ghanaopendata/ghanaian-research-english huggingface dataset:
Junior high school mathematics teachers’ perceived knowledge of problem-solving and practices of teaching mathematics through problem-solving in the Tamale Metropolis.

This study focused on Public Junior High School (JHS) mathematics teachers’ perceived knowledge about problem-solving, the extent to which mathematics teachers employed problem-solving strategies, the engagement of pupils through problem-solving and the challenges they encounter when teaching through problem-solving. The sequential explanatory research design was adopted for this research. The sample of the study consisted of eighty-six JHS mathematics teachers in the Tamale metropolis. Questionnaire and interview guide were used for the data collection. Means, standard deviations and percentages were utilised for the quantitative data. Thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving and they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Who highly engaged learners and moderately applied manipulative materials other than the standard procedures espoused in problem-solving techniques. Lack of TLMS, little content knowledge of problem-solving, large class size, teacher workload and little time allocation for mathematics and lack of motivation were identified as challenges encountered when teaching through problem- solving. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. For mathematics teachers to be able to integrate problem-solving into their lessons, it is recommended that TLMS are made available to the teachers.

Source: UEW
Junior high school religious and moral education teachers’ perception and utilisation of play-based pedagogies in the Shama District.

This study investigated Junior High School (JHS) teachers‘ perceptions and utilization of play-based pedagogies in teaching RME in the Shama District. The study was guided by four research questions, and a quantitative approach was utilized. A survey involving 62 JHS RME teachers in the District was conducted. These teachers were selected using census and stratified sampling technique. Data were collected using an observation checklist and a structured questionnaire. Descriptive data analysis techniques, including frequency counts, percentages, means, as well as standard deviations, were employed to analyze the collected responses in answering the research questions. The study revealed four key findings. First, JHS RME teachers in the Shama District generally held positive views about play-based pedagogies. They perceived play-based methods as beneficial in enhancing student understanding, promoting enjoyment, a positive learning environment, and in addressing complex RME topics. While consensus exists, standard deviations suggest some variability in responses. Second, teachers employed a variety of play-based strategies, with predominant occasional use, and none being ―always‖ used. Strategies, such as play for participation, were reported as ―often‖ used, while others, like field trips and educational games, were used ―rarely.‖ Third, teachers‘ decisions to incorporate playbased pedagogies were influenced by multiple factors, including student engagement, support, perceived enjoyment, and alignment with the curriculum and learning objectives. Lastly, challenges faced by RME teachers in incorporating play-based pedagogies into their lessons included time constraints, resource availability, cultural sensitivities, and managing large classes, with some challenges not perceived. Based on these findings, it is recommended for the Shama District Education Directorate to organize more training seminars and workshops to enhance RME teachers‘ understanding of play-based methods while providing them the opportunities to share best practices and success stories.

Source: UEW
Junior high school science teachers’ knowledge and practice of inquiry-based teaching in the Aowin municipality.

The study aimed to explore the knowledge and practices of inquiry-based teaching among Junior High School (JHS) Science teachers in the Aowin Municipality. Guided by constructivism learning theory and the theory of inquiry-based teaching knowledge and enactment model, a sequential explanatory mixed-method design was employed, incorporating both quantitative and qualitative data collection. Census was used to include all 78 JHS science teachers in the survey, while ten teachers were purposively sampled for interviews and lesson observations. Structured questionnaires, observation checklists, and semi-structured interviews were used as data collection instruments. The quantitative data underwent analysis using descriptive statistics, including mean, standard deviation, and percentages, while the qualitative data underwent thematic analysis. Key findings were that, JHS science teachers in the Aowin Municipality possessed a moderate knowledge of inquiry-based learning, influenced by factors such as limited training, resource constraints, forgotten information, and lack of awareness. Also, the teachers regularly implemented various inquiry-based instructional but relied on traditional assessment techniques in their science lessons. Lastly, challenges faced by JHS science teachers in Aowin Municipality included insufficient resources, the time constraints, and classroom management difficulties. It was concluded that JHS science teachers in the Aowin Municipality had a good knowledge of the inquiry-based teaching and consistently implemented it in their lessons. To address the challenge of resource constraint, the study recommended that Aowin Municipal Directorate supply adequate instructional resources to enhance the implementation of inquiry-based Science Education by JHS science teachers in the Aowin Municipality.

