ghanaopendata/ghanaian-research-english huggingface dataset:
Aboveground biomass, carbon storage and fuel values of bambusa vulgaris, oxynanteria abbyssinica and bambusa vulgaris var.vitata plantations in the bobiri forest reserve of Ghana

The purpose of this study was to investigate the recommended species of bamboo culms to be harvested for the production of charcoal. The objectives of the study were; first, to compare the stand distribution of Bambusa vulgaris, Oxynanteria abbyssinica and Bambusa vulgaris var. vitata; second, to estimate the aboveground biomass and carbon storage in different components of the bamboo species; third, to develop allometric models that can be used to estimate the aboveground biomass of the bamboo species and fourth, to compare the fuel values of carbonized bamboo species grown in the Bobiri Forest Reserve. Culms were classified and counted according to their ages in five 0.01ha (10m×10m) sub-plots. Weights of components of all 45 samples were taken. The total biomass and carbon storage were determined. The stand density for B. vulgaris, B. vulgaris var. vitata and Oxynanteria abbyssinica was 7071, 6267 and 3325 culmsha-1 , respectively. The aboveground biomass stored in B. vulgaris (115t ha-1 ) was 61% higher than in B. vulgaris var. vitata (71t ha-1 ) and was 27-fold that of Oxynanteria abbyssinica. The carbon storage in B. vulgaris standing in aboveground biomass was 50.76ha-1 which is 15%, 24%, 44%, 71% and 2.5% more than that of logged forest, unlogged forest intact swamp forest, degraded forest and deforested areas, respectively, in Ghana. The diameter at breast height of the bamboo culm predicted the aboveground biomass well with the R2 values in the range 0.596 – 0.998. The gross calorific values of the raw culms were in the range of 16.22MJkg-1 to 17.23MJkg-1 and were comparable to the heating values of most grasses and straws, tropical and sub-tropical tree species. Carbonized bamboo was 27%-557% higher in energy intensity than the raw bamboo. Intensification of bamboo plantation and utilization in Ghana therefore could potentially contribute substantially to carbon mitigation and sustainable energy production.

Source: UEW
Abuse of women’s rights through Church doctrines and practices A study of mainline (Orthodox) and Non-Orthodox Churches in Ashanti Mampong Municipality

The study was conducted in the Ashanti Mampong Municipality. It investigated discrimination against women and/or abuse of women in churches through doctrines and practices by mainline (orthodox) and non-orthodox (Pentecostal and African indigenous) churches. This was a mixed-method sequential explanatory design which employed the phenomenological approach. Hundred (100) respondents comprising the clergy and laity were sampled via simple random, and proportional stratified sampling methods. Data was gathered using questionnaire (Cronbach Alpha = 0.76), and semi-structured interview guide. Data was analyzed and presented in tables and figures or charts as frequency counts and percentages. The thematic approach using open-coding system was used to analyse the qualitative data. Chi square (χ2) test was used to test for the hypotheses with p < .05. The study revealed that Female members in churches within the Ashanti Mampong Municipality have unequal rights; there is imbalance or uneven distribution of power and authority. Human rights violations or abuses of females in Christendom is statistically found to be linked to or associated with church doctrines and practices (p = .004). It was empirically found that human rights abuses of females in Christendom was largely dependent on Church practices than Church doctrines (p = .023). The church hierarchy uses canon laws, and doctrinal practices, as mechanisms to violate the rights of female members in churches within the municipality. They use patriarchy and ‘male chauvinism’ as weapons to suppress, limit female participation in leadership and power in the church ministry. Female members of churches in the municipality experience male dominance, deprivation, rejection, denial and exclusion from leadership, participation in church administration, preaching and other church activities. It was recommended that the Christian Council of Churches in the Ashanti-Mampong Municipality should adopt gender equality policies on women’s representation in leadership. It should campaign against the clergy who misinterpret, and misrepresent the Bible against the rights of females. The Christian Council of Churches in Ghana through the assistance of the local council of Churches within the study area should campaign and support females/women to stand for decision-making or leadership positions in churches. They should have a civil and legal framework that will protect and promote the rights of all its members, including women.

