ghanaopendata/ghanaian-research-english huggingface dataset:
Assessment of training practices in the Ghana police

This study was carried out to assess the training practices in the Ghana Police Service at the National Police Training School, Accra and the Winneba Police Command and Staff College, Winneba. It examines the curriculum, scope of training and pedagogical practices employed by police trainers in Ghana, how well the trainees apply their training to Police work, the challenges the training academies face and feasible measures to address these challenges. Methodologically, the study employed the mixed methods by using both quantitative and qualitative approaches in getting the relevant data to satisfy the purpose and objectives of the current study. Sampling methods used were purposive and simple random sampling methods. In-depth interviews were also conducted to elicit qualitative data. The study revealed that police curriculum is categorized under Police Science, Legal Studies, Social Science, Communication Skills and Information Technology and Basic Officer Skills. In addition, it has been deduced that Senior High School Certificate holders are mostly recruited as trainees in the Ghana Police Service with six (6) months basic training with English Language as the medium of instruction. Classroom instruction was the popular method of teaching. The study concluded that the police apply their training to police work professionally by being proactive in fighting crime. The study, however, found out that police training academies in Ghana lack proper equipment, logistics and training materials. In view of this,it is recommended that the government, in collaboration with other stakeholders in the Police Service, must help to provide good training facilities, infrastructure and funds to support quality training delivery.

Source: UCC
Assessment of training programmes in the motor traffic and transport unit of the Ghana police service

This study was conducted on the premise that despite the importance of staff training in the attainment of organizational goals, most organizations do not conduct staff training programmes very well. The objective of this study was to assess the training programme of the Motor Traffic and Transport Unit (MTTU) of the Ghana Police Service in terms of expectation of the trainees before and after the training and its training activities. The survey research design was adopted for this study while the multi-stage sampling techniques were adopted to arrive at a sample size of one hundred and ten (110) respondents out of a sample frame of two hundred (200). The simple random sampling technique was used to select 74 trained and 36 untrained personnel while the purposive sampling technique was used to select six (6) trainers. Questionnaire was utilised to solicit the needed information. The study revealed that even though some forms of training activities are being carried out at the Police Training School, the MTTU programme is not comprehensive enough and lacks best practices while teaching and learning materials, course contents and teaching methods need a review. It was also discovered that training does not necessarily lead to improvement in job performance. It is therefore recommended that MTTU should review it current training programme and develop an elaborate and comprehensive training policy document which spells out details and regulations governing the training activities and also seek logistical support especially financial and expert support.

Source: UCC
Assessment of Utilization of Contraceptives among Women in Effutu Municipality in the Central Region, Ghana

The aim of the Ghana National Contraceptive Security is to provide a conceptual approach at achieving a Contraceptive Prevalence Rate (CPR) of 50 percent by 2020. Despite the various activities carried out by Reproductive Health Unit (RHU) across the country on contraceptives, there is an unmet need of 35 percent which largely could be as a result of wrong perceptions or certain myths people have on contraceptives and side effects associated with them. The study accessed the utilization of contraceptives among women (15 – 49 years) in Effutu Municipality in the Central Region. Descriptive cross-sectional survey design was used to collect quantitative data. Questionnaire was used to collect the data from 277 women. A multi-stage sampling technique was used to select the respondents. Statistical Package for Solutions and Service (SPSS) version 21.0 and Microsoft Office Excel (2013) were be used to analyze the data collected. The results demonstrate that the knowledge and utilization level on contraceptives was high (87%). The results show that contraceptive use is greatly influence by husband’s approval. Educational programmes on family planning should target men so as that they could allow their partners to use contraceptives. It is recommended that there should be an intensification of educational programmes particularly to address the issue of side-effects perceived to be associated with the use of contraceptives.

Source: UCC
Assessment of Visitor Motivation and Experiences to the Cape Coast Destination Area.