Source: UEW
Junior High School Science Teachers’ perception and attitude towards improvisation of Science Insteuctional Resources In Gomoa-East District

he study investigated the perception, and attitude of the JHS science teachers’ towards improvisation of science teaching and learning resources. The study also looked at the challenges they face when improvising. The study employed a descriptive research survey design to collect data from 150 JHS science Teachers, 10 head teachers and 5 circuit supervisors in the Gomoa East District of the Central region. A questionnaire was used to collect quantitative data on JHS science teachers’ perception, attitude and problems towards improvisation. Interview schedule was also used to collect qualitative data on head teachers’ and circuit supervisors’ attitude and support given to their teachers during improvisation. Descriptive and inferential statistics were used to analyse the data. Quantitative data were computed into means, frequencies, percentages and standard deviations. The qualitative data collected was transcribed and analysed using descriptive and thematic narrative approaches. The results of the study showed that JHS science teachers had a negative attitude towards improvisation of science instructional resources despite their positive perception. The male teachers had a better attitude towards improvisation of science instructional resources than the female teachers. Also, there are no support systems for improvisation available to teachers. The study recommended that, on-hand mini workshops should be organized for the science teachers in the Gomoa East District to improve their skills and strategies in improvisation of science instructional resources. Secondly, female teachers should be supported by their head teachers to improve their attitude towards the improvisation of science instructional resources. Finally, the District Directorate in collaboration with the heads of schools should put in place strategies to eliminate the challenges teachers face when improvising science instructional resources.

Source: UEW
Junior High School students’ difficulties in solving word problems in algebra in Tema education metropolis

Case study research design was used to examine JHS mathematics teachers‟ conceptions and practice of word problem solving (WPS), and difficulties students encounter when solving algebraic word problems in the mathematics classroom in the Tema Education Metropolis of the Greater Accra region of Ghana. The study used qualitative approach to collect and analyze data. Data was obtained from 12 participants consisting of 6 JHS mathematics teachers and 6 students. Interview, observation and analysis of documents (students‟ workbooks) were used as instruments to collect data. The findings identified three different teachers‟ conceptions of word problem solving which include: accepting a challenging mathematical problem and striving hard to solve it, solving difficult mathematics story problems which involve everyday life situations and finding solution to any mathematics exercise where significant background information on the problem is presented as text rather than in mathematical notation and do not have immediate method of solving. The findings also indicated that some teachers use Polya‟s (1985) four-stage problem solving model and problem solving heuristics in the teaching of algebraic WPS. In addition, the findings showed that negligible amount of work was being done on WPS in the classroom. Problems hindering the teaching of mathematics word problem solving in the mathematics classroom were identified in a broader perspective to include teachers‟ inadequate pedagogical content knowledge and subject matter knowledge, teaching of word problem solving being time consuming, teachers and students beliefs‟ about WPS and low linguistic ability of students. Inadequate curricular materials and inadequate time slots for mathematics on the school timetable were also University University of of Education,Winneba: identified. The findings also showed that very little work is done on WPS practices in the schools. Organizing in-service training for teachers, improving the conditions of service of teachers and providing teaching and learning materials were suggested as ways of encouraging the teaching of mathematics WPS in the mathematics classroom. As a case study which employed qualitative approach, the study results were limited to the researcher‟s interpretation and building of meaning in the context of teachers‟ WPS practices in the mathematics classroom.

Source: UEW
Junior High School Teachers’ strategies for teaching reading comprehension to learners with reading difficulties in Effutu Municipality, Winneba.

