ghanaopendata/ghanaian-research-english huggingface dataset:
Menstruation experiences and subjective sports performance of female senior high school athletes in Ajumako District.

Variations in sports performance caused by menstruation have piqued curiosity and sparked debate in recent years. This study sought to consider the relationship between menstruation and subjective sports performance among senior high school female athletes in the Ajumako district. A cross-sectional survey design and questionnaire was used to gather data for this study. A total of 200 student female athletes were sampled using the census technique. Data was analyzed through descriptive, Pearson r, and multiple linear regression. Findings from the study revealed that the majority of the respondents have low knowledge levels regarding menstruation (N=80, 44.2%) with satisfactory practice in terms of hygiene and sports. There exists a positive relationship between athletes‘ knowledge and practice regarding menstruation (r=.268) and only 17% of the variability in female athlete‘s sports performance can be attributed to the Physical and Psychological effects of menstruation R2 = .17, F (2,178) =1.56, p=.013. However, the Physical and Psychological effects of menstruation were significant in predicting sports performance (β = -.044; p = .021) and (β = -.107; p = 0.036) respectively. It was concluded that menstruation has a significant effect on sports performance. It was therefore recommended that stakeholders such as physical education teachers, sports coaches, sports professionals, chaperones among others should receive training on how to tailor training regimens and competition schedules to accommodate the physical and psychological fluctuations that can occur during menstruation.

Source: UEW
Mentorship as an Initial Teacher Preparation Programme in Colleges of Education in Ghana: Views of Mentees from OLA College of Education, Cape Coast, Ghana

The study was to find out the perception of mentees from OLA College of Education on mentorship programme as an initial teacher preparation in Colleges of Education in Ghana. The purposive sampling was used to select 120 mentees from OLA College of Education who were on their internship in the Mfantseman Municipality and Abura-Asebu-Kwamankese District, all in the Central Region of Ghana. The major findings were that the mentorship programme was of great benefit as an initial teacher preparation programme since mentees and teachers of the partnership schools gained a lot of knowledge, skills, and experience in the teaching and learning process. The challenges faced by the mentees include poor interpersonal relationship with some members of the community. Respondents rated the mentorship programme as very good and were of the view that it should be continued even though some improvements should be made. Among the recommendations are that series of workshops should be organized for headteachers and teachers of partner schools on their roles in the mentorship programme, so that mentees are not overburdened.

Source: UEW
Mentorship as an Initial Teacher Preparation Programme in Colleges of Education in Ghana: Views of Mentees from OLA College of Education, Cape Coast, Ghana

The study was to find out the perception of mentees from OLA College of Education on mentorship programme as an initial teacher preparation in Colleges of Education in Ghana. The purposive sampling was used to select 120 mentees from OLA College of Education who were on their internship in the Mfantseman Municipality and Abura-Asebu-Kwamankese District, all in the Central Region of Ghana. The major findings were that the mentorship programme was of great benefit as an initial teacher preparation programme since mentees and teachers of the partnership schools gained a lot of knowledge, skills, and experience in the teaching and learning process. The challenges faced by the mentees include poor interpersonal relationship with some members of the community. Respondents rated the mentorship programme as very good and were of the view that it should be continued even though some improvements should be made. Among the recommendations are that series of workshops should be organized for headteachers and teachers of partner schools on their roles in the mentorship programme, so that mentees are not overburdened

Source: UEW
Menu planning strategies of chefs in hotels. A survey of some selected hotels within the Kumasi metropolis

