ghanaopendata/ghanaian-research-english huggingface dataset:
The influence of senior high school teachers’ demographic variables on their self-efficacy in teaching mathematics in the Ashanti Region of Ghana

It is acknowledged that teacher efficacy is associated with mathematical instructional quality and student confidence. The purpose of this study was to examine the influence of senior high school (SHS) mathematics teachers’ gender and teaching experience on their self-efficacy in teaching mathematics in Ashanti Region of Ghana. A 27-item questionnaire was given to a random sample of 154 Senior High School mathematics teachers in 20 Senior High schools to respond. The result of the study showed that the teachers’ efficacy level was high. Again, the result of the independent sample t-test indicated that the male mathematics teachers have high self-efficacy belief than the female counterparts. Once more, one-way ANOVA Test results with respect to teacher teaching experience show that there was no statistically significant difference between the means of the five groups of teacher teaching experience on Mathematics teacher efficacy. There was also a fairly strong and positive correlation between teachers’ perceived usefulness of mathematics and teacher efficacy in teaching Mathematics. It is recommended that all mathematics teachers in general and female Mathematics teachers in particular in the Ashanti Region should undergo constant professional development programmes as it is seen as one of the most important factors influencing teacher efficacy belief in teaching mathematics. It is also suggested that further research should involve a test in content knowledge, so that teachers can be assessed to confirm their confidence in content knowledge, rather than allowing them to rate themselves without the actual test.

Source: UEW
Influence of single parenting on academic support of Public Junior High School Pupils in Effutu Municipality

The study examined the influence of single parenting on the academic support of Junior High School pupils in the Effutu Municipality in the Central Region of Ghana. The study was grounded in the Epstein‘s six typologies of parental involvement in school. The cross-setional survey design was used and was aligned with positivist paradigm where 175 public junior high school pupils were chosen as a sample through the stratified random sampling technique. A Cronbach Alpha of not less than 0.70 was realized for all the various constructs. The data gathered through questionnaire were analysed using both descriptive (frequency, percentage, mean, standard deviation) and inferential (t-test) statistics with the aid of Version 22 of the Statistical Product for Service Solution (SPSS). The study revealed that the nature of single parenthood was mother dominated in-spite of their economic challenges. It was again, discovered that the factors affecting single parents‘ ability to support pupils‘ academic work had to do with limited parental formal education, limited income and financial resource and difficulty in speaking the official language of the school. Furthermore, the study showed that the main effects of single parents on academic support of pupils featured in parental difficulty in assisting with supervision and monitoring of homework and therefore fell largely on siblings for assistance. Others included poor participation in PTA and SMC meetings/activities. Besides, it was established that there is no statistically significant difference in the implications of single parenting on academic support of male and female. Therefore, it was recommended among others that the Effutu Municipal Education Directorate should collaborate with school authorities and community leaders to organize seminars and workshops for single parents to enable them monitor and supervise their children‘s learning. Teachers should be encouraged to pay attention to single parented pupils to help them adjust successfully to their academic work.

Source: UEW
Influence of social and demographic factors on crime in Kasoa

The study sought to examine the influence of social and demographic factors on crime in Kasoa. The exploratory two-stage sequential mixed method research approach based on pragmatic paradigm was used. In the first stage, interviews were conducted with 26 participants comprising two key informants and twenty-four focus group discussion participants at three community levels. A sample involving 246 respondents was sampled using cluster sampling, completed the questionnaire for the second stage. Data was triangulated, using semi-structured interview guide and observation checklist as instruments for data collection. Data collected was analyzed using thematic analysis and descriptive statistics. Findings revealed that, various social and demographic factors such as unemployment, unregulated urbanization, age, low level of education, parental neglect, peer influence and drug abuse influenced crime in Kasoa. Also, crime negatively affected the social well-being of residents, including; fear and panic, lack of belongingness and insecurity, sense of disunity, lack of confidence in the police, lack of trust for one another and partly interfered in their daily activities. Further, a multi-faceted approach such as institutional security strategies, local-level community strategies and personal protection strategies to reducing crime was identified from the results. Based on the findings of the study, it is recommended that the Ministry of Employment and Labour Relations should increase employment opportunities to the citizens, especially the youth to discourage rural-urban migration to reduce the high rate of unemployment. Also, the government should aid the Ghana Police Service to acquire and make use of technology in its crime prevention efforts, such as using more cameras, forensic tools and databases, to effectively track and prevent crime. Moreover, the Ministry of Gender, Children and Social Protection and Awutu Senya East Municipal Assembly should institute social systems or structures for the vulnerable in Kasoa, aimed at improving family support and stability, reducing drug abuse, and promoting positive attitudes towards crime prevention among the residents.

