ghanaopendata/ghanaian-research-english huggingface dataset:
Impacts of e-learning on pupils at the kindergarten: a case study at Rev. Wilson B basic school in Mfantseman Municipal

The COVID-19 pandemic in 2020 had a profound impact on our daily activities and presented us with unprecedented challenges. As the dreadfulness of COVID-19 became clear, globally, governments closed schools in an attempt to curb the spread of the virus impacting over 90% of the world’s enrolled learners. Governments ensured that education continued via emergency remote learning/teaching approaches with many deploying online learning solutions. Since then, e-learning has been part of the curriculum in many Ghanaian schools. This study was therefore set up to investigate the impacts of e-learning on kindergarten pupils’ learning at Rev. Wilson B Basic School. Therefore, all pupils and teachers in the school made up the population. The descriptive survey design was adopted, questionnaire was used to collect data from the 24 respondents. The study found that positive impacts of e learning on kindergarten pupils’ learning included improving the quality of pupils’ learning, making pupils learning convenient and flexible, and motivating pupils. Also, negative impacts of e-learning were: limiting human interaction between pupils and the teacher, lack of human contact affecting quality of learning, and putting financial burden on parents and guardians. It was then recommended that basic schools especially kindergartens should exploit the benefits of e-learning by ensuring that pupils are exposed to the system. Also, the Ghana Education Service together with the ministry of education must ensure that the right teaching and learning materials that can support the implementation of e-learning in schools are supplied to the various basic schools in Ghana.

Source: UEW
Impacts of recapitalisation on the performance of universal banks in Ghana

This study examined the impact of recapitalization on the performance of Universal banks in Ghana using profitability and liquidity ratios as the performance indicators. The study is based on samples of Fourteen (14) out of the 23 licensed commercial banks which were in existence as at 2010 and were able to meet the 2018 minimum capital requirement of GHS 400 million. The study measured the impact of recapitalization by comparing three years’ profitability and liquidity performance of licensed commercial banks against five years’ performance of these banks after the 2013 recapitalization starting from 2010 to 2017. The study adopted the t-test of equality of means and multiple regressions to find the impact on the profitability and liquidity of banks. The first finding concludes that, there was no significant difference between the mean ROE before the recapitalization and the mean ROE after the recapitalization exercise. On the other hand the second finding concludes that, the mean liquidity status of banks before recapitalization is significantly different from that of after recapitalization. The study concludes that recapitalization exercise helps increase liquidity of banks significantly but the ROE is was insignificant. The study recommends that Bank of Ghana should not undertake recapitalization exercise with the motive of increasing banks profitability but should find other innovative ways of making banks more profitable since recapitalization only enhances liquidity status of banks, but does not have any significant effect on banks profitability, so banks can increase their capital by issuing more shares to the public to avoid liquidity challenges.

Source: UEW
The impacts of the usage of substandard English on standard English a case study of Ave Senior High School

This study aimed at investigating the impacts of Ave Senior High School students’ usage of Substandard English (SSE) on their Standard English (SE). Using both descriptive and qualitative research designs, a cross section of 100 students and 8 teachers were randomly drawn from Ave Senior High School. Also, well vetted questionnaires consisting of students’ and teachers’ demographics, questionnaire on the purpose for which students use SSE, the extent at which students use SSE, interview questions guide on the effects of the usage of SSE on SE and the frequency at which students use SSE. There was also interview questions that was designed to source data from the teachers on their observations and perceptions on students use of SSE. These were used to collect data from students and teachers who agreed to partake in the study in classrooms, and staff common room. The findings were discussed within the framework of the Usage-based Theory, Krashen’s Monitor Model of language acquisition and other relevant reviewed literature. The study’s findings which indicated that consistent use of SSE negatively impacts students’ performance in SE contradicts Omari (2010), and Amuzu and Asinyor (2016) conclusion that there is no correlation between students use of SSE and their poor performance in SE. Limitations and recommendations for further studies were however also discussed.

Source: UEW
Implementation challenges of free senior high school policy in Nadowli-Kaleo District.