The study investigated the menu planning strategies of hotel chefs. The specific objectives of the study were; to identify the factors influencing the menu planning strategies of hotels within the Kumasi Metropolis, to identify the main menu design techniques that informs hotel chef menu planning strategies and to examine the influence menu has in determining the amount of money consumer spend at a hotel restaurant. The population came from all hotel facilities operating within the Kumasi Metropolis. The core employees of the hotels that is, the chefs and the hotel managers formed the study population. In this study, two employees from each given hotel was targeted. Accordingly, 50 hotel institutions with restaurant facilities were targeted. This suggests that 100 employees within these 50 hotel institutions formed the study population. However, to determine the sample size of the population, the Krejcie and Morgan (1970) sampling table was used to calculate the sample size. Based on the table, the sample size for the study stood at 80 at 95% confidence level and 5.0% error of margin. The study employed a cross-sectional design hence, distributed questionnaire to the selected chefs and the hotel managers. The study employed SPSS tool to analyse the study data on the basis of descriptive (i.e. frequency and percentages) and inferential analysis (relative importance index). Results from the study suggest that the main issues chef gave much credence to when developing their organization menu are, meal ingredient sources or its availability, facility image, competitor offering, kitchen makeup and cooks skills and capabilities. Interestingly, other prominent issues such as age of their target consumers as well as customers demand were found to have minimal effect in most chef’s menu planning decisions. Again, results from the study suggest that customers demand, which tends to look at the meal’s consumers prefer most or order had minimal effect in the menu planning decisions of most of the chefs. Generally, since knowledge on customers demand facilitate proper inventory, it is prudent for chef to give adequate attention to customers demand in their menu planning decisions since it will go a long way to prevent unnecessary purchase of food stuffs and also save the organization resources that may come from storage and food waste.

Source: UEW
Mes hommes a moi de ken bugul mise en scene de soi ou retour difficile aux sources d’une enfant prodigue

This research, entitled "Mes Hommes à Moi de Ken Bugul : mise en scène de soi ou retour difficile aux sources d‟une enfant prodigue ?", analyses Ken Bugul's novel as a rewriting of the life of the author. The central problem of the work is to establish the relationship between the content of this fiction and the real prodigal life of the writer. The study also aimed to show how, after a life of disorder and debauchery, the narrator pulled herself together and tried to return to her biological roots in order to re-establish links with her African culture. Inspired by sociocriticism and psychoanalytical criticism, this study has shown, in the light of some previous works, how this novel can be considered an autobiography and how, after becoming aware of her alienation, the author decides to return to her roots. The analysis revealed some of the consequences of European culture (so much adulated) on Africans, which are the causes of the narrator's life of prodigality and uprooting, taken as a symbol of the African woman and even of the African in general. However, attempts at recuperation have so far been unsuccessful. The study therefore invites Africans to return to their roots and embrace their cultures.

Source: UEW
Metadiscourse resources in classroom interaction the case of Aggrey Memorial Senior High School.

This study employed a qualitative research approach to investigate the use of metadiscourse resources in selected Ghanaian secondary classrooms. The study focused on six lessons from English, Mathematics, Social Studies, and Integrated Science classrooms, selected through purposive sampling. The data collection spanned six months (May–November, 2023) and included videotaped classroom interactions, observations, and semi-structured interviews with teachers. The lessons were transcribed and coded for metadiscourse markers such as transitions, frame markers, evidentials, hedges, boosters, attitude markers, and engagement markers. Thematic analysis was used to analyze the data, with the unit of analysis being individual utterances. Findings revealed that teachers utilized both interactive and interactional metadiscourse resources to structure discussions, qualify claims, frame epistemic stances, emphasize points, convey evaluation, reference knowledge, and engage students. Additionally, colloquialisms, code-switching, vocatives, and nonverbal cues were used to fulfill various metadiscoursal communicative functions. Interviews with language and non-language teachers highlighted differences in communication pedagogy knowledge, with non-language teachers exhibiting limited awareness of metadiscourse resources. The study found that both language and non language teachers did not consciously or systematically plan their use of metadiscourse during classroom interactions. Based on these findings, the study recommends that teachers incorporate more of Hyland’s (2005) metadiscourse resources to introduce dynamism in their instructional strategies and enhance classroom communication. Furthermore, the study recommends that the functions of metadiscourse resources should be leveraged by teachers to promote effective classroom teaching and learning. Finally, the study suggests that teachers should make conscious efforts to integrate metadiscourse resources into their classroom lessons planning and delivery to guide discussions, clarify concepts, and foster student participation.