Source: UEW
Influence of social media language on the academic writings of students of senior high school a case study of Swedru School of Business

This study investigated the influence of social media language on academic writings of students of Swedru School of Business. It sought to find out if students‟ use of social media language had transcended into their academic writings and what opinions are about permitting the social media language in academic writing. The research drew inspiration from the Bandura‟s Social Learning theory (1997) and Corder‟s Error Analysis Theory (1974). Corder‟s Error Analysis Theory (1974) was employed. Data was collected through the use of two questionnaires, one for teachers and one for students. Also, students‟ deviations or errors were collected from their compositions. Data was analyzed qualitatively using the mean and standard deviation values represented in pie charts, bar charts and lines respectively. The findings revealed that though the use of social media language is prevalent among senior high school students on social media, it has not transcended into their academic writings. It therefore had no influence on students‟ writings. Though the students committed grammatical, spelling and sentence construction errors, those could not be attributed to their use of social media language. The research concluded that the use of social media language does not pose a major threat to students‟ formal writings. The researcher recommends that teachers should create opportunities for students to write more essays, so as to help them overcome their identified errors

Source: UEW
Influence of social media on literacy development among junior high school pupils in the Asante-Akim south district

The study looked to investigate the effects of social media on literacy development among pupils in junior high schools. The study was aimed at finding pupils’ perception about the nature of literacy, identifying major social media network sites and their mass usage among pupils as well as the effects of social media and social networking sites on pupils’ language learning and literacy development within the context of sociocultural and social learning theories. To achieve the objectives of this study, a case study design was used which comprised the use of interviews to solicit pupils’ responses on the effects of social media on literacy development. The population of the study consisted of all JHS pupils in the Asante-Akim South District in the Ashanti region of Ghana. A purposive sampling technique was used to select 25 pupils (14 females, 11 males) from three junior high schools. The study revealed that majority of participants perceived the nature of literacy to be the ability to read, write and speak a language. The findings also showed participants’ exposure to major social media tools and social networking sites such as Facebook, Short Message Services (SMS), Whatsapp, Twitter and You Tube likewise online practices such as chatting, blogging, watching movies, listening to audios, image sharing, and so on. The study in addition revealed that social media tools and online practices influence participants’ reading skills and habits, writing skills, speaking, listening and critical thinking skills in everyway. The data were analyzed using thematic analysis (qualitative content and document analyses), table with description and data triangulation. This research recommends the strict application of Ghana Education Service rules and parental guidance on electronic devices usage in schools, homes and the promotion of social media networks for educational purposes.

Source: UEW
The influence of socio- economic status of parents on perceived students’ academic achievements in Prempeh MA cluster of Junior High Schools in the Kwadaso Municipality