Source: UEW
Academic challenges of nursing mothers on distance education programme at Agogo College of Education

Student mothers in distance education programmes in Ghana have to combine family roles with work and academic pursuits. Therefore, this study sought to find out the academic challenges of nursing mothers on distance education programme at Agogo College of Education. The study employed descriptive survey design. A questionnaire was used to collect data from 40 conveniently sampled student mothers attending Agogo College of Education. The data collected was analyzed using frequencies and percentages. It was found out that, the student mothers had a lot of academic challenges in relation to time management, concentration and study skills. Again, the coping strategies they employed were, that student mothers either gets assistance from their husbands or hire the service of a domestic paid worker to assist them in the home to be able to strategize themselves and do well in their academic work. The study recommended that management and administrators of the various colleges of distance education should have counselling unit for these student mothers, who get mentally and psychologically troubled to seek assistance from the counselling unit to help them have a stabled and a concentrated mind for studies.

Source: UEW
Academic experiences of learners with low vision at Avakpedome unit for the blind

The purpose of the study was to investigate the academic experiences of learners with low vision at Avakpedome Unit for the Blind. The purposive sampling technique was employed to select a sample of 6 learners. Interview was used to collect data for the study. The data collected was coded and analyzed qualitatively using the thematic approach. Per their experiences on the teaching methods used to teach them, learners with low vision indicated that the teaching methods were not varied and not appropriate enough to cater for their academic needs. It was also revealed that the curriculum did not take into consideration their special educational needs with reference to the curriculum as they felt they were compelled to use the curriculum of the learners without low vision. It was also revealed that the learners go through a lot of stress in their assessment. The researcher recommended that in-service training and workshops should be organized at regular and close intervals for teachers in the units and schools for the blind; teaching and learning resources for the learners with low vision should be provided. Also, the curriculum should be well adapted to suit the needs of the learners with low vision. Low vision aids should also be provided and opportunity should be given to learners with low vision to have their questions in large prints to improve academic performance.

Source: UEW
Academic Experiences of Learners With Visual Impairments In Mawuli School, Ho

The aim of the study was to investigate the academic experiences of students with visual impairments in Mawuli School, Ho. A phenomenological research design was used for the study. Nine students with visual impairments were engaged using purposive sampling technique. Focused group semi-structured interview guides were used to collect data. Data were coded and analyzed using themes. Results of the study showed that most staff of the school was able to modify lessons appropriately and adapt their teaching pedagogies to suit the learning needs of students with visual impairments except some few who needed reorientation. Also, there were in excess of Brailled materials but the low vision lacked almost every resource that could help their learning. There was lack of qualified ICT resource teacher to help in the effective use of assistive technology yet their 2 Resource Teachers were commended. They also had accessible Resource Centre which contained their library. They also enjoyed extra time for all their works. Students were satisfied with the varied modes of assessment of academic performances yet believed data on their academic performances were poorly handled. Therefore, it was recommended that the Special Education Unit of the school should periodically organize sensitization workshops for regular teachers and to facilitate effective data management for their students with visual impairments. The Resource Centre/Library should be fully stocked with materials for students with different degrees of visual impairment. Finally, a well-trained resource teacher with ICT background should be employed to support their training in ICT

Source: UEW
Academic experiences of students who are deaf at Odupongkpehe M/A Inclusive Basic School Kasoa, Ghana

The purpose of this research study was to explore the teaching and learning, interpreting services, assessment and note taking services experiences of students who are deaf at Odopongkpehe M/A Inclusive Basic School, Kasoa. Eight students who are deaf from Junior High School (JHS)1 and 2 were homogeneously sampled for the study. Semi structured interview guide and observation checklist were used to collect data. Data were coded and analyzed using a thematic approach. Results of the study indicated that participants had some concern about teaching and learning that goes on in the school. Students who are deaf were actively involved in teaching and learning activities during lessons. They always participate in assessment tests conducted in the school and during examination, interpreting services and special attention in the form of extra time is given to them during exams. However, interpreting services rendered to students who are deaf in the absence of interpreter during lessons was not the best because students who are deaf had to rely on the notes of their hearing colleagues in order to gain access to information in the absence of their interpreter during lessons. More so, provision of interpreter was inadequate and no official note taker was provided to assist deaf students academic work and this has made teaching and learning difficult for both the interpreter and students who are deaf. The study recommended that school authorities of Odopongkpehe M/A Inclusive Basic School should provide adequate teaching and learning materials for effective teaching and learning of students who are deaf. Also teachers and interpreter should organize additional tutorials and provide separate notes to the level of deaf students so as to improve academic experiences of deaf students in the school

