ghanaopendata/ghanaian-research-english huggingface dataset:
Effect of audio-visual instructional materials on Senior High School students’ performance in dissection and digestion in mammals.

This study investigates the impact of audio-visual aids on the academic performance of Senior High School students in the topics of dissection and digestion in mammals at Winneba Senior High School, located in the Effutu Municipality of the Central Region, Ghana. The specific objectives of the study were to assess students' understanding of dissection and digestion concepts and evaluate the effectiveness of audio-visual aids in enhancing academic performance. A quasi-experimental design was employed, involving 2 intact classes one as experimental and the other as control groups. A simple sampling procedure that employed balloting was used to select two intact classes from the accessible population. The sample demographics of the study encompassed a total of 98 respondents (50 students in the Experimental group and 48 in the control group). The Experimental group with a class size of 50 students were made up of 24 males and 26 females whiles the control group with the class size of 48 was made up of 19 males and 29 females. Data was collected using pre-and post-tests, as well as a questionnaire, and was analysed using percentages, means, standard deviations and T-test. The results indicated significant improvements in academic performance post-intervention, with positive shifts in students' conceptions of the subject matter. Additionally, gender-based analysis revealed similar performance outcomes between male and female students in the experimental group. The study also found that students developed more favourable attitudes toward the use of audio-visual aids as a teaching method. These findings suggest that integrating audio-visual aids into biology lessons can significantly enhance both academic performance and conceptual understanding. The study recommends that schools should prioritize the integration of audio-visual aids into the teaching of Dissection and Digestion. Educators are encouraged to utilize a variety of multimedia resources, such as videos, animations, and interactive simulations, to improve student understanding of complex topics to enhance their performance. In conclusion, the findings of this study support the hypothesis that the use of audio-visual aids positively influences students' performance in dissection and digestion in mammals. The experimental group, which received instruction through multimedia instructional methods, demonstrated significantly higher achievement scores compared to the control group, which received traditional instruction. This suggests that the integration of audio-visual aids enhances students' understanding, engagement, and retention of complex biological concepts.

Source: UEW
Effect of bank innovation on financial performance of the universal banks in Ghana

Innovation is a household term in businesses. Innovation aid in performance. The banking industry is one of the most dynamic sectors in any economy, as it plays a vital role in the financial intermediation process. Banks are important players in the economy as they mobilize funds from surplus sectors of the economy and channel them to deficit sectors for investment purposes. The purpose of the study was to identify the effect of bank innovations on the financial performance of the Ghanaian Universal Banks. The study adopted the descriptive survey design and purposive sampling technique to sample 15 Universal Banks for the sample frame. Based on the inclusion criterion set, a sample size of 250 participants were drawn from these banks for the study. The participants were banking staffs. The staffs were made up of both junior, senior staff and senior members of the 15 selected Universal Banks. The instrument for the data collection were self-designed survey questionnaire. The questionnaire was deployed to all participants electronically using Google forms. The data were coded and analysed using tables, frequencies, percentages and bar graph whereas path analysis was carried out to evaluate causal relationship between the dependent variables and independent variables with the aid of SPSS software Version 20. The findings reveal that banks that effectively respond to customer demands for digital innovations tend to achieve higher customer satisfaction and, subsequently, increased profitability. Another finding revealed the challenges including, customers being resistant to change, preferring to stick with the familiar products and services they are accustomed to. Additionally, customers may be hesitant to use new innovations if they perceive them as risky or insecure. Despite the challenges, implementing bank innovations also presents opportunities for banks. One significant opportunity is the potential to attract and retain customers. The study recommends among other things that in recognition to the impact of internal factors such as organizational culture and management support on innovation adoption, there is a need for universal banks to cultivate an organizational culture that values innovation. Additionally, implementing robust change management strategies will help address resistance from employees and ensure a smooth transition to innovative practices.