Source: UEW
Metal levels in some refuse dump soils and plants in Ghana

Concentrations of Cd, Hg, Pb, Cr, Fe, Co, Ni, Cu, Zn, Mo and As were determined in soils and leaves of plants from refuse dumpsites and background soils in two cities, a municipality and a rural community in Ghana, using a Ther moFinnigan Element 2 high resolution inductively coupled plasma mass spectrometric (HR-ICP-MS) instrument. The refuse dump soils were classified between ‘Uncontaminated to Moderate’ and ‘Strongly Contaminated’. Pollu tion levels for Cd (I geo = 2.06–2.40) and Zn (I geo = 2.95–3.36) were higher than of the other metals. The refuse dump soil from the rural community was the least polluted with the metals. Fe and Ni loads in plants from the refuse dump soils in the cities and the municipality were beyond the normal ranges of 40–500 µg/g (Fe) and 0.02–5.00 µg/ g (Ni). Transfer ratios for Cd, Hg, Cu, Zn and Pb and Fe of plants from the background soils were higher than those from the refuse dump soils, which might be due to the higher levels of organic matter, pH, phosphate, Ca and Mg in the refuse dump soils. Keywords: metal; refuse dump soil; Geoaccumulation index(I geo); transfer ratio

Source: UEW
Metaphorical Extensions of Ye (eat) Verb: The Case of Gᾶ

The aim of this paper is to examine lexical semantics from a cognitive approach in Gᾶ, a Kwa language. In Gᾶ, the verb Ye ‘eat’ has polysemous and metaphorical uses. There has been linguistic research in Gᾶ and there is still the interest to study the language. Currently, to the best of our knowledge, there is no study that specifically explores lexical semantics from the cognitive approach. This is the gap the researcher attempts to fill. The verb denoting perception has metaphorical expressions that will have some relationship with the original verb. In the discussion, we consider the pragmatic implications and relevance of the extensions derived from the verb ye ‘eat’.. We look at the nature of the derived semantic patterns and consider the extent to which they are peculiar to the Gӑ language and culture. The study is based on Sweetser’s (1990) cognitive approach of semantic change. The paper shows that most of the metaphorical extensions are based on human perception and interaction with the physical world. The findings of the study reveal that the metaphorical meanings reflect the socio-cultural experiences of the Gӑ land, hence, the more they move away from the physical realms, the greater the realizations. Keywords: Metaphorical extensions, Metaphor, Perception, Polysemy, Pragmatics, Semantic change

Source: UEW
Methods and current challenges in teaching English a case in Bawku municipality

The study investigated the methods as well as the challenges of teaching English as a second language in the Bawku Municipality. The objectives of the study were to examine the methods of teaching English Language, to examine the challenges to effective teaching and learning of English language in the Municipality, and to examine measures of improving teaching and learning of English language in the Bawku Municipality. The study adopted the qualitative design, using questionnaire, observation and interviews to obtain data from 200 teachers who were randomly sampled. The findings revealed that teachers lack the knowledge of the methods of teaching English. Most teachers adopted the Grammar-Translation method in teaching and none employed the Communicative Language Teaching Approach. The findings further indicated that lack multimedia resources, first language interference, inadequate pedagogical and content knowledge of teachers and lack of in-service training as challenges in teaching English. Other challenges also identified were lack of textbooks available for teaching, teachers’ poor pedagogical and content knowledge of the English language, and large class sizes. To improve the teaching and learning of English, measures such as the provision of in-service training to teachers, motivation of teachers, provision of infrastructure, ensuring equal pupils and teachers’ ratio in the class, provision of learning materials, and intensification of supervision were suggested. Further measures include mixing the mother tongue and English in the introductory classes, exposing students to lots of words and books, and integration of the four skills. Based on the results, it is recommended that the Ministry of Education, Ghana Education Service, and relevant stakeholders in the educational sector should provide in-service training for teachers of English to improve their skills. Adequate teaching and learning materials should also be made available together with adequate classrooms in order to put an end to the problem of overcrowded classrooms.