Source: UEW
The academic impact and students perception of a flipped classroom

The use of learning technologies, especially multimedia provides varied facilities for students' learning that are not possible with other media. Pedagogical literature has proved that individuals have different learning styles. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice versa. The flipped classroom environment ensures that students become more active participants as compared with in the traditional classroom. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of the flipped classroom approach in education. The contribution of the flipped classroom to education is discussed in relation to the changes in students' and instructors' role. Subsequently, flipped classroom applications in various disciplines of education are illustrated. The recommendations made in the literature for design specifications that integrate flipped classrooms with technology are discussed. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective flipped classroom environments and also this paper attempts to inform those who are thinking of using new technologies and approaches to deliver courses.

Source: UEW
Academic Leadership Journal Developing Critical Thinking Skills of Pre-service Teachers in Ghana: Teaching Methods and Classroom Ecology

According to Beyer (1997), the most important goal of schooling is learning and learning is a consequence of thinking. Students’ success in school is heavily dependent on their inclination as well as their ability to think skillfully. Promoting critical thinking skills in learners has attracted the attention of educators but little consideration is given to how teachers should be trained to promote it in schools. Educational planners, especially in African countries including Ghana have given little thought to how teacher training institutions should prepare pre-service teachers to enhance students’ critical thinking skills (Acheampong, 2001; Hill, 2000). Improving the quality of students’ thinking in schools requires skillful teaching. Such a skill does not emerge without preparation. The challenge to pre-service teacher institutions in Ghana therefore, is to pursue training programs that prepare pre-service teachers to develop their students’ critical thinking skills. Pre-service teachers need to be prepared to teach their students to think critically but teacher preparation in Ghana is devoid of the application of activities or strategies that develop the thinking skills of student-teachers (Ghana Education service/Teacher Education Division/Overseas Development Agency, 1993). Though there has been a plethora of studies on the negative effects of poor teaching strategies and classroom environment on students’ thinking, it is essential to investigate this phenomenon in a particular context and setting to serve the local professionals. It is significant to investigate such a problem in a setting where there are lack of teachers, where there are lack of textbooks and technology, where there are large class sizes, a setting where the academically “weak” are recruited for training and in a setting where the culture of the society bestows on the teacher absolute powers in the classroom. There is therefore, the need to investigate the present state of affairs in Ghanaian teacher institutions and what can be done to promote better thinking. Method The study sought to answer these questions: How do the teaching strategies employed by Ghanaian initial teacher educators and the classroom ecology they create affects the thinking skills of pre-service teachers? And what can be done to improve pre-service teachers’ thinking through teaching methods and classroom ecology? The study employed a qualitative case study approach to investigate the problem at Akatakyiman Teacher Training College (a pseudonym) in Ghana. Teachers in science, mathematics and social studies and students were interviewed and observed.

Source: UEW
Academic performance in selected senior high schools in the Kumasi Metropolis

The study was conducted to examine the effect of classroom management practices on academic performance in selected Senior High Schools in the Kumasi Metropolis of the Ashanti Region. The objectives of the study were to examine the effect of classroom discipline management on academic performance, determine the effect of classroom instructional methodologies on academic performance, examine how instructional supervision affects academic performance and to examine the influence of supportive responses on academic performance in Senior High Schools in the Kumasi Metropolis. Descriptive survey design was used. The target population was 350 teachers, and 4890 students of 4 public secondary schools. Simple random sampling was used to select 88 teachers and 489 students. Questionnaire was used for the study. The reliability test yielded Cronbach Alpha of 0.80. Data collected were analyzed, using descriptive and inferential statistics. The study found that using different instructional methods during lessons aid in enhancing learning and academic achievement of learners. Also, interactive instructional methods greatly improved learners’ academic achievement in this school. Heads ensure that teachers are always present in classes during lessons which improve learners’ achievement in examinations. Supportive response on academic performance the study revealed were praising learners for good performance and positive interaction between teachers and learners. It is recommended, based on the findings, that the Kumasi Metropolitan Directorate of Education should ensure the sustenance of the classroom management practices that promote teaching and learning to improve learners’ academic performance.