The purpose of the study was to investigate the implications of socio- economic status of parents on students’ academic achievements in Junior High Schools of the Prempeh cluster of Basic Schools in the Kwadaso Municipality. The objectives of the study were to find out the effect of parents financial circumstance on children’s perceived academic achievement, determine the effect of learning environment provided at home on children’s perceived academic achievement and to find out the effect of parents educational attainment on children’s perceived academic achievement. The descriptive cross sectional survey design was used for the study. The target population for the study was 135 head teachers, teachers and parents. Census sampling technique was used to select all the three head teachers and 57 teachers. Simple random sampling technique was used to select 63 literate parents making a total of 123 respondents for the study. Closed ended questionnaire was used to collect data for the study. The reliability test yielded Cronbach Alpha of 0.82. The data were computed using the Statistical Package for Social Sciences and analyzed descriptively. The study found that parents’ financial circumstances determined the type of school children attended and that the ability to support children’s education influenced students’ confidence towards learning. The provision of lights, lantern, textbooks and serene atmosphere helped in improving children academic performance. Parents’ educational attainment determined the kind of assistance children receive at home from school. It is recommended that based on the findings and conclusions head teachers should educate parents to provide their children with serene and supportive home environment in order to help their children in their studies after school.

Source: UEW
Influence of sports betting on academic work among Teacher-Trainees of Bagabaga College of Education, Northern Region, Ghana.

Sports betting appears to be a common practice among Ghana's teeming youth, and it is gaining traction in educational institutions. The study investigated the impact of sports betting activities on the academic work of teacher-trainees of Bagabaga College of Education in the Northern Region. The study intended to address four research objectives: (1) identify what influences teacher-trainees' sports betting activities, (2) comprehend the perceived benefits of sports betting, (3) examine the effects of sports betting on teacher-trainees' academic work, and (4) recommend ways to reduce teacher trainees' involvement in sports betting. Using a qualitative approach, interviews were conducted with a sample of 20 teacher-trainees obtained by the adoption of purposive and snowballing techniques. Using thematic analysis of Braun and Clarke's model, it is discovered that financial benefits are the primary motivator for teacher-trainees' betting actions through their participation. The findings also reveal that peer pressure, betting commercials, curiosity, cost of living, and free Wi-Fi play important roles as inducements for trainees' betting activities in Colleges of Education. Again, the findings highlight how their gambling habits boost socialisation and serve as a stress reliever for them on campus. Betting addiction, dislike for study groups, restless nights, loss of attention in class, and obsessive selling of mobile phones were revealed as negative consequences of their betting activities, leading to poor academic performance. In order to address some of these issues, the study recommends stakeholders such as the Ministry of Education and educational partners to launch regular educational campaigns, as well as the government providing policies that can help reduce sports betting among teacher-trainees and the youth. Also, if possible, it can be taught as a course at educational institutes, as proposed in the literature. Finally, the report recommends that College Management frequently block betting-related websites on trainees' Wi-Fi platforms while also ensuring that the Gaming Commission of Ghana scrutinises advertising content in the media.

Source: UEW
Influence of sports betting on academic work among Teacher-Trainees of Bagabaga College of Education, Northern Region, Ghana.

This research explores the impact of integrating multimedia tools into cognitive load theory (CLT) learning strategies to improve the teaching and understanding of fluid mechanics among Senior High School students. The primary objectives were to assess students’ pre-existing knowledge of fluid mechanics, evaluate the effectiveness of multimedia-enhanced CLT strategies in fostering conceptual change, and understand students' attitudes toward this instructional approach. The research focuses on the challenges students face in grasping fluid mechanics concepts and aims to design educational interventions that reduce cognitive overload while enhancing student engagement. Employing a mixed-methods research design, the study gathered data from students at Asamankese Senior High School in the West Akim Municipality, Eastern Region of Ghana, using the Fluid Mechanics Conceptual Test (FMCT), Physics Student Attitude Questionnaire (PSAQ), and Physics Student Semi-Structured Interview (PSSI). The findings reveal that students' prior conceptions of fluid mechanics fell into three categories: correct, alternative, and null conceptions. Initial assessments showed a significant number of students at Asamankese SHS held alternative or null conceptions, coupled with negative attitudes towards fluid mechanics. This highlighted the need for targeted educational interventions. Post-intervention results indicated notable improvements in students' understanding and attitudes. The study emphasizes the role of multimedia tools - such as text, visuals, simulations, and diagrams - integrated with cognitive load theory principles like segmentation and modality to enhance understanding of fluid mechanics at Asamankese Senior High School. The research concludes with recommendations for educators and policymakers to refine fluid mechanics instruction through these strategies, contributing to the advancement of physics education and setting the stage for future studies in this field.