Source: UEW
Methods teachers use in teaching daily living skills to learners with intellectual disabilities at Yumba special school in Tamale Metropolis

The purpose of the study was to find out the methods teachers use in teaching daily living skills to learners with intellectual disabilities at Yumba Special School for the Intellectually Disabled. The study was qualitative and adopted a case study design. The method for data collection was interviews. The purposive sampling technique was used to select the sample size of 10 participants for the study. Data were analysed thematically. The results revealed that cooperative method, direct method,interactive method and peer tutoring were methods teachers used in teaching daily living skills to learners with intellectual disabilities. Additionally, teachers mainly concerntrated on few areas of daily living skills such as basic self-care skills, social skills and community use skills.The results of the study also revealed challenges teachers face in teaching daily living skills which included, inadequate provision of teaching and learning resources, large class sizes, inadequate trained personnel and lack of motivation. The researcher recommended that teachers in the school should make use of other methods such as, demonstration method, one-on-one method, and activity method which are very practical to facilitate the understanding of learners. Moreover, in- service courses should organise to teachers in the school to improve on the methods in teaching daily living skills to these learners. It was also recommended that the school should include the other aeras of daily living skills in the curriclum. The school administration should ensure that learning/teaching resources needed in teaching daily living skills are available in these schools. Finally, it was recommended that government should provide enough funds for construction of adequate classrooms to help reduce the challenges.

Source: UEW
Methods teachers use to improve the reading ability of early childhood learners. a case study of teachers within Ashalley Botwe Schools

This study was conducted to assess methods teachers use to improve the reading ability of learners. A descriptive research design was adopted and schools within the Ashalley Botwe area was used as the study population. Using a simple random sampling method, a sample size of 50 out of the target population was used to gather the needed information using a questionnaire (google form). The Statistical Package of Social Sciences (SPSS) and excel tool were used to analyze data. The data was analyzed by making inferences to existing assertions captured in the literature review. The study revealed that English teachers within schools in the Ashalley Botwe Township use both the phonic and look and say methods in their quest to improve the reading ability of their learners. However, it was observed that greater majority of them use the phonic methods and the intensive and extensive classroom reading methods. According to the findings of the study, the teachers who teach the early childhood learners are faced with the challenges of unpreparedness of teachers, lack of reading resources, poor remuneration of teachers, lack of teaming, poor training of teachers, overcrowded classrooms and communication difficulties The study revealed that not all learners in a class may benefit from a single teaching method used by the teachers because each method has disadvantages. As a result, it was recommended that English teachers in Ashalley Botwe Township schools use multiple teaching methods to compensate for the shortcomings of individual methods.

Source: UEW
Mfantse mbâ ho mpânsampânsamu wô nhyehyââ kwan do.

Meda Twerammpôn Nyânkopôn a ôyâ abôbôfo nyina boafo no ase wô dâm mpânpândo a ônam n’adom do agye me taa-taa ebodu yi. M’aseda kâse papaapa no kô ma Ôbemfo Charles Owu-Ewei a ôda esuapôn no ne fa a ôhwâ Akan-Nzema no ano dâ no dwuma son a ôda no do nyina ekyir, onyaa adagyer kenkaan nhwehwâmu yi tsentseen me na ôdze mbuukuu ahorow boaa me san so tuu mo fo soronko ma mutumii dzii dwuma yi. Dza mowô ka ara nye dâ Ôbemfo, Nyame nkô do nyâ wo kâse wô asaase yi do na sor nyina. Meda Ekunyin Samuel Atintono, na Fabunmi Felix nye Ewuranom Adomako na Amoah ase pii wô hôn akwankyerâ na afotu ntsi. Mara m’anyânkofo gyinapânfo a Sheila Turpin na Oduro Isaac da hôn ano dze, munnhu mbrâ minsi nda hôn ase wô hôn nkuranhyâ ho. Akyerâkyerâfo a mefaa hôn nsamu nyina meda hom ase wô akyâdze a hom dze ama me ntsi. Enyan Denkyira nsôwdo skuul akyerâkyerâfo a wôtaa m’ekyir wô mo dwumadzi yi mu so medâ, Nyame nhyira hom. Aboafo nyina meda hom ase.

