ghanaopendata/ghanaian-research-english huggingface dataset:
Teacher quality as a determinant of pupils’ academic performance in religious and moral education: a survey

The study examined the relationship between teacher quality and pupils’ performance in RME in basic schools in the Ga-South Municipality. The correlational research design was adopted for the study. Through the use of cluster sampling, multi-stage sampling and proportional allocation of sample size as well as the purposive sampling procedure, 159 basic schools and 532 respondents consisting of 357 pupils and 175 RME teachers were selected to participate in the study respectively. The questionnaire, observation guide and a standardised-achievement test were used to gather the requisite data for the study. The data were analysed through the computation of descriptive statistics such as frequencies, percentages, mean of means distributions and correlation.The study among other things found out that RME teachers possess adequate knowledge about the use of technology or instructional resources. However, there was a weak positive correlation between teachers’ technological knowledge and pupils’ academic performance. Again, RME teachers possess adequate knowledge about the use of pedagogy and content, however, there was a weak positive correlation between teachers’ content knowledge and pupils’ academic performance.The study recommended that circuit supervisors should visit remote schools to observe for themselves if teachers are always at post. The Ministry of Education, Ghana Education Service and Curriculum Research and Development Division (CRDD) should organise in-service training for teachers on contemporary pedagogies and the appropriate use of instructional resources for the teaching of RME.

Source: UCC
Teacher quality as a determinant of pupils’ academic performance in religious and moral education: a survey

The study examined the relationship between teacher quality and pupils’ performance in RME in basic schools in the Ga-South Municipality. The correlational research design was adopted for the study. Through the use of cluster sampling, multi-stage sampling and proportional allocation of sample size as well as the purposive sampling procedure, 159 basic schools and 532 respondents consisting of 357 pupils and 175 RME teachers were selected to participate in the study respectively. The questionnaire, observation guide and a standardised-achievementtest were used to gather the requisite data for the study. The data were analysed through the computation of descriptive statistics such as frequencies, percentages, mean of means distributions and correlation. The study among other things found out that RME teachers possess adequate knowledge about the use of technology or instructional resources. However, there was a weak positive correlation between teachers’ technological knowledge and pupils’ academic performance. Again, RME teachers possess adequate knowledge about the use of pedagogy and content, however, there was a weak positive correlation between teachers’ content knowledge and pupils’ academic performance. The study recommended that circuit supervisors should visit remote schools to observe for themselves if teachers are always at post. The Ministry of Education, Ghana Education Service and Curriculum Research and Development Division (CRDD) should organise in-service training for teachers on contemporary pedagogies and the appropriate use of instructional resources for the teaching of RME.

Source: UCC
Teacher Recruitment and Retention in Private Schools in the Cape Coast Municipality

The purpose of this study was to investigate the factors that influence recruitment and retention of teachers in Private Senior High School in the Cape Coast Metropolis. The study thus looked at the various methods of recruitment of teachers as well as the factors influencing teacher retention. The researcher used the survey design for the study. Due to time constraint of the research the study was limited to Cape Coast metropolis. The study population embraced all the teachers in four private senior high schools in the metropolis. A purposive sampling was initially used to select 80 respondents from four private senior high schools. The main instrument used in the collection of data was the questionnaire. The questionnaires were coded and entered into Statistical Product and Service Solution (SPSS) Version 11.0 Software for analysis. The study revealed that most of teachers leave teaching in private senior high schools in search for better paid work. The school authorities recruited teachers from outside the schools through member of staff, application letters and so on. It was also found that school facilities like teaching facilities, accommodation, good medical service and transportation were the major factors that influence the retention of teachers in the metropolis. Some of the recommendations included giving incentives to teachers, providing accommodation, organizing regular workshop and seminars to enable teachers abreast with the new methods of teaching and considering increasing teacher salaries since salaries of teachers have the largest effect on retention

Source: UCC
Teacher retention: a review of policies for motivating rural basic school teachers in Ghana

The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers‟ salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.