The primary aim of this study was to investigate the implementation of Ghana’s Free Senior High School (SHS) policy, focusing specifically on the challenges faced by teachers in the Nadowli-Kaleo District. This study centred on public senior high schools within the district to assess the effects of the policy on educational delivery. Adopting a pragmatic research paradigm, which prioritizes practical solutions to research questions and the use of both qualitative and quantitative methods; a sequential explanatory design was utilized, beginning with the collection and analysis of quantitative data, followed by qualitative data to explain and expand upon the quantitative findings. A sample of 258 respondents comprising 252 teachers and 6 hedmasters were selected from seven senior high schools in the district, with a random selection of 36 teachers from each school participating in the study. Additionally, purposive sampling was employed to identify six headmasters for in-depth interviews. Data were gathered through structured questionnaire and semi-structured interview guide. The quantitative data from questionnaires were analysed using frequencies and percentages, while themes were derived from the qualitative interview responses to support and enhance understanding of the findings. The study’s findings revealed that the school feeding program a major component of the free SHS policy had a notable impact on educational delivery, particularly regarding student punctuality and attendance. Many students reported dissatisfaction with the quality and adequacy of the meals, leading to recurrent lateness as they delayed coming to school or even returned home due to dissatisfaction. This unintended consequence posed challenges for teachers in maintaining a structured learning environment and highlighted specific areas within the policy’s implementation that require improvement. Nevertheless, the free SHS policy successfully reduced the financial burden on parents, with many acknowledging that the policy made it possible for their children to attend senior high school despite limited finances. The study concluded that while the free SHS policy has largely achieved its goal of reducing parents' financial burden and broadening access to education, certain implementation challenges particularly related to the feeding program need to be addressed to optimize its effectiveness. It is recommended that the government consider revising aspects of the free SHS policy. A nationally agreed-upon, modest levy for all SHS students could supplement the government’s budget and help improve meal quality and other resources.

Source: UEW
Implementation challenges of pre-tertiary education curriculum in public primary schools in the Ho Municipality

Curriculum is a powerful tool used by the school to actualize the educational objectives. There is limited literature on effective implementation of the pre-tertiary education curriculum. Thus, the study explored the implementation challenges of pre tertiary education curriculum in the public primary schools in Ho municipality in the Volta Region. Convergent parallel design of the mixed method approach (qualitative and quantitative) was utilized. Two hundred and sixty (260) teachers and 4 School Improvement Support Officers (SISOs) were sampled. Multi-stage sampling method was used for this study and it involved three stages. The first stage involved the selection of the circuits in the Ho Municipality. Simple random sampling method specifically lottery method was conducted to select four (4) circuits, in the second stage, a census method was used to select all the 28 public primary schools and 260 teachers, 4 SISOs were purposively selected at the third stage. The main instruments employed in this study were questionnaire, structured interview guide and focus group discussion protocol. Quantitative data was analyzed using SPSS version 23.0. The qualitative data was thematically analyzed to build narrative to support the quantitative results. The study showed that physical facilities and teaching and learning resources are inadequate for effective implementation of pre-tertiary curriculum. The finding showed that the teachers at the various primary schools are prepared for the implementation of the pre-tertiary curriculum. It was evident that unavailability of school facilities, insufficient supply of textbook, limited funding capacities, too much work load for the teacher, and high teacher pupil ratio are the major challenges to the effective implementation of the pre-tertiary education curriculum. The study found a significant difference (t= 6.835, df=215, p=0.000 [p<0.05]) between challenges teachers faced and their gender. According to the study, teachers experience differs in respect of the challenges (F= 475.135, p=.000<0.05). The analysis showed that the University of Education,Winneba http://ir.uew.edu.gh xiv challenges teachers faced differ in respect of their educational level (F=275.835, P<0.05). It was concluded that teachers are faced with numerous challenges in the implementation of the pre-tertiary curriculum. The study recommended that Ho Municipal Education Directorate in collaboration with Ghana Education Service should supply schools with adequate learning resource materials to enable teachers play their roles satisfactorily in the implementation of the pre-tertiary education curriculum

Source: UEW
Implementation challenges of the senior high school history curriculum in Upper Denkyira East Municipality and Upper Denkyira West district