This study examined the strategies employed by teachers to teach reading comprehension skills to learners with reading difficulties in inclusive Junior High Schools in the Effutu Municipality. The descriptive survey design involving 69 English teachers from Junior High Schools in the area was conducted. The census and stratified sampling were used as the sampling technique. Two major instruments, an observation checklist and a structured questionnaire were used to collect data for the study. Descriptive data analysis techniques, including simple frequency counts, percentages, mean, and standard deviation, were employed to analyze the data. The findings of the study revealed that teachers in inclusive basic schools within the Effutu Municipality generally possess a moderate level of knowledge (M=3.8, SD=1.08) regarding learners with reading comprehension difficulties. Also, teachers used various pre-reading strategies such as activating prior knowledge, using pre reading questions, and encouraging predictions to teach reading comprehension to learner. Again, teachers used strategies such as asking questions for clarification, making inferences, and identifying key details to teaching reading comprehension skills to learners during the reading stage. Lastly, for post-reading strategies, Effutu teachers employed a variety of them include engaging learners in discussions, fostering reflection, and promoting critical thinking. Based on these findings, the researcher recommended that the Effutu Municipal Directorate of Ghana Education Service should prioritize teacher professional development programmes with a specific focus on enhancing their knowledge and understanding of learners with reading comprehension difficulties and on strategies for teaching reading comprehension to learners.

Source: UEW
Kasa a w}dze dzi dwuma w} Mfantsefo awargye mu, nhwehw{mu w} Komenda na no nkwaado w} Finimfin mant}w mu

Wiadze yi mu, y[w] nyimpakuw ahorow na obiara so w] n’amambra a ]fa awar ho. Mfantse awargye y[ dwumadzi tsitsir w] h]n amambra mu a ]ka nyimpa beenu b] mu d[ awarfo w] h]n nkwa nda nyinara mu. Na d[ mbr[ amambra na kasa aka ab] mu a kor nnk] nngya kor no, d[mara so na Mfantse awargye mu no kasa dzi mu akotsen. Fitsi awargye n’ahy[se dze kesi ewiei no, wonngya kasa w] ekyir. D[m nhwehw[mu yi hw[[ mbr[ Mfantsefo dze kasa dzi dwuma w] h]n awargye nhyehy[[ mu. Dwumadzi yi y[[ mp[nsamp[nsamu hw[[ kasa ahorow a ]da edzi ber a awargye dwumadzi bi rok] do. Na mboanos[m a medze y[[ mp[nsamp[nsamu no ne tsitsir gyina ahw[e, senetwa na mfonyintwa na s[ biribi kyer adwen a nna nk]mb]twetwe ab[ka ho. Kasa a ]daa edzi no, bi nye anodzi, kasa a w]dze siw wentwiwentwi ano na ]p]w anaa enyidzi kasa a ]kyer[ obu, kwan a w]fa do dze kasa ser[ adze a ]mmfa ebufuw mmba a ne nyinara ho hia w] awargye dwumadzi mu. Kasasu ahorow a ]w] kasa mu so bi daa edzi w] awargye dwumadzi ahorow no mu. Bi tse d[, ab[bu, kasambirenyi, ngyinah]ma, s[-nyimpa na ntotoho. Yehun no w] mp[nsamp[nsamu no mu d[, s[ yetum dze kasa dzi dwuma yie a, ]ma awargye no wie nkunyimdzi na asomdwee mu.Adwenmuas[m a ]taa mp[nsamp[nsamu yi ekyir nye Fairclough (1995) ne kasa mfeefeemu ngyinado. (Critical Discourse Analysis) a ]hw[ asetsena mu ns[m ahorow na kasa a ]nye no nam, dwumadzi p]tsee na twaka a akasafo na etsiefo w]. Iyi ma yehu beebi a y[w] na kasa a ]fata d[ y[dze to gua, na ]no na ]dze ntseasee mapa ba akasafo na etsiefo ntamu.