Source: UEW
The effect of class-wide peer tutoring in improving students’ science concept development in some selected topics in chemistry in Senior High School

This study evaluated the effect of teacher interventions on students‟ science concept development. The study established the role of teacher interventions in students‟ science concept development using class-wide peer tutoring and the extent of students‟ science concept development after the intervention. In this study the Researcher taught using analogy, predict observe and explain where students‟ behaviour were observed and feedbacks provided by the peer tutors to their tutees were assessed. The study identified students‟ feedback to the questions asked during peer tutoring sessions. The progress of students‟ performance was monitored by the Researcher during the tutoring sessions with the implementation of class-wide peer tutoring instructional intervention. The extent of the intervention strategy on students‟ science concept development was determined. The study employed an action research strategy for data collection. Class-wide peer tutoring instructional strategy was employed in teaching five lessons during the intervention period. The strategy was used to teach 30 Form 2 chemistry students of the Kpando Senior High School in the Kpando Municipality of Volta Region of Ghana. This study used teaching and assessment of the learning outcome as the main instrument for data collection. The findings were that student-teacher and student-student interactions increasingly improved. A total of 105 observations were made during the peer tutoring time. 25(83.3%) of the peer tutors were observed praising their tutees for correct responses whiles 23(76.7%) of the tutors awarded marks to correct responses. Beside, students‟ participation in class-wide peer tutoring increased as activity oriented teaching method was used. Finally, on the basis of the results obtained in this study, it is concluded that more topics in science can be taught using class-wide peer tutoring for effective concept development in science.

Source: UEW
Effect of classroom discussion on academic outcomes of students in genetics at Winneba Senior High School

Genetics, the biological Science that deals with how traits are transferred from parents to their offspring plays a tremendous role in the lives of individuals in this 21st century but most Senior High School (SHS) students’ in Ghana have challenges in obtaining conceptual understanding of the topic particularly due to the instructional approaches teachers’ employ in its lesson delivery. The author of this study therefore, investigated the effect of classroom discussion on academic outcomes of students in genetics at Winneba Senior High School. Five hypotheses and assumptions guided the study. Constructivists’ theory of learning was adopted for the study. The positivist paradigm and the quantitative approach underpinned the study paradigm and its approach respectively. Solomon four group design was employed for the study. The study population consisted of all Biology students in Winneba SHS, Central Region with the target population being all SHS 2) whereas the accessible population comprised Science One and Two students. Simple random sampling (lotto technique) was used to select thirty-two (32) students with sixteen (16) students each from Science One (1) and Science Two (2) as the experimental and control group respectively. Standardized Genetics Achievement Test (SGAT) was the instrument designed to gather data from the respondents. Data was analyzed using SPSS by employing inferential statistics (2x2 ANOVA and t-Test) all tested at 0.05 level of significance and descriptive statistics (means, standard deviations, minimum, and maximum scores). The study revealed students in the experimental group performed better than their counterparts in the control [F(1,32)=45.68, p<0.05]. Furthermore, it was established by the ANOVA analysis that the pre-SGAT was sensitive [F(1,32)=4.37, p< 0.05] in the control group [df=14, t=1.87, p< 0.05] but not in the experimental group [df=14, t=0.99, p> 0.05]. Finally, it was found that neither sex outperformed each other academically [df=14, t=2.04, p>0.05]. It is therefore recommended that because [F(1,32)=45.68, p<0.05], classroom discussion should be employed predominantly by Biology teachers at Winneba Senior High School when teaching abstract topics such as genetics to enable conceptual understanding of the concepts among students the former and to increase their academic outcomes the latter. Finally, owing to the fact that [F(1,32)=4.37, p<0.05] Biology instructors at Winneba Senior High School Senior High School classrooms should organize tests for their students on regular basis to enable them to learn from their mistakes in previous tests to help them perform better in subsequent ones

Source: UEW
Effect of co-operative credit unions on members’ livelihood in Tema Metropolitan

Cooperative credit unions play a pivotal role in enhancing the financial well-being of their members, contributing to financial inclusion and economic empowerment. However, the ability to formulate tailored policies and strategies for cooperative credit unions that seek to improve the lives of its members is hidden. This study investigates the relationship between co-operative credit unions and their members’ livelihood. Four specific research questions were asked relating to the usage of loans, level of business, health of members, and education. Following a positivist paradigm, the study adopted a quantitative research approach and an explanatory design to sample 190 customers of co-operative credit unions in Tema Metropolis. The study employed frequency counts, percentages, and Ordinary Least Squares regression to analyze the collected data. The findings demonstrated that the primary purpose of taking loans from cooperative credit unions in Tema Metropolitan was to support existing businesses. The study also found that, social investment, deposit mobilization, and credit creation, significantly predict the level of business of individuals in Tema Metropolitan. Again, the study concluded that cooperative credit unions have a positive impact on the health and education of customers in Tema Metropolitan. The study recommended that, cooperative credit unions should continue to emphasize and promote their role in supporting businesses, as this is the primary motivation for members.