The study was a case study that employed cross-sectional survey to examine the implementation challenges of the Senior High School history curriculum in Upper Denkyira East Municipality and Upper Denkyira West District. The study sought to answer the following research questions: (i) How do SHS students perceive History subjects in the study area? (ii) How clear are History teachers about the components of the SHSHC in the study area? (iii) What are the academic and professional qualifications of History teachers in the study area? (iv)What kinds of support are given towards the implementation of the SHSHC in the selected schools in the study area? (v) What are the implementation challenges of the SHSHC in the selected schools in the study area? A sequential mixed method approach was employed for the study with questionnaires and interviews as the main instruments for data collection. Census technique and Purposive sampling were employed for the study to select one hundred and seventy-five (175) respondents comprising students, teachers, heads of department and head of institutions. Analysis of data of students and history teachers was based on descriptive statistics with emphasis on mean and standard deviation. Also, qualitative data from Heads of institutions and departments were analyzed according to themes and verbatim quotation of responses of respondents. The study revealed that students perceived history as understandable and abstract in nature. The study identified that lack of or low in-service training and workshop for history teachers, inadequate funding, non-involvement of teachers in decision making and planning of the history programmes and insufficient instructional period affect the implementation of history Curriculum at the SHS level. It was therefore recommended that teaching of History should be made more practical than theoretical.

Source: UEW
Implementation of a physiological monitoring device to detect patient vital signs during treatment in Ghana

The physiological monitoring device is use to detect patient vital signs during treatment. It measures the rate a person that performs routine activities. The device detects body posture and activities that are of significant interest in applications such as sports, medicine, and military training. The study uses design of wireless controlled physiological monitoring device using ATMEL microcontroller. The physiotherapy is performed by a designed robotic arm fixed to the patient’s arm. The sensors and the robotic arm are connected to the ATMEL microcontroller; a ZigBee wireless communication module that assists Medical Officers to control the movement of the robotic arm (front, back, left or right) to provide physiotherapy treatment through personal computer. Results has shows that any vigorous movement of the robotic arm, results in the variations of heart beat and blood pressure, a situation that can be controlled by Medical Officers instantaneously using assistive arm.

Source: UEW
The implementation of capitation grant policy at the basic education level in Atwima Nwabiagya District, heachers and headteachers’ perspective

The Capitation Grant Policy (CGP) is one of the interventions adopted by the Ghana government to motivate Ghana‘s drive to achieve universal basic education. The purpose of the study was to examine the implementation of CGP on basic education in Atwima Nwabiagya District with respect to teachers and headteachers‘ perspective. The research design employed in the study was a descriptive survey through a quantitative approach. The overall reliability estimates for the instrument had a coefficient alpha of 0.844 which was above 0.7. Data for the study were obtained by using questionnaire to solicit views of teachers and headteachers on the impact of CGP on basic education. Out of 328 teachers from the sampled schools 120 of them were selected using simple random technique to participate in the study. With respect to the headmasters all heads of selected schools were purposively selected to take part in the study. The data were analysed through descriptive statistics such as frequencies, percentages, mean and standard deviation. Again, one sample t-test was used to compare the average results of BECE results before and after the implementation of CGP. The following findings were made. Teachers perceived the CGP to be good for increasing enrolment, improving attendance, closing the gap between boys and girls in terms of enrolment but not improving quality education. One of the key challenges of CGP implementation faced by headteachers and teachers was irregular release of the grant. In conclusion, the CGP has worsened quality education indicators such as class size and pupil-textbook ratio. It is recommended that government should release the CG regularly so that the schools can prepare SPIP ahead of time so that the use of the grant would be maximized. Again, adequate textbooks should be provided for students.

Source: UEW
Implementation of free senior high school policy a case study in some selected schools in the Western North Region of Ghana

The purpose of the study was to explore the implementation of the free senior high school policy in some selected schools in the Western North region of Ghana. The objectives of the study were; to find out how headmasters implement free senior high policy; to determine the effectiveness of the implementation of the free senior high policy; to explore challenges associated with the implementation of the free senior high school policy; to find out strategies that could be adopted by headmasters of senior high schools to manage the challenges of the implementation of the free senior high school policy. The research adopted a qualitative approach underpinned by interpretive philosophical assumptions using the case study approach. The sample size for the study was five participants using census and purposive techniques. The data were collected using unstructured interview guide. The data were analysed manually using thematic analysis. The findings of the study revealed that headmasters adopted the top-down (fidelity), mutual adaptation, and enactment approaches in the implementation. It was found out that the heads were faced with challenges, such as infrastructural issues, supply of expired goods, and delay in disbursement of funds. It was also found out that headmasters are less burdened, It was recommended that government should decentralise the regulations to the district level so that at the district level, some appropriate measures could be taken to address any possible challenges that will threaten the successful implementation of the policy, Government should not relent in its effort to supply all the necessary items that the schools will need to ensure effective teaching and learning.