Source: UEW
Academic preparation and transition of students who are deaf into the University of Education, Winneba

The study investigated the academic preparation of students of Senior High Technical School for the Deaf, Mampong-Akuapem and their transition into the University of Education, Winneba. Both quantitative data and qualitative data were collected through questionnaire and structured open-ended interview guide. A descriptive sequential explanatory design was used. The population was 75 with a sample size of 50 was used. Purposive sampling technique was used to select five parents and five students who are deaf while 40 teachers were selected based on convenience sampling. Descriptive statistics and thematic approach were used to analyze the data. Percentages, frequencies, means and standard deviation were used to present the data. The means and standard deviation were applied to determine the agreement level of how teachers prepare deaf students. The study found that there was good academic preparation of deaf students by teachers. Parents rendered support to their deaf wards and contributed to their success through cordial and an opened relationship with the school and teachers. However, parents were unable to communicate with their wards in sign language. The students selected their elective courses in SHS based on information and encouragement by friends, seniors and parents. Many of the students could not report early on campus to partake in orientation. The study recommends that, there should be proper coordination between the school for the Deaf and UEW. The school for the Deaf must organize educational trips to UEW for the students to be familiarized with the university environment, course requirement and courses combinations. Parents must support their wards who have gotten admission into UEW to report to campus on time in order to partake in the orientation program organized by the university. Sign language tutorials should also be organized for fresh students who are deaf in order for them to be familiar with new signs and concepts used on campus.

Source: UEW
Academic records management in Ghanaian basic schools: a study of basic schools in the Ashiedu Keteke Sub-Metro in the Greater Accra Region

The study examined the academic records management practices in Basic Schools in the Ashiedu Keteke Sub-Metro in the Greater Accra Region. Adopting the quantity approach to research, the study employed the descriptive survey design which involved the administration of closed-ended questionnaire to 20 head, 20 assistant head teachers and 213 teachers from 20 randomly selected Basic schools in the Ashiedu Keteke Sub-Metro. The study revealed that academic records of basic schools included admission register, attendance register, log book, visitors book, cumulative record folder, students report sheet/card, school timetable, staff attendance register, staff movement book, scheme of work, lesson plan and notes, store ledger/inventory book, and school syllabus. The absence of national policy on records management and the lack of guidelines for academic records management in schools appeared to be the major challenges hindering effective academic records management in basic schools in the sub-Metro. Based on the findings, it was recommended that there should be a national policy on academic records management. In addition, qualified record managers or professional archivists should be employed to manage academic records in Basic Schools

Source: UEW
The access and effective use of information technology resources by students in senior high schools in Kumasi Metropolis

The use of technology has seen a widespread integration into our day-to-day life, where access to vast amounts of information is now available with ease. Today’s generation of students have grown up with technology all around them in an ever-increasing manner. The effective use of ICT resources in teaching and learning in the second cycle of Ghanaian education is much less to be desired. The study was to analyze the availability, accessibility and user-ability of ICT resources by students of Senior High Schools in Ghana. The descriptive survey design with quantitative method was used in the study. The total population of the study was 6,692 SHS students, teachers and administrators. The study employed stratified, simple random and convenient sampling technique for selecting the sample size. The total sample of respondents was 180. The data collection instrument was questionnaire. The researcher used descriptive statistical tools to analyze data collected. The results revealed that students’ access to ICT resources in schools continues to remain a challenge. The researcher concluded that there was significant impact of the availability of ICT resources and ICT policies on effective use of ICT. It was recommended among others those policy makers and school administrators must consider again the process and implementation of ICT integration into teaching and learning in Senior High Schools in Ghana.

Source: UEW
Access and enrollment of children with disabilities in selected pilot inclusive schools in Bole District in the Northern Region of Ghana

This study focused on access and enrollment of children with disabilities in ten pilot inclusive schools in the Bole District in the Northern Region of Ghana. The population for the study consisted of all teachers teaching in the selected inclusive schools. The purposive sampling technique was used in selecting the ten schools practicing the inclusive education whose teachers were the target for the study. A Likert scale type questionnaire was used to collect data for the study. The data collected were analysed using descriptive statistical methods such as frequency counts and percentages. The results of the study revealed that majority of the respondents agreed that pilot inclusive school is a good educational practice, which helps children with disabilities to access education within the community, learn the culture and interact with the environment. It was also found that the schools have adapted instructional strategies for children with special needs to learn, teachers negative attitudes and practices toward children with disabilities affected their enrolment in school and some educational policies and reforms allows children with disabilities to enroll and complete education. It was proposed that regular education teachers need in-service training in special needs education so that they can be effective in inclusive schools.

Source: UEW