Source: UCC
Teacher role and instructional time management in Kete-Krachi Secondary Schools Ghana

The process of teaching in terms ot: for example, use of time requires effective management to ensure quality student achievement. This study sought to investigate how teachers in Kete-Krachi secondary schools manage instructional time. The study used a checklist, a time diary form and an interview guide to collect information from 50 of the targeted teachers, about all activities the teachers engaged in during the entire school week. Data was also obtained about attitude of teachers towards time management. It was found that the teachers engaged in a wide variety of activities, using time that varied from one activity to another; these activities ranged from preparation of lesson notes and sports committee meeting to siesta, preparing cakes for sale and walking home from school; Teachers spent 188.79 minutes, a day, in managing instruction, 146.9 minutes on administrative duties, and a whopping 956.39 minutes on activities encoded social as against 251.64 minutes for instruction. The study also revealed that while some teachers assumed the elevated responsibility of providing instructional leadership for both staff and students, there were others who merely gave instructions without applying any skill necessary for professional practice. If school time management is to improve, teachers would have to find time everyday to think of what to do in advance of actual performance. So it has he en recommended that school administrators proceed with caution when assigning duties to teachers because some duties may have to be run during teaching time.

Source: UCC
Teacher time-on-task in selected basic schools in the Cape Coast metropolis

Students in developing countries are often taught for only a fraction of the intended number of school hours because time is often lost or wasted to informal school activities. The study sought to investigate how teachers utilize their time - on- task in selected schools in the Cape Coast Metropolis of Ghana using the descriptive survey research design. It examined factors that affect teacher time- on- task, effect of teacher time-on-task on students’ academic performance and how teacher time-on-task could be improved in the schools. The sample for the study was 60 teachers who responded to questionnaires. Data was analyzed using descriptive statistics, that is, frequencies and percentages. The study revealed that teachers’ lateness and non-attendance to school affect the use of instructional time. Also, some teachers were of the view that teachers’ time-on-task is not for academic activities only, as such, they could use instructional time for other activities. The study recommended that the Ghana Education Service should intensify both external and internal supervision of teachers to make sure time-on- task is not wasted. In addition, school authorities should sanction teachers who are always not punctual and regular to school and as such waste instructional hours as this will ensure proper use of instructional time.

Source: UCC
Teacher trainees’ attitude towards learning mathematics and anxiety levels for teaching mathematics

The purpose of the study was to investigate teacher trainees’ attitude towards learning mathematics and their anxiety levels for teaching mathematics as trainees in the internship of the out-segment programme. The study involved 160 third year teacher trainees comprising 55 trainees from Upper East Region, 50 from Upper West Region and 55 from Central Region of Ghana using purposive sampling technique. Teacher trainees showed positive attitude towards all the six variables measured. The independent t-test showed no significant difference between males and females trainees’ attitude towards learning mathematics except in college A. The one way Analysis of variance (ANOVA) test for significant difference on trainees scores at 0.05 alpha level showed no significant differences in attitude towards learning mathematics among trainees in the three colleges (with F < 3.00 p > 0.05). Slightly more than one tenth showed no anxiety teaching mathematics; twice as many indicated high anxiety level teaching mathematics. 32% of the trainees showed slight anxiety level teaching mathematics. No significant difference was found between males and females anxiety level teaching mathematics. The result of the ANOVA shows no significant differences in anxiety teaching mathematics among trainees in the three colleges. There was low but significant negative correlation between trainees’ attitude towards learning mathematics and their anxiety level for teaching mathematics. Implications of the findings were discussed and recommendations made.