Source: UEW
Mfantse nyimpa edzin a nyame wɔ mu ho mpɛnsampɛnsamu wɔ peragematese, mɔfɔlɔgye na sentase akwan do

Dɛ mbrɛ yenyim no, dzin yɛ adze kor a no hia papaapa ma Akanfo (Mfantsefo), na iyi ntsi na wɔnntoto edzin efuradoefurado no. Dwumadzi yi fa Mfantse nyimpa edzin a “Nyame” wɔ mu wɔ peragematese, mɔfɔlɔgye nye sentase nhyehyɛɛ kwan do. Dwumadzi yi gyinaa botae etsitsir ebiasa nye nsɛmbisa so ebiasa do dze yɛɛ nhwehwɛɛ mu yi a ɔno nye dɛ, ɔhwehwɛɛ edzin a Nyame wɔ mu no wɔ mɔfɔlɔgye kwan do, ɔhwehwɛɛ edzin no mu so wɔ sentase kwan do, na afei so ɔhwɛɛ ntseasee so yenya wɔ edzin yi mu a ɔyɛ peragematese. Nhwehwɛmu no mu no, ɔdaa edzi dɛ, wɔ mɔfɔlɔgye kwan do no, dzin kortsee na ɔyɛ asɛndua kortsee, na edzin no bi so yɛ nkabɔmu a ɔyɛ dzin na dzin, bi yɛ dzin na dzin-tamsi na dzin na nyɛe. Asɛntɔw dwumadzi kwan do no, edzin no mu dodow noara yɛ asɛntɔw a ɔyɛ asɛnka nna kakra so yɛ edzin a ɔyɛ nhyɛ na asɛmbisa so. Sɛ yɛhwɛ asɛntɔw ne nhyɛhyɛɛ kwan do so a, edzin no mu dodow noara yɛ edzin a ɔyɛ asɛntɔw tsiaba na no mu kakra bi so yɛ edzin a ɔyɛ asɛntɔw tsentsen a okitsa asɛmpruw tsir kor na asɛmpruw mfemfamho. Ha so mennya dzin biara a ɔyɛ asɛntɔw mbɔho. Yehun dɛ, nkorɔfo gyina botae bi tse dɛ enyigye, anaa ndaase, awerɛhyɛmu a wɔwɔ no wɔ Nyame mu nye ekutsiabɔ do dze edzin a Nyame wɔ mu no dze toto hɔn mba. Migyinaa “Desciptive Adequacy Grammar a Chomsky (1965) dze bɔbɔɔ adze no do na medze yɛɛ mpɛnsampɛnsamu. Ne nyina mu no, ɔdaa edzi dɛ, dɛm edzin a “Nyame” wɔ mu yi yɛ edzin a nkorɔfo ebenya enyigye wɔ ho na wɔdze toto hɔn mba

Source: UEW
Mfantse nyԑe ‘yi’ ntoado ne Semantsese na Pragmatsese mpԑnsapԑnsamu.