Source: UEW
Kasa nsesaeɛ a ɛkↄ so wↄ akan asuafoↄ a wↄwↄ UEW-ac adesua kuo nkumaa mu adesua dwumadie mu mpɛnsɛmpmpɛnsɛmu wↄ Sohyio-Pragemateke kwan so.

Dwumadie yi yɛ kasa nsesaeɛ ho mpɛnsɛmpɛnsɛmu wɔ sohyio-pragemateke kwan so. Mepɛnsɛmpɛnsɛm kasa nsesaeɛ a ɛda adi wɔ Akan asuafoɔ a wɔwɔ University of Education, Winneba- Ajumako Campus (UEW-AC) adesuakuo dwumadie mu. Ɛnam sɛ adesuakuo dwumadie no yɛ nea ɛnkɔ so wɔ adesua dan mu nti, asuafoɔ no wɔ akwanya sɛ wɔde kasa biara a wɔsusu sɛ ɛbɛma wɔn ho ahare wɔn bɛdi dwuma. Botaeɛ titire a ɛtaa dwumadie yi akyi ne sɛ ɛhwɛ nea nti a Akan asuafoɔ a wɔwɔ UEW-AC no sesa wɔn kasa wɔ wɔn adesua mpɛnsɛmpɛnsɛmu mu, kasa nsesaeɛ a ɛda adi wɔ Akan asuafoɔ no adesua mpɛnsɛmpɛnsɛmu ne ɛso nsunsuansoɔ a ɛwɔ wɔ wɔn adesua ne wɔn ayɔnkofa so. Nsɛmmoano no nyinaa yɛ nea ɛfirii wɔn adesua mpɛnsɛmpɛnsɛmu mu. Menam ahwɛeɛ ne nkɔmmɔtwetweɛ so na faa nsɛmmoano ahodoɔ no. Na afei mede nsɛmmoano ahodoɔ no toto Myers-Scotton, (1993) ahyɛnso tiɔre (markedness theory) a ɛkasa fa ɔkwan a yɛfa so hunu sɛ kasa pɔtee bi na fata sɛ ɔkasafoɔ bi de dwuma wɔ berɛ pɔtee bi mu. Afei nso ɛkasa fa ɔkasafoɔ no adwene ne nsunsuansoɔ a asɛm bi nya wɔ atiefoɔ no so. Mede dwumadie yi hwɛɛ ɔkwan a kasa nsesaeɛ ho tumi ba mfasoɔ wɔ akasafoɔ a wɔka kasa korɔ nkitahodie mu. Ɛda adi sɛ Akan asuafoɔ yi a wɔwɔ UEW-AC no de kasa nsesaeɛ di dwuma wɔ wɔn adesua mpɛnsɛmpɛnsɛmu mu. Wɔde di dwuma sɛnea ɛbɛboa ama wɔate wɔn adesuadeɛ ahodoɔ no ase yie. Afei nso, ɛboa ma wɔtumi yɛ nneɛma bi te sɛ ntimu, nsiesie ne ɛkeka ho. Akan ne Borɔfo kasa nsesaeɛ na ɛda adi titire, na ɛtumi yɛ ɔkasamu ahyeɛ so, ɔkasamu mfimfini anaa ɔkasamu nkekaho. Dwumadie yi ho wɔ mfasoɔ firi sɛ ɛbɛtumi ayɛ nnyinasoɔ ama wɔn awɔyɛ nwomasua ho nhyehyɛeɛ wɔ ɔman no mu no atwe wɔn adwene akɔ saa adeyɛ yi so sɛnea yɛbɛtumi de adi dwuma wɔ kwan pa so.