Studies in tourism have shown that visitor motivation to travel and experiences are important to every destination. This study therefore assessed the motivation and experiences of visitors to the Cape Coast destination area. The study was guided by a positivist philosophy of research- a quantitative approach. Questionnaires were used to collect data from 179 visitors to the Cape Coast destination area. Data was analysed through manual coding, use of chi-square and descriptive statistics. Results from the study revealed that, visitors who came to the Cape Coast destination area were mostly motivated by pull factors, especially history/culture and facilities /uniqueness of the Cape Coast destination area. Although visitors were motivated the least by push factors, they were pushed primarily to the Cape Coast destination area for knowledge improvement. It was established that, a significant relationship existed between continent of origin of visitors, occupation of visitors and motivation to visit the Cape Coast destination area. As a consequence of the motivation to the destination area, visitors had education/knowledge, local culture/history, escapist/refreshment, aesthetic, hedonism/entertainment and adverse experiences. A significant relationship was also found to exist between continent of origin of visitors, age of visitors, occupation of visitors and experiences of visitors to the Cape Coast destination area. Based on the findings, it is recommended that, locals should be educated to understand the importance of their interactions between themselves and visitors at the Cape Coast destination area as it will ensure positive flow of benefits to both parties. Also, facilities at the destination area should be regularly and carefully maintained to ensure continued satisfaction of visitors. Furthermore, proper drainage and sanitation systems should be put in place to ensure cleanliness of the Cape Coast destination area.

Source: UCC
Assessment of Vulnerability and Coping Livelihood Strategies of Fishermen in Elmina, Ghana

This study assessed the vulnerability and coping livelihood strategies of fishermen within the context of declining marine fisheries in Elmina, Ghana. One hundred and fifty-five (155) fishermen were purposively selected for questionnaire interviews from January to March 2017. The results showed that most of the fishermen depended heavily on fishing as a major source of livelihood. Nonetheless, their income levels were trifled due to declining fisheries. The vulnerability index of the community proved to be significantly high. The coping livelihood strategies were largely informal, comprising farming and trading, among others. A little over half of the fishermen were willing to leave the fishing sector for different livelihoods, given other prospects. It is concluded that improving livelihoods in the community will require strengthening supplementary livelihood occupations, and educating fishers on the dangers of using illicit fishing methods are required for the growth of the sector and enhancement of income levels of fishermen.

Source: UCC
Assessment of vulnerability of assets and livelihoods to climate variability for adaptation planning in a coastal community in Ghana

Since 1970, temperature increase of over 1ºC and reductions in rainfall of approximately 20% have been recorded in Ghana. The aim of the study was to contribute to the processes of adaptation planning to climate variability through the assessment of climate vulnerability in Akwidaa, Ghana. The methodology combined empirical historical data with active community participation and local knowledge. Historical climate data from 1970 to 2012 was collected from the Ghana Meteorological Agency and analyzed for trends using linear regression and anomalies. Data on livelihoods of communities living in Akwidaa were obtained using questionnaires and interviews. The general assumption was that livelihood options and assets in Akwidaa were vulnerable to climate variability and there would still be heavy dependence on farming and fishing. Possible adaptation strategies for Akwidaa were explored with active participation of the locals, district assembly and desk study. The results show that, rainfall in the area has reduced over the past 43 years by approximately 0.2 mm whilst temperature has also increased by 0.02 ºC respectively. Relative humidity in the area has also decreased by 2%, signifying reduction in moisture. Increasing temperatures and decreasing precipitation has also had negative impacts on livelihoods leading to a decline in activities. The community has not coped well with the impacts of climate variability and will need well planned community-based adaptation strategies.

Source: UCC
Assessment of Vulnerability to Flooding in Coastal Communities of Ketu South Municipality of Ghana

ABSTRACT Some communities along the coast of Ketu South Municipality in Ghana remain vulnerable to coastal flood events from storm surges, high tidal waves, lagoon overflow and heavy rainfall. However, the local conditions including biophysical and socioeconomic conditions that make these communities vulnerable are poorly understood and knowledge on which community is most vulnerable is lacking. This study improves the conceptual understanding of different dimensions of vulnerability that exist across the communities including Blekusu, Agavedzi, Salakope, Amutsinu and Adina and the various levels of vulnerability that each exposed community exhibits. The study also provides knowledge on determinants for relocation as an adaptation option. The study used data from eight (8) in-depth interviews, nine (9) Focus Group Discussions and 354-household survey to explore local vulnerability issues and to construct exposure, sensitivity, potential impact, adaptive capacity and composite vulnerability indices at community levels. Results from the study show that the communities have different levels of vulnerability as a result of differences in their exposure, sensitivity and adaptive capacity levels. And willingness to relocate is determined by household flood duration, number of livelihoods and sea defence preference. These results are useful for flood disaster management programs and implementation of robust adaptation options with inclusion of local knowledge.