Source: UEW
The influence of student centred teaching methods on the academic performance of students of Afua Kobi Ampem Girls Senior High School

The purpose of the study was to assess the influence of student-centred teaching methods on the academic performance of students of Afua Kobi Ampem Girls’ Senior High School. The descriptive survey was used for the study. The target population of the study comprises all teachers and students of Afua Kobi Ampem Girls’ Senior High School. Convenience sampling technique was used to select 150 students and 80 teachers for the study. Questionnaire was the main instrument used for the study. The collected data were statistically analysed using frequency tables, percentages and linear regression analysis. The study found that, role plays, individual or group-based activities and presentation were the student-centred methods used in the school. The study further revealed that teachers use the methods by supporting student diversity and individual learning needs as well as visiting working organizations with students. The study revealed that student-centred teaching methods challenge students to be creative, increase their confidence, encourage students to learn at their own pace, lead to respect for different individuals, develop the abilities to do new things and work independently. The study revealed that there was a positive relationship between student-centred learning practices and students’ academic achievement. Moreover, the study revealed that lack of knowledge and skills about student-centred learning, strict syllabus that does not allow student-centred approach and lack of resources were the challenges faced by teachers in using student-centred approach. It is recommended, among others, that the Ministry of Education in conjunction with the GES, should organize in-service training courses on student-centred teaching for teachers.

Source: UEW
The influence of students’ learning styles on teachers instructional practices, a case study of public senior high schools in Bekwai Township

The purpose of the study was to ascertain the influence of students’ learning styles on teachers’ instructional practices in public Senior High Schools within the Bekwai Township. The study was basically a cross-sectional survey which used descriptive survey (structured questionnaires) to gather the data from 60 respondents. Descriptive statistics were used to analyse the results. The results of the study revealed that majority of the teachers did not consider students learning styles before teaching. In addition, according to the findings majority of the teachers did not consider students learning styles during teaching. The study also revealed that there was no significant difference in professional and non-professional teachers in terms of consideration of students’ learning styles before and during teaching. Based on the findings of the study, the researcher recommends that intensive workshop programmes should be conducted by the Ghana Education Service on regular basis for teachers to equip them with recent trends of methods to teach students with diverse learning styles. Moreover, the minority of the teachers who considered students’ learning styles should be motivated by their respective heads of schools to enable them continue the process of considering students’ learning styles and for others to emulate this exemplary act.

Source: UEW
Influence of study habits on academic performance of students in mathematics in junior high schools in the Kumasi Metropolis

The study investigated the influence of study habit on academic performance of students in Mathematics in junior high schools in the Kumasi Metropolis. The study adopted descriptive survey research design where data were collected from Mathematics Teachers and Students in Weweso M/A JHS, Aprade JHS, Kentinkrono JHS and Emmanuel Methodist JHS, Anwomaso JHS. This through random sampling sampled 278 students and 10 Mathematics Teachers. The study designed two sets of questionnaire for data collection, one set for teachers and other set for students. The data collected were entered into SPSS, version 21.0 for analysis. The study found out that majority of the students attended all Mathematics classes; solved mathematics past questions, learnt or studied mathematics in quite environment, did mathematics exercises without coping from others and had personal mathematics textbooks. However, the study also revealed that majority of the students did not revise their Mathematics notes as required, did not contact Mathematics Teachers for help on difficult topics and did not ask questions in class. The number of students with good study habits towards Mathematics was 2.8% higher than those with bad study habit. Watching of television was the main challenge to the study of Mathematics at homes. Mathematics Teachers identified inadequate mathematics textbooks, larger class sizes and small time allocation for the Mathematics on the school timetable as a challenge that hinder effective teaching for Mathematics. Students with good study habits performed better in Mathematics than those with bad study habit. The study recommends that parents should be sensitized on when to allow their children to watch television at homes. Students should be encouraged to ask questions in class. Adequate Mathematics textbooks should be provided.

Source: UEW