Source: UEW
Implementation of new curriculum, an assessment of supervisory practices of heads of basic schools in Ablekumah Central Municipality

This research assessed the supervisory practices of heads of basic schools in Ablekumah Central Municipality in relation to the implementation of the new standard-based curriculum. The study adopted mixed method research approach which is also called the triangulation design. In this design three headteachers and fifty teachers were randomly sampled from a population of two hundred and eighty six. From the analysis of the quantitative and qualitative data, it can be observed that supervisory practices have changed since the introduction of the new curriculum. While teachers admitted to seeing these changes in the quantitative data, head teachers through the interviews confirmed some of these changes. Headteachers are adopting new supervisory practices and are becoming more interested in supporting their teachers to improve learning. These notwithstanding, it was observed inadequate training on the curriculum is obstructing its effective implementation. The study concluded that supervisory practices in the Municipality brings about greater impact on teaching and learning and therefore recommended that educators be given inservice training on the new curriculum. Also, headteachers should be motivated for adopting innovative supervisory practices and encouraged to put in much effort with the organisation of the professional learning communities.

Source: UEW
Implementation of project-based learning approach the case of Junior High School mathematics Teachers in the Nadowli-Kaleo District

he purpose of this study was to investigate the implementation of project-based approach among Junior High School mathematics teachers in the Nadowli-Kaleo District. The study had four research questions and was supported by the social constructivist learning theory. A descriptive cross-sectional survey design was used, where the views of all the 77 JHS Mathematics teachers in the District were solicited using a structured questionnaire and an observation checklist. Descriptive data analysis techniques, including simple frequency counts, percentages, mean, and standard deviation, were employed to analyze the collected responses in answering the research questions. The study revealed that mathematics teachers in the Nadowli Kaleo District generally had positive perceptions about project-based learning for mathematics. They believed the approach was effective and yielded several benefits, including fostering collaboration, aiding in identifying learners‘ strengths and weaknesses, and promoting learners‘ self-learning. Additionally, the findings indicated that Junior High School (JHS) mathematics teachers in the Nadowli-Kaleo District regularly employed a variety of instructional strategies to implement project based learning in their lessons. Notably, they used 57% of identified project-based learning strategies regularly, while 43% of the strategies were used occasionally. Moreover, it came out from the study that mathematics teachers in the Nadowli-Kaleo District faced challenges such as time constraints, insufficient parental support, a scarcity of materials, and delays in lesson delivery. Lastly, it was found that these teachers strongly advocated for NaCCA-designed projects, spreading project-based learning culture, in-service training, rewards for top projects, exhibition day, standards in assessment, and familiarizing parents with project-based learning significance. Based on these findings, it was recommended for Heads of Schools, SISOs, and the Nadowli-Kaleo District Education Directorate to regularize additional training workshops and allocate resources to support the implementation of project based learning in the District.

Source: UEW
Implementation of the common core mathematics curriculum in the Effutu municipality. The perspective of mathematics teachers.

The successful implementation of the school curriculum depends on how stakeholders acknowledge facilitators' perceptions. This study, therefore, investigated Junior High School Mathematics teachers’ perspectives on the implementation of the Common Core Mathematics Curriculum Programme (CCP). The study was situated into the interpretivist philosophy, influenced by the qualitative approach and directed by the phenomenology research design. Twelve (12) Junior High school mathematics teachers from public schools were selected to constitute the sample for the study. Purposive sampling technique based on specific criteria was used to select participants for the study. A semi-structured interview guide was used for data collection and data were analysed using thematic analysis. The study revealed that teachers expressed a nuanced understanding of CCP’s potential benefits including promoting critical thinking and problem-solving skills, and challenges related to complexity and resource availability. Furthermore, teachers reported various forms of preparation for implementing the mathematics component of the Common Core Programme (CCP). Based on the findings, it was concluded that mathematics facilitators have a nuanced array of perceptions about the Common Core program. While some educators embraced CCP as a promising avenue for cultivating critical thinking and problem-solving skills, others exhibited more ambivalent opinions. The study, therefore, recommended that educational institutions provide a diverse range of professional development opportunities through workshops, seminars, and training sessions to address both the positive aspects and challenges identified by teachers. Also, Junior High School Mathematics teachers should encourage collaboration among themselves to develop lesson plans, share best practices, and collectively address challenges.

Source: UEW