Source: UEW
Kasasu a ϽwϽ Mfantse mpaayi ahorow mu

Nhwehwɛmu yi fa kasasu a ͻwͻ Mfantse mpaayi ahorow mu ho. Nhwehwɛmu yi kͻr do wͻ Mfantseman mu, ͻyɛ Ekumfi Nanaben, Ekumfi Ebuakwa, Mankɛsemu, Asebu na Gomoa Asen. Menam nsɛmbisa do nye nwoma bi a enyimdzefo bi akyerɛw do nyaa mboano nsɛm no. Migyinaa mboano nsɛm no do dze yii nhwehwɛmu no ho nsɛmbisa no ano. Medze enyim na enyim nsɛmbisa, nwoma mu mpaayi horow ebiasa na dza ͻkͻr do wͻ eguabͻ horow ase boaboaa me mboanosɛm ano. Sɛ iyi da nkyɛn a, mokᴐr enyimdzefo tse dɛ nananom ahemfo, ebusuampanyimfo, asᴐfo na akyeame binom nkyɛn na menye hᴐn kᴐtwetwee nkᴐmbᴐ faa dwumadzi yi ho. Mesanee kᴐr Ɔsagyefo Kwame Nkrumah Mbuukuu Korabea a ᴐwᴐ Simpa Esuapᴐn mu na Ghana Esuapᴐn a ᴐwᴐ Legon n’adzesuabea a wosua nyimdzee fa Ebibirman na Borᴐfo ho wᴐ Nkran, kɛkenkaan mbuukuu a binom akyerɛw afa mpaayi ho. Kasasu a ͻwͻ Mfantse mpaayi ahorow a medze dzii dwuma no mu no bi yɛ nsido, bɛ, ngyinahͻma, tsetse kasa, nsabran, pɛrpɛryɛ anwensɛm, ͻhyɛ na adzesrɛ, nkakuho, kasambirenyi, nsawↄdo, sɛ-sɛntsefo, pɛrpɛryɛ anwensɛm na nsɛmbisa a onnyi nyiano. Nyimpa dodow ara na wͻdwen dɛ ndɛ Mfantse kasa no mu mmpiw dɛ ndeda dze no ntsi kasasu papa biara mpo nnyi ndɛ Mfantse mpaayi mu naaso dwumadzi yi ekyir no ͻbͻtͻͻ gua dɛ ayɛfo dze kasasu ahorow a ͻwͻ ndeda Mfantse mpaayi mu no nyinara dzi dwuma wͻ ndɛ Mfantse mpaayi so mu. Bio, kasasu a odzi akotsen wͻ ndeda Mfantse mpaayi na ndɛ Mfantse mpaayi nyinara mu yɛ ntsimu.

Source: UEW
Kasasu ahodoɔ a ɛda adi wɔ Daddy Lumba Akan haelaefo nnwom no bi mu mpԑnsԑmpԑnsԑmu.

DWUMADIE YI YƐ NHWEHWƐMU A MEDE AMA SIMPA ASUAPƆN YI MU GHANA KASA AHODOƆ ASUAEƐ NO SƐ ADESUA A WƆGYINA SO MA ABODIN MASTER OF PHILOSOPHY AKAN KƆTƆNIMMA, 2016

Source: UEW
Ken Bugul dans le piege de la polygamie , une etude psychanalytique de riwan ou le chemin de sable et de l autre côté du regard

This paper examines feminism in Ken Bugul's works vis-à-vis her apparent acceptance of polygamy. The study focuses essentially on the portrayal of Yadaba, the narrator in Riwan ou le chemin de sable who accepted to become the twenty-eighth wife of an old marabout after she returned from her unsuccessful adventure in Europe. Following this strange marriage, some critics argued that Bugul endorses polygamy. This paper proves that the choice of a narrator who embraces polygamy, albeit anti-feminist, is due to repression of unsatisfied personal desires traceable to the writer's frustrations in her social and emotional life rather than a deliberate act of endorsing the practice. Our analysis is grounded on the Psychoanalytic Theory of Sigmund Freud and Charles Mauron. This theory enabled us to explore the role of the subconscious on the psychological and emotional state of the writer visible in the two works under study.University of Education,Winneba http://ir.uew.edu.gh Data was gathered principally from Riwan ou le chemin de sable and De l'autre côté du regard. Nevertheless, other academic publications were also included in our discussion to prove that the decision of Ken Bugul to intrude into a polygamous home is the manifestation her psychological depression as a result of personal experiences. Thus, her seemingly apologetic attitude towards polygamy is only a manifestation from her other self which is independent of her stance as a committed writer.