Nhwehwԑmu dwumadzi yi yԑ nyԑe ‘yi’ na ne ntoado ne semantsese na pragmatsese mpԑnsapԑnsamu a ↄtwe adwen si nsԑm ahorow a ‘yi’da edzi wↄ mu na ‘yi’ ne nkyerԑase ahorow a ↄda edzi wↄ Mfantse kasa mu ber a wↄdze edzi dwuma wↄ kↄntԑste ahorow mu. Nhwehwԑmu yi dze praemeri na sekendri mboanosԑm dzii dwuma. Nhwehwԑmu yi dze nyiyimu kwan a ogyina botae do paaw esuafo na mpanyimfo a wↄyԑ Mfantsefo fii Ajumako a ↄwↄ Mfinimfin Mantↄw mu nye hↄn dzii dwuma. Migyinaa Nkasafua hɔn Pragmatsese Adwensu do pԑnsapԑnsaa mboanosԑm no mu. Dԑm adwensu ebien yi aboa ada ‘yi’ ne nkyerԑase ahorow a ↄda edzi wↄ Mfantse kasa mu edzi. Nhwehwԑmu yi ada no edzi dԑ ‘yi’ wↄ n’enyido ntsease a ↄyԑ ne nkyerԑase tsitsir kor na Mfantsefo tum dze ‘yi’ kyerԑ ntsease ahorow wↄ kↄntԑste ahorow mu ma ‘yi’ nya nkyerԑase afofor. Ne ntsease ntserԑwmu yi mu bi nye ‘yi’ n’enyido ntsease no wↄ twaka a ↄma hↄn so nya twaka bi. Ntsease ntserԑwmu no mu bi so nnye ‘yi’ n’enyido ntsease no nnyi twaka, wↄyԑ soronko. Nhwehwԑmu yi ada no edzi dԑ nnyԑ aber nyinara na ‘yi’ kyerԑ adwen bi dԑ ‘erefa biribi efi beebi’. Bio, ada no edzi so dԑ Mfantsefo hↄn suahu a wonya fi hↄn daadaa asetsena mu nye hↄn amambra mu na nyimdzee nye nsusui a wↄwↄ fa ndzԑmba a etwa hↄn ho ehyia ho na kↄntԑste a wↄdze ‘yi’ dzi dwuma wↄ mu no boa ma wotum dze ‘yi’ da ntsease ahorow edzi wↄ Mfantse kasa mu.

Source: UEW
Mfantsefo mbԑ na kasambirenyi a ɔfa abɔdam ho mpԑnsampԑnsamu

Nhwehwɛmu yi pɛnsampɛnsaam mbɛ na kasambirenyi a Mfantsefo dze kyerɛ abɔdam mu. Ͻnam dɛ nhwehwɛmu yi fa Mfantsefo hɔn adwen na hɔn suahu wͻ abͻdam ho ntsi migyinaa nsɛnkyerɛkyerɛmu do kyerɛɛ me nsɛm mu. Nhwehwԑmu yi dze mbuae a minyae fii hͻn a menye hͻn dzii dwuma no hͻ na nsɛm a minyae fii mbuukuu mu. Dwumadzi yi kͻr do wͻ nkurow ebiasa mu; mekyerԑ Esema, Fijai na Assorku a wɔwɔ Sekunde na Esema Mansin mu wͻ Anee Mantɔw. Nhwehwԑmu yi dze nyiyimu kwan a ogyina botae do paaw nsԑnyianofo anaa nyimpa a medze hͻn dzii dwuma yi. Hͻn a medze hͻn dzii dwuma no yԑ adatserfo been, sunsumsͻr asͻfo beenu, edunsifo na nyimpa mpanyimfo a hͻn mfe akͻ enyim. Nyimpa a medze hͻn dzii dwuma yi dodow yԑ du. Nhwehwԑmu yi yԑ mpԑnsampԑnsamu a ogyina dza nsԑnyianofo no dze too gua do. Nhwehwԑmu yi aboa ma yeehu adwen a Mfantsefo wͻ fa abͻdam ho a ogyina mbԑbusԑm na kasambirenyi a wͻdze dzi dwuma fa abͻdam ho. Mbԑbusԑm a wͻdze dzi dwuma no bi nye ͻbaakofo nnkyer damfo, abͻdam nnyim busuanyi na dza ͻkeka ho. Nhwehwԑmu yi san da no edzi dԑ yԑdze kasambirenyi bi tse dԑ n’ahoma atsew, ne tsir asԑԑ na adze no kasa fa abͻdam ho. Dwumadzi ada no edzi bio dɛ mbɛ na kasambirenyi a Mfantsefo dze kyerɛ abɔdam no wɔ nsԑntsitsir ahorow esia: abɔdam ahyɛse/ farbae, abɔdam ho nsɛnkyerɛdze anaa kɔkɔbɔ, abɔdam ho ayarsa, kwan a wɔnye abɔdamfo fa do na dza ɔkeka ho. Nhwehwɛmu yi bