from spontaneous natural speech contexts among the Nzema. Additional data were gathered by consulting other written sources like Nzema novels and drama books to extract some expressions involving the verb tu. Interviews with knowledgeable Indigenous speakers and my introspection as a native speaker were significantly brought to bear on this study. The paper finds that the basic sense of the verb is possibly projected to describe other abstract notions such as tu ahonle �heart uproot� (to be afraid); tu ay?ne �uproot witchcraft� (to drive a demon out of a person), tu belemgbunli �uproot a chief� (to distool a chief), tu edw?k? sie (to postpone/adjourn a case), among others. The paper shows that the verb tu is �polysemous�, and can participate in causative/inchoative alternation. � 2021, EQUINOX PUBLISHING.

Source: UEW
A semantic study of sarcasm and humour among the Ga people

The purpose of the study is to investigate the use of sarcasm and humour among the Ga from a semantic perspective. To achieve the purpose of the study, three research questions were raised as follows: (i) in which various are sarcasm and humour used? (ii) What are the triggers and the effects of these communicative tools? (iii)What are the similarities and differences in terms of usage? Using the qualitative approach, thirty native Ga speakers from three Ga towns in the Greater Accra Region (Accra Central, Chorkor, and Kaneshie) were purposively sampled, observed and or interviewed. The study employed Austin’s 1961, Speech act theory in its data analysis. The analysis of the data on sarcasm and humour showed that the Ga people make use of these communicative expressions in their day to day conversations or utterances under various circumstances, in several domains. Also, the study found out that sarcastic and humourous statements are not only used for ridicule, mocking, praise, entertain etc but they help individuals play with the language which also displays competence in the usage of the Ga language. It was further revealed that the use of sarcasm fosters retention and helps in memorization. Additionally, the study revealed that the situations that triggers the use of sarcasm and humour were times of having fun, when responding to foolish statements, when criticizing, when complementing and also when giving advice. Finally, the study revealed that the use of sarcastic statements can provoke anger and violence, personal satisfaction, laughter, shyness and humiliation. In conclusion, the use of sarcasm and humour as communicative techniques are dependent on the circumstance or context surrounding a conversation.

Source: UEW
The semantics of opening verbs in Dagbani

This thesis offers analysis of Dagbani verbs that denote opening. Dagbani is a member of the Mabia language family and spoken in the Northern region of Ghana. The study analysis OPEN verbs in Dagbani with special focus on their basic semantics and the kind of nouns every verb collocates. It also considered metaphorical extensions that these verbs exhibit as they are used by native speakers to code certain interesting proverbial expressions in the language. The study obtained data from both primary and secondary sources. The primary data is obtained during a fieldwork conducted to this study. During the time of my interaction with the research participants, the information obtained during the discussions were recorded using a digital audio recorder. These recording were taken in the Bimbilla, Kpabi and Changli communities

Source: UEW
Semester-out industrial attachment programme feedback from technical university higher national diploma fashion students in Ghana

The main goal of this study was to seek feedback from Technical University HND Fashion Students in identifying challenging issues with the S-O IA programme and to help confirm and document concerns of fashion students about the S-O I A programme in particular. The study adopted a crosssectional descriptive survey research design with a mixed method approach and used a semi-structured validated questionnaire for data collection. Purposive, simple random and convenient sampling techniques were used to sample 199 third year HND Fashion Students from five (5) public Technical Universities. Data were analysed using SPSS software version 20 for quantitative data using descriptive statistical tool to generate frequencies and percentages. The findings were presented in tables, a pie chart and a bar graph. Generally, the feedback on the study showed varied levels of dissatisfaction about the preparations the respondents went through prior to embarking on the S-O IA programme as most (7 out of 11) of the key issues raised scored less than 61%. It was therefore recommended that the Technical Universities work together and adopt worthwhile common strategies to ensure adequate schoolbased preparations. It was suggested that the TUILOs adopt the school-based preparation protocols and processes prescribed in the CBL/T Fashion Design Curriculum (2008-2009) with some modifications. The study also established that morale was low among some of the TUFSs. It was therefore recommended that an Industrial Training Fund (ITF) be set up by stakeholders to take care of the welfare needs of both students and staff, and for effective implementation of the S-O I A programme.

Source: UEW
Semiotic study of Ga traditional symbols in some selected palaces

This thesis presents the traditional symbols found at selected palaces of the Ga people and brings out the historical, philosophical, educational and moral values inherent in them. It seeks to encourage the understanding and usage of the Ga traditional symbols in a more meaningful way by the Ga people themselves, Ghanaians as a whole and foreigners as well, as well as contemporary artists, designers, craftsmen, teachers, and all who appreciate the traditional symbols. The thesis highlights the seven symbols that represent the seven coastal towns of the Ga state, namely Ga Mashie, Osu, La, Teshie, Nugua, Tema and Kpone. The thesis finally discusses how the symbolic meanings, philosophical, historical background, and the moral lessons of some selected symbols can be applied to contemporary living. The research approach is qualitative. The Peirce Semiotic theory was used for the analysis of the data. The thesis posits that, the Ga traditional symbols form part of the Ga culture and their communication values are very important. The thesis adds to knowledge in the disciplines of linguistics in general and semiotics in particular.

Source: UEW
Senior High School biology teachers’ attitudes, competence level and practices in practical work

This study investigated the attitudes, competence, and practices of biology teachers during practical lessons. The study employed a descriptive survey research design. Stratified random sampling was used to select 80 biology teachers who had taught elective biology for three years and above at the SHS level in the Eastern Region of Ghana. Combination of quantitative and qualitative data gathering instruments consisting of questionnaire, observation checklist, interview and document analysis were used to collect data for the study. Collecting the data, there was an uncertainty of whether what respondents answer actually reflects their fundamental attitudes, competence and their practices. In order to address this, triangulation was used. Findings of the pilot test revealed that the Cornbach Alpha value of the questionnaire instrument was between 0.626 and 0.703 indicating a high level of reliability. The data analysis involved the use of multiple statistical procedures: simple percentages, means, standard deviation and independent sample 2-tailed t-test of significance. The results indicated that there is a perfect relationship between biology teacher competence, attitude and their practices during practical lesson (r=1). The results also showed that 83% of the respondents are not competent in making botanical garden which is a curriculum requirement. The study recommended that in order to boost biology teachers’ attitude towards practical work there must be regular in-service training for all biology teacher. Also biology teachers as much as possible should make botanical garden in their various schools to enhance teaching and learning of biology.

Source: UEW
Senior High School biology teacher’s knowledge and classroom practices of inquiry based approach a study of selected teachers

The study investigated senior high school biology teacher’s knowledge and classroom practices of inquiry-based approach on some selected teachers in the Sekondi Takoradi Metropolis. The study employed descriptive survey design with qualitative approaches to collect data. The sample consisted of 10 senior high schools selected using convenience sampling and 30 senior high school biology teachers selected using simple random sampling. Instruments used for the study were questionnaire and classroom observation chart. Questionnaire was used to collect data on teachers’ knowledge on inquiry approach and difficulties they encounter in the classroom practice of inquirybased approach. questionnaire was made up of A and B. Section A was made of 8 closed ended questions aimed at finding out about participants’ background data and the methods they employ in their teaching and facilities available in participants’ school. Section B on the other hand consisted of 5-point Likert scale questions ranked on a scale of 1-5 with1 being strongly disagree and 5 being strongly agree aimed at finding out participants’ knowledge of inquiry-based approach. The classroom observation chart originally developed by Lawson, Devito, and Nordland was adopted and slightly modified for the purpose of this study. The final observation schedule consisted of sections A and B. Section A consisted of items to collect background information of the teacher being observed. Section B consisted of items grouped into three categories to collect information on the contexts used during instruction. The first category described the materials and activities used during the lesson. The second category described teachers’ behaviour such as self-confidence, handling classroom interruptions, and playing the role of an investigator. The fourth category described teachers’ questioning techniques, teachers’ acceptance of students’ opinion, and the allocation of time for students’ responses. The Classroom observation chart was used to collect data on the extent to which teachers utilize their knowledge of inquiry in the classroom. Data was analysed using simple tables, frequencies, and percentages. The study established that most teachers agree that inquiry approach is one of the best methods of teaching biology in the senior high schools. The study also revealed that most teachers were taught inquiry-based approach to teaching in their teacher training programme. However, many refuse to implement the inquiry strategy in their classroom practice due to challenges such as large class size, lack of equipment, too many classes taught by teachers and some existing school policies. The findings suggest that implementation of traditional instruction persists in the selected senior high schools, despite the emphasis of current curricula rationale for all students to be actively engaged in inquiry investigations.

Source: UEW
Senior High School science teachers in-service needs in science instruction a comparison across gender, school location and area of specialization in the Central Region of Ghana

The research design employed in this study was a survey research design using a questionnaire as the instrument. This study was descriptive in nature. This had been designed to identify and establish Ghanaian Senior High School Science Teachers’ In-service Needs’ across Gender, School location and Area of Specialisation. The instrument used to collect data was a questionnaire on Science Teachers Inventory of Needs (STIN) which was adapted to suite the Ghanaian context. The target population was made up of all Senior High School science teachers in Ghana. Teachers in certain parts of the Central Region of Ghana which comprised of the Komenda Edina Eguafo Abrem , Cape Coast , Abura Asebu Kwamankese, Assin South and Assin North districts, municipal and metropolitan assemblies (MMDA’S). The reliability of the science teachers’ needs assessment instrument was ascertained using the internal consistency approach. This was to reduce costly mistakes and prevent threat to validity of the research through the use of Cronbach alpha. Data was collected from 29th November, 2010 to 11th March, 2011.It was also realised from the data that the topmost priority of science teachers’ in-service needs was the integration of multimedia technology into science instruction. Based on the findings, it was recommended among others that frequent in-service training should be organised for Senior High School science teachers to update and refresh their knowledge in science. This study therefore provides meaningful empirical evidences of effective in-service programmes in the process of upgrading science teachers’ professionalism in Ghana. These recommendations when put into action will assist Senior High School science teachers in their lessons and career as a whole.

Source: UEW
Senior High School students' attitude towards mathematics and perception of their mathematics classroom learning environment

This study investigated senior high school students‟ attitude towards mathematics and how they perceive their mathematics classroom learning environments. Two-hundred (200) participants from five senior high schools (School A, B, C, D and E) in the Cape Coast Metropolis in the Central Region of Ghana consisted of the sample size. A descriptive survey design was used with a Mathematics Classroom Learning Environment Inventory (MCLEI) and Mathematics Attitude Questionnaire (MAQ) as data collection tools. The MAQ was given to senior high school students to identify their attitude towards mathematics. The results indicated that the senior high school students exhibited negative attitude towards mathematics. The MCLEI was also given to senior high school students to identify their perception of their mathematics classroom learning environment. The results also indicated that the senior high school students perceived their mathematics classroom learning environment positively. A correlation analysis performed identified a moderate positive significant relationship, r (200) = .000 p < .05, two–tailed between the senior high school students‟ attitudes towards mathematics and their perception of their mathematics classroom learning environment. It was therefore recommended that mathematics educators at the high level of education, especially, at the senior high school, should implement teaching strategies that will improve upon their students‟ positive attitude and perception of their mathematics classroom learning environment.

Source: UEW
Senior High School students’ and teachers’ perceptions about organic chemistry a case study in Asikuma Odoben Brakwa District

The purpose of the study was to determine the perceptions that SHS chemistry students and teachers have about organic chemistry as well as topic difficulties in organic chemistry. The population for the study comprised of SHS students who studied elective chemistry and their teachers. Random sampling (lottery) and purposive sampling methods were used to select 100 students and 10 teachers for the sample of the study. The research instruments used to collect data for this study were the organic chemistry perceptions questionnaire for students (OCPQS) and organic chemistry perceptions questionnaire for teachers (OCPQT). Four research questions offered the framework for presenting the findings. Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that SHS Students have a fairly positive perception of organic chemistry while the teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. Polymers and polymerization and petroleum were listed by both students and teachers as difficult for students to understand. It was recommended among others that teachers should use varied methods to teach organic chemistry topics to facilitate easy understanding by students.

Source: UEW
Senior high school teachers’ pedagogical content knowledge and the instructional methods or techniques they use in the teaching and learning of social studies in the Kumasi Metropolis

This study assessed senior high school Social Studies teachers’ pedagogical content knowledge and the instructional methods or techniques they employed in the teaching and learning the subject in the Kumasi Metropolis. The research design used for the study was a case study and the researcher gathered data from primary sources. The sample size for the study was twelve Social Studies teachers who were selected from the 18 senior high schools in the Kumasi Metropolis, using the purposive and saturation sampling techniques. The instruments used for data collection were an interview guide and an observation checklist. Data from observations were triangulated with interviews. Non-probability sampling methods, that is, saturation and purposive sampling techniques, were used to select the schools and participants for the study. The outcome of the study was that teachers perceived Social Studies as citizenship education. In addition, the study revealed that teachers did not employ the appropriate teaching techniques in the classroom. The study recommended that the Ministry of Education in collaboration with the Ghana Education Service must make a policy to allow only professionals or trained Social Studies teachers to teach the subject to ensure its effective teaching and learning. Also, the Ghana Education Service in collaboration with the heads of schools makes it a policy to provide in-service training for all Social Studies teachers.

Source: UEW
Senior high schools teachers’ perceptions of out-of-door activities in the teaching of social studies in the Ho municipality of Volta region

The study explored Senior High Schools Social Studies teachers’ perceptions of out-ofdoor activities as an instructional technique in Social Studies in the Ho Municipality in the Volta Region and further examines how these perceptions influence the teaching of Social Studies. Three research questions guided the study: 1). How do Senior High Schools Social Studies teachers in the Ho Municipality perceive out-of-door activities? 2). How do these perceptions influence the teaching of Social Studies in the Senior High Schools in Ho Municipality? 3). How do Senior High Schools Social Studies teachers in the Ho Municipality use out-of-door activities in their instruction? A concurrent mixed method design was used for the study. The instruments for data collection were interview and questionnaire. These sources were for the purpose of data triangulation. Nonprobability sampling method, that is, convenience and purposive sampling techniques, were used to select the sample of districts, schools and respondents for the study. In all, seventy (70) Social Studies teachers were selected from fourteen (14) Senior High Schools. The findings showed that, SHS Social Studies teachers’ questionnaire and interview responses to their perceptions of out-of-door activities are a mismatch to their usage of the technique in teaching. Teachers showed positive perceptions and practices in the questionnaire findings and part of the interview finding, but the qualitative findings regarding their use of the technique revealed the contrary. It is recommended that conferences be held by experts of Social Studies with the support of government and other concerned NGOs at least once each year in every region for Social Studies teachers, in order to help refresh their skills and techniques of teaching.

Source: UEW