Source: UCC
Teacher trainees’ perception of their competence: a study of selected seventh day adventist teacher training college trainees, Asokore, Ghana

Ghana like all nations needs useful and good quality education that will help in the country’s development. This can only be done when teachers are well equipped and competent enough to teach. Teacher competence is therefore very much necessary for the development of education. The study was, therefore, designed to find out teacher trainees’ perception of their competence. This was to find out how prepared they were after their initial training to teach. The researcher reviewed related literature on the topic, using mainly the library. Questionnaire was the instrument used in collecting data. One set of questionnaire was designed and administered to teacher trainees who had completed their one year teaching practice under mentorship. Random sampling procedure was used to select a sample that comprised 80 teacher trainees. The data obtained were analyzed using descriptive statistics. The main findings were that: (a) Teacher trainees saw themselves as competent after going through the new programme which is the in-in-out programme at the teacher training college. And (b) the development of the teacher must be done in a holistic way, which should include an appropriate balance of general education, academic specialization as well as professional studies. Among the recommendations made were that, during the period of mentorship more subject matter content should be taught at the study cycle meetings. On-campus teaching practice must be effectively done in all subjects

Source: UCC
Teacher, Parental and Administrative Support for Pupils with Special Educational Needs in Regular Education Classrooms in the Cape Coast Metropolis

The purpose of the study was to examine teacher, parental and administrative support for pupils with special educational needs (SEN) in regular education classrooms in the Cape Coast Metropolis. The study was guided by seven research questions. The study adopted a quantitative approach with a descriptive survey research design. Multistage sampling technique was employed to select participants for the study. That is, proportional sampling (297 teachers), purposive sampling (60 parents), and simple random sampling (63 school administrators). Questionnaire was used to collect data for the study. Descriptive statistics specifically, frequency counts and percentages, means, and standard deviation were used to analyse the data. The results of the study revealed that teachers used remedial teaching to support pupils with SEN. It was further found in the study that parents provided relevant information about their children to the schools. Also, the results of the study revealed that school administrators provided guidance and counselling services in schools. The challenges parents, teachers, and school administrators faced are: inadequate benefits from capitation grants, large class size, and inadequate resource room and resource teachers respectively. Based on the findings drawn from the study, it is recommended that the District Assemblies and Local Government Authorities should channel capitation grants to benefit parents who have children with SEN. The Ministry of Education should build more classroom blocks and appoint more regular education teachers (RETs) to minimise the high pupil-to-teacher ratio in the classrooms. The Ghana Education Service should provide schools with resource centres and resource teachers to assist RETs in managing pupils with SEN in their classrooms and in the resource room.

Source: UCC
Teacher-Trainees’ Perception of Guidance Services in Colleges of Education in the Volta Region, Ghana

Students need guidance and counselling at various levels of their educational development. The general purpose of this study was to find out teacher-trainees’ perception of guidance services offered in Colleges of Education in the Volta Region of Ghana. The research study was guided by Existential theory and Humanistic person-centred theory. The study is a quantitative research which employed descriptive survey design. A sample size of 346 respondents made up of teacher-trainees was selected from seven Colleges of Education in the Volta Region using a multi-stage sampling procedure with purposive, quota, convenience and simple random sampling techniques. Data was collected with a 55-item researcher-made questionnaire with reliability coefficient of 0.89 alpha and content validity was established for the items. One-Way Analysis of Variance (ANOVA) and Independent samples t-test were used to analyze the four research hypothesis stated for the study. The statistical packages for social sciences (SPSS) software application were used to test hypothesis at 0.05 significant level. The study reveals that guidance and counselling needs of teacher-trainees is the same for male and female. It was recommended that Ghana Education Service should ensure that trained and qualified counsellors are posted to the colleges to offer services that will meet the needs of teacher-trainees.

Source: UCC
Teacher-trainees’ sense of efficacy in students’ engagement, instructional practices and classroom management in social studies lessons

Teacher efficacy has been linked to several personal and contextual variables, important teacher behaviours, and student outcomes. Researching on Colleges of Education final year teacher-trainees’ (mentees) sense of efficacy in students’ engagement, instructional practices, and classroom management in Social Studies lessons seems to be very essential as products from the teacher training colleges are supposed to teach the subject at the basic school level in Ghana. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Purposive and convenience sampling techniques were used to select the colleges and the 150 final year teacher-trainees for the study. The study revealed that where final year teacher-trainees are responsible to conduct curriculum-based teaching in the Ghanaian Basic Schools, the orientation about what they believe in rather impact on what and how they go about their classroom activities; instructs, engage their students, and manage their social studies lessons. It is therefore suggested that participatory techniques such as role-play, simulation, discussion, debates, brainstorming, writing narratives, and other cooperative learning approaches should be used in the teaching and learning of Social Studies to help pupils become critical thinkers, tolerant and problem solvers since the subject was introduced solely to the right the wrong in society.