Source: UEW
Ken Bugul et les perspectives féministes dans Riwan ou le chemin de sable

This paper takes a critical view of the popular assertion that Ken Bugul endorses polygamy when she created a female character who accepted to become the twenty-eighth wife of an octogenarian. Following the publication of Riwan ou le chemin de sable (1999), some critics argue that Bugul justifies polygamy by being apologetic towards the practice. This paper proves that the writer rather adopts a paradoxical stance on polygamy. Our analysis is grounded on the feminist theory. This theory enabled us to study the male- female relationship in the text as well as the world vision of the Daroulère community as portrayed by the writer. Data was based principally on the novel under study. However, other novels and scholarly publications are included in the discussion to prove that the polyphony of feminism contributes to denounce polygamy. The study concludes that Rama's symbolic act of infidelity could be understood as a revolt against polygamy. Furthermore, the equivocal stance of Bugul in the work explains her strategy to leave the debate on polygamy open so that readers could decide, each according to his or her own conscience.

Source: UEW
Key drivers of graduate students� interest in the subject of immunology in a tertiary institution of Ghana

Immunology is increasingly becoming a core biomedical discipline in recent times. Students� interest in Science, Technology, Engineering and Mathematics programs is essential for better academic performances and outcomes in a University of Science Technology. To this end, we assessed the factors that influence students� interest in immunology among a group of 32 graduate students in a tertiary institution in Ghana. The study was conducted using quantitative instruments (questionnaires) after which principal component analysis (PCA) was used to reveal the underlying factors affecting students� interest in the course. In all, six components were found including students� perception, instructor quality, student�s interest/motivation, teaching methods, teaching materials and teaching facilities. Students� interest in immunology correlated negatively but significantly with perception; however, interest correlated positively with teaching methods (p < 0.001). Our study is the first to investigate the factors that influence students� interest in immunology in Ghana and supports the growing functionality of PCA approach for dimension reduction and exploratory factor analysis. � 2018 The Author(s).

Source: UEW
Kindergarten facilitators’ perception of the practice of inclusion education in the Lambaste district in the Upper West Region of Ghana

This study investigated the perceptions of kindergarten facilitators regarding the practice of inclusive education in the Lambussie District, situated in the Upper West Region of Ghana. The study aimed to achieve several critical objectives. Firstly, the purpose of the study was to investigate Kindergarten Facilitators‟ perception of the practice of inclusion education in the Lambussie District in the Upper West Region and utilized a sample size of 60 kindergarten facilitators. The study adopted a descriptive survey research design through which perceptions were sampled from kindergarten facilitators. The data was analyzed quantitatively. The study found that kindergarten facilitators in the Lambussie District of the Upper West Region have not been given the needed preparation to handle inclusive education, accommodating special need learners in inclusive classroom depend on how Facilitators‟ perceptions of practice of inclusive education can influence their behavior towards inclusive education. Most of the facilitators were ready to accommodate all learners in inclusion classroom if their perceptions influence their behaviours positively, professional development can enhance facilitator ability to implement inclusive education. Attitudes of parents can have impact on facilitators‟ perceptions of inclusive education and kindergarten facilitators confirmed that the kindergarten classroom facilitators did not have the needed support services for the practice of inclusive education. Based on the study‟s findings, it is recommended that the Ghana government should eenhanced Training Program to develope comprehensive training modules that cover the breadth and depth of inclusive education to ensuring that facilitators are well-equipped with the necessary skills and knowledge to enable them handle learners in the inclusion classroom.

Source: UEW