Source: UCC
An assessment on management of instructional time in public junior high schools in the Mampong municipality in the Ashanti region

Effective instructional time management is crucial in the running of schools. With this in view, an assessment was conducted into the instructional time management of public Junior High Schools in the Mampong Municipality. A sample of 235 respondents made up of 207 teachers and 28 headteachers was used. Three instruments, including a self-administered questionnaire, observation and interview guides were used for data collection. The instruments were pilot tested on 13 headteachers and 90 teachers who did not take part in the main data collection process. Data from both the pilot test and main data administration were analysed manually and electronically, in which the electronic analysis was done with the help of the Statistical Products and Service Solutions (SPSS) version 12.0. Presentation of results was done mainly through frequency tables and percentages. Results of the study indicated that the minimum teaching period per week was 24 hours and the maximum was 36. It was also found that every JHS officially started lessons from 7.30 am and ended at 1.40pm, this meant there were eight hours instructional time for use. Again, the results revealed that preparation and vetting of lesson notes constituted a major component of the instructional time management. Some challenges to instructional time usage were uncovered and they included the fact that most teachers did not respond promptly to bells, managing classes of absentee teachers, supervision of teachers during free periods and during teaching. Appropriate recommendations were made particularly to headteachers to step up their supervisory duties.

Source: UCC
Assessment Practices among Secondary Physical Education Teachers in Ghana

Assessment is lacking in many physical education classes. Rather, many teachers base evaluations on student behavior and participation. The primary purpose of the study was to describe Ghanaian secondary physical education teachers’ assessment practices. Participants included a purposive sample of 63 secondary physical education teachers (43 males and 20 females). An open-ended questionnaire served as the main data source. Data were analyzed using qualitative content analysis (Patton, 2002), comprising of both inductive and deductive analyses. The inductive analysis indicated that teachers used the following assessments in their practical lessons: teacher observation, skill test, knowledge test, demonstration, peer observation, and oral report. Similarly, they reported utilizing three types of assessment practices in their theory lessons: knowledge test, individual project, and essay. The deductive analysis indicated that the highest percentage of assessment practice utilized by the teachers in practical lessons was teacher observation (70.11%), while that with the lowest percentage was oral report (1.15%). Teachers also reported knowledge test (81.43%) and individual report (7.14%) as the highest and lowest percentage of assessment practices used in their theory lessons respectively. Most of the teachers in this study used assessment for documenting learning, rather than for accountability purposes. In-service professional development programs for physical education teachers should stress the use of wide range of assessment practices.

Source: UCC
Assessment Practices of Christian Religious Studies Teachers in Senior High Schools in Ghana: A Survey

The study sought to examine assessment practices of Christian Religious Studies (CRS) teachers in Senior High Schools in the Bono, Bono East and Ahafo regions of Ghana. The cross-sectional descriptive survey research design was adopted for the study. Using the census method, 96 CRS teachers in the Senior High Schools in the Bono, Bono East and Ahafo regions of Ghana were selected to participate in the study. The questionnaire was used to gather the requisite data for the study. The data was analysed using frequencies, percentages, means and standard deviations. The study among other things found out that the CRS teachers were knowledgeable in assessment practices. The teachers used assessment strategies such as: storytelling, presentations, group assignment, individual assessment, homework, peer assessment, questioning, class exercises, and quizzes/ class tests very often. Also, to a high extent, the CRS teachers practised assessment for learning (AfL), assessment as learning (AaL), and assessment of Learning (AoL). Again, teachers encountered a number of challenges in assessing their students. Some of the challenges were the difficulty for teachers to follow the assessment practices, lack of funds, and large class sizes. The study recommended that, Ministry of Education (MoE) and the Ghana Education Service (GES) should ensure that CRS as a subject is taught by professional teachers with education background, and should organize in-service training for teachers concerning the practice of assessment as learning (AaL). Again, headteachers should solicit for financial assistance from PTA and old school unions, and teachers should write test items at least two weeks before time for test administration.

Source: UCC
Assessment practices of teacher training college tutors in Ghana

The purpose of the study was to investigate whether tutors in the teacher training colleges follow the basic laid down principles of testing practices, especially, test construction, administration and scoring of classroom or teacher-made tests in the teacher training colleges. The study adopted the descriptive design and covered 20 public teacher training colleges in Ghana comprising 230 male and 80 female teacher training college tutors. The main instrument used for the study was the questionnaire. The instrument was developed and pre-tested by the researcher. The data was analyzed using means and standard deviations, frequency and percentages, and independent samples-t test. For all tests, the level of significance was at 0.05. The study showed that, teacher training college tutors did not follow the basic principles of testing in the construction of teacher-made or classroom tests, and that they perceived the management of assessment practices in the colleges as extra load to their teaching activities. It is recommended that regular in-service training in testing practices be organized for teacher training college tutors by Teacher Education Division of the Ghana Education Service and the Institute of Education of the University of Cape Coast in collaboration with the experts in Educational Measurement and Evaluation at the University of Cape Coast.