Source: UEW
The effect of computer assisted instruction (CAI) on students’ attitude and cognitive achievement in chemical bonding

The study investigated the effect of Computer Assisted Instruction (CAI) on the attitude and cognitive achievement of students in chemical bonding. The study compared the effect of CAI and a Traditional Method of Teaching (TMT) on the cognitive achievement of students in chemical bonding. The study was conducted in the Kwahu East District of the Eastern Region of Ghana. Schools that offered chemistry as an elective subject were the target population. The total accessible population for the study comprised of forty-six (46) students; twenty-two (22) in the experimental group and twenty-four (24) in the control group. A researcher designed Chemical Bonding Achievement Test (CBAT) containing twenty (20) multiple choice questions and Chemical Bonding Attitude Scale (CBAS) containing thirty (30) questions were used in the collection of data. The experimental and control groups were taught with CAI and TMT respectively and the data collected analysed descriptively and inferentially. The results of the study revealed that CAI materials significantly enhanced the achievement of students taught chemical bonding than those taught with TMT. The results also showed that CAI improved the achievement of low cognitive students in a chemical bonding class. A t-test conducted gave a p = 0.00, which showed a significant difference between the pre-test and post-test CBAT scores of the experimental group. Additionally, the study showed that integrating animation with text and narration in the learning environment of students changed their attitude due to its motivational effect.

Source: UEW
The effect of computer assisted instruction on student performance on selected concepts in cell division

This study was meant to enhance the performance of second year Biology students of T.I Ahmadiyya SHS in Wa on Cell Division using Computer Assisted Instructions (CAI). The sample population was made up of eighty (80) biology students, forty (40) from the Green Track and forty (40) from the Gold Track. Quasi-experimental design was used in the study and students were sampled purposively. The survey was conducted by using questionnaire and test items. The data was collected, organised and analysed using mean, standard deviation, percentages, frequencies, and t-test. The findings of the study revealed that students who were exposed to Computer-Assisted Instruction (CAI) performed significantly better than their counterparts who were taught with the conventional instruction. Again, the study showed that using Physics Education Technology (PhET) simulations in teaching cell division improved students’ knowledge and sustained their interest as it changed the abstract nature of the concept to concrete form for easy understanding.

Source: UEW
The effect of computer assisted instruction on students performance on selected concepts in cell division

This study investigated the effect of computer-assisted instruction on students’ performance on selected concepts in cell division at Adisadel College in the Cape Coast Metropolis in the Central Region of Ghana. The sample population was made up of eighty (80) biology students, forty (40) from the Green Track and forty (40) from the Gold Track. Quasi-experimental design was used in the study and students were sampled purposively. The survey was conducted by using questionnaire and test items. The data was collected, organised and analysed using mean, standard deviation, percentages, frequencies, and t-test. The findings of the study revealed that students who were exposed to Computer-Assisted Instruction (CAI) performed significantly better than their counterparts who were taught with the conventional instruction. Again, the study showed that using Physics Education Technology (PhET) simulations in teaching cell division improved students’ knowledge and sustained their interest as it changed the abstract nature of the concept to concrete form for easy understanding.

Source: UEW
Effect of computer assisted instruction on students’ performance in selected topics in mechanics

The objectives for this study were to determine the effect of computer assisted instruction based on constructivist theory approach over traditionally designed instruction on second year students of Afife Senior High Technical School in some selected topics in mechanics. Random sampling was used to select sample size of fifty (50) students. The total sample size was made up of twenty-seven (27) boys and twenty-three (23) girls. Test (pre-test and post-test), observation and interview were the main instruments used for collecting data. Data obtained from the tests were analysed using t-test to find out the level of achievement of students after using computer assisted instruction (CAI) in selected topics in mechanics. Analysis of the post and pre-test scores showed that there was a significant difference in the performance of the students after the intervention activities. This implies that the intervention activities had positive effects on the achievement of students. Therefore, computer assisted instruction is an effective teaching strategy. It was also showed that with the use of computer assisted instruction, knowledge is constructed and this causes students to have more interest towards science as a school subject.