Source: UCC
Teacher-Trainees’ Varying Curriculum Conceptions of Social Studies in the Colleges of Education (CoE) in Ghana

Exploring teacher-trainees’ varying curriculum conceptions of Social Studies in the Colleges of Education in Ghana has become necessary since the subject perceived as problem-oriented in the Junior High School (JHS) curriculum is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Non-probability sampling method (purposive and convenience sampling techniques) was used to select the colleges and their final-year trainees on teaching practice for the study. The study revealed that the varying conceptions through time and space indicated that Social Studies is seen as a subject introduced solely to right the wrong in society, and its teaching and learning must be centred on issues and how problems are solved to unearth youth with positive attitudinal building skills and behavioural change. It was recommended that citizenship, political, moral and peace education should be taught under the framework of Social Studies programme, and these perspectives must be well framed and properly imparted by teachers.

Source: UCC
Teachers And Pupils’ Perceptions Of Teaching Citizenship Education In Basic Schools In Tema Metropolis, Ghana

The study examined teachers’ and pupils’ perceptions of teaching citizenship education in the basic schools in Tema Metropolis in Ghana. The study adopted a concurrent embedded design under a mixed methods approach. The target population for the study encompassed all 59 Social Studies teachers, 4740 public school pupils and 3490 private school pupils. The sample size for the study was 128. Simple random sampling techniques and purposive sampling techniques were used to select the participants for the study. Simple random sampling was used to select the junior high schools and the pupils in JHS2 for the study. The Social Studies teachers were purposively selected for the study. Interviews were conducted with all the selected 8 Social Studies teachers from the four junior high schools (public and private) in Tema Metropolis. Descriptive statistics (percentage counts, means, and standard deviation) were used to analyse data for research questions one, two, three, and four. Inferential statistics (Independent samples t-test) was used to analyse the research hypotheses. It was found that Citizenship Education is essential to the curriculum since it encourages pupils to learn their roles, such as to become active members, well-informed and responsible citizens capable of making positive contributions to their communities and worldwide. Teaching pupils about their duties and responsibilities in society helps them develop a sense of civic responsibility, an awareness of the democratic process, and respect for diversity. The findings of this study can also help inform educational policies and practices to enhance the effectiveness of teaching Citizenship Education. It is recommended that the GES, the schools, and other stakeholders, including teachers, help pupils be better equipped with basic skills regarding respect, honesty, and integrity to become responsible citizens actively involved in their activities in communities and be devoted to contributing to society

Source: UCC
Teachers and students perception of adolescent pregnancy and it's relevance to the social studies curriculum

This study was designed to examine teachers' and students' perception of adolescent pregnancy and its relevance to the social studies curriculum in the Komenda- Edina-Eguafo-Abirem Municipality of the Central Region of Ghana. The study was a cross-sectional survey. Simple random sampling procedure was employed to select 40 JHS, 300 third year students and 62 social studies teachers for the study. Questionnaires were used to solicit responses from both students and teachers. The Statistical Product for Service Solutions (SPSS) was employed to analyze the data. Frequencies, percentages and tables were used to present the data.The findings from the study showed that teachers and students understood the concept of adolescent pregnancy. The findings also revealed a consensus among teachers and students that the teaching of sex/adolescent reproductive health (ARH) education is relevant in educating students to take informed decision about their sexual lives. Teachers and students were in favour of sex/ ARH education being introduced as a separate subject in the JHS in order to broaden the content of the subject, time and to create room for parents' involvement in school sex/ ARH education programmes. It was recommended that the social studies curriculum should be designed to meet the aspirations of student girls. The curriculum of sex/ ARH education should be enriched by focusing on biologic aspect of reproduction, values, attitudes, communication, negotiation and contraceptive use that would enable students to stand against the pressure for sex, adolescent pregnancy and STDs.

Source: UCC