Source: UCC
Assessment practices of tutors in the nurses’ training colleges in the western and central regions of Ghana

The assessment practices of tutors affect the performance of their students. There are different categories of tutors teaching in the nursing schools and this may affect their way of student assessment. This study was conducted to examine the assessment practices of tutors in the nurses’ training schools in the Western and Central regions of Ghana. The study sought to find the knowledge of tutors in assessment, the effect of tutor academic qualification and the number of years of teaching on the assessment practices and the differences in the assessment practices of the tutors in different nursing schools. A descriptive survey, where the whole of the accessible population was involved in the study (census) was conducted. The instruments used in the data collection were a Likert scale questionnaire and an observation checklist. Results from the study indicated that 68.75% of the respondents had a certificate in professional education and also have teaching experience of between 0-7 years. The number of years of teaching had a higher influence on assessment practices than the qualification in professional education. Statistically, there was no significant difference in the knowledge of all tutors in assessment. There was, however, a significant difference in the assessment practices of the tutors in terms of all the indicators used except with test administration. There was also a significant difference between the tutors’ assessment practices in certificate-only trained nursing schools and certificate and diploma trained nursing schools.

Source: UCC
Assessment Relevance, Academic Iiardiness And Service Quality On Students' Satisfaction Of Educational Services In Public Universities In Ghana

The study investigated the impact of perceived assessment relevance, academic hardiness, and service quality on students' satisfaction with educational services at the University of Cape Coast and University of Education, Winneba. The investigation was done by employing a descriptive survey design. Undergraduate regular students at the two selected universities were targeted. Students that were sampled for the study numbered 1026. However, 1019 questionnaires were received. This number represents 99.7% of the response rate. The questionnaire for the students was validated using the covariancebased structural equation modelling (CB-SEM) method. Data to answer the four research questions was analysed using means and standard deviations, whereas the six hypotheses were tested using covariance-based structural equation modelling with bootstrap samples. The study revealed that pmticipants had a high level of satisfaction with educational services. Further, the investigation showed that service quality, perceived assessment relevance perception, and academic hardiness jointly predicted students' satisfaction with educational services. The study recommended that the Directorate of Academic Planning and Quality Assurance (DAPQA) of the University of Cape Coast and the Directorate of Quality Assurance of the University of Education, Winneba, should as a matter of necessity, work harder through policy implementation to maintain functional and transformational quality within the universities.

Source: UCC
Assessment, Student Learning and Classroom Practice: A Review

Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from the empirical literature suggests that assessment, especially high stakes external assessment has effect on how teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to the influence of assessment on teaching and learning, the understanding of which could arguably play an important role in introducing changes that will promote the cognitive processes and thinking skills desired in our schools and classrooms.

Source: UCC
ASSESSMENT-OF-UTILIZATION-OF-CONTRACEPTIVES-AMONG-WOMEN-INEFFUTU-MUNICIPALITY-IN-THE-CENTRAL-REGION, GHANA

The aim of the Ghana National Contraceptive Security is to provide a conceptual approach at achieving a Contraceptive Prevalence Rate (CPR) of 50 percent by 2020. Despite the various activities carried out by Reproductive Health Unit (RHU) across the country on contraceptives, there is an unmet need of 35 percent which largely could be as a result of wrong perceptions or certain myths people have on contraceptives and side effects associated with them. The study accessed the utilization of contraceptives among women (15 – 49 years) in Effutu Municipality in the Central Region. Descriptive cross-sectional survey design was used to collect quantitative data. Questionnaire was used to collect the data from 277 women. A multistage sampling technique was used to select the respondents. Statistical Package for Solutions and Service (SPSS) version 21.0 and Microsoft Office Excel (2013) were be used to analyze the data collected. The results demonstrate that the knowledge and utilization level on contraceptives was high (87%). The results show that contraceptive use is greatly influence by husband’s approval. Educational programmes on family planning should target men so as that they could allow their partners to use contraceptives. It is recommended that there should be an intensification of educational programmes particularly to address the issue of side-effects perceived to be associated with the use of contraceptives.

Source: UCC