Source: UEW
The effect of computer assisted instruction on the performance of students in nuclear chemistry a case study at Nkrankwanta Senior High Technical School in the Dormaa West District in the Brong Ahafo Region of Ghana

The objectives for this study were to determine the effect of computer assisted instruction on the performance of students at Nkrankwanta Senior High Technical School in nuclear chemistry. Random sampling was used to select the sample size of twenty-five (25) students. The sample was made up of thirteen (13) boys and twelve (12) girls. Tests (pre-test and post-test) and questionnaire were the main instruments used for collecting data. Data obtained from the tests were analysed using t-test to find out whether there was statistical significant difference in performance using computer assisted instruction (CAI) as an intervention strategy in nuclear chemistry. Analysis of the post-test scores of control and experimental group showed that there was difference in the performance of the students after the intervention activities. This implies that the intervention activities had positive effects on the achievement of students. Therefore, computer assisted instruction is an effective teaching strategy. The result also showed that with the use of computer assisted instruction, knowledge is constructed and this causes students to have more interest towards science as a school subject.

Source: UEW
The effect of computer based instruction on junior high school pupils’ misconception on diffusion

This study investigated the effect of Computer Based Instruction (CBI) on Junior High School (JHS) pupils’ misconceptions on diffusion in Nkawkaw Municipality in the Eastern Region. A JHS 3 class consisting of 23 pupils was selected for the study. A quasi experimental design was used. Pretest was used to identify the pupils’ misconceptions about diffusion. The pupils had misconceptions although, based on their academic scheme of work, conventional teaching approach had previously been used to them teach diffusion. After the treatment, a post test was conducted and the results showed that the pupils performed better since the misconceptions were removed .The study was guided by a null hypothesis and based on this; Paired sample T. test was used to analyze a statistical equivalence of the pupils’ pretest and posttests scores. The results indicated that CBI has effect on the JHS pupils’ misconceptions on diffusion.The main conclusion reached was that; Junior High School pupils hold misconceptions on diffusion and CBI is effective on dispelling such misconceptions. And so, by using CBI with a content which addresses the misconceptions, the pupils will have the opportunity to acquire an understanding which will help them to remove the inherent misconceptions. It was recommended that: here is the need to use CBI in the teaching of science concepts throughout the country so that misconceptions can be prevented; however, if misconceptions are identified among pupils, CBI should be used to remedy them. Also, science teachers and teachers of other subject areas should be trained in the development of CBI materials so that they can adapt existing materials to teach science concepts and finally, pupils should be given more time to learn Information and Communication Technology (ICT) so that the CBI can be used for them easily.

Source: UEW
The effect of computer simulation and concept model on selected shs students’ conceptual understanding of cell cycle

This study investigated the effect of Computer Simulation and concept model on selected Senior High School conceptual understanding of cell cycle. The target population was SHS biology students in the Central Region of Ghana. The accessible population was second year elective biology students in Mfantseman Municipality in the Central Region. The study employed quasi-experimental design and 70 second year elective biology students were purposively selected to participate in the study. Two instructional instruments namely computer simulation and concept model were introduced to the students. Data was collected using interview schedule and tests. The data collected were analysed using SPSS version 20. Some quantitative data was analysed using means and simple percentages. The result of the study that students who were exposed to computer simulation and concept model performed better than their counterparts who were taught through the traditional method. Additionally, the research indicated that using Computer simulation and concept model in teaching cell cycle improved students‟ knowledge and sustained their interest as it changed the abstract nature of the concept to concrete for easy understanding. Again the study revealed that students in the experimental had higher mean scores in the posttest than those in the control group. The study further indicated that statistically, CAI has no influence on the performance of gender in cell cycle. Therefore emphasis must be placed on the use of Computer Assisted Instruction (CAI) and concept model in the teaching and learning of biological concepts. Methodist Senior High School and Kweigyir Aggrey Secondary Technical School should have an equipped computer and Information Technology (ICT) laboratory connected to internet to ensure an effective integration of Computer Simulation in teaching.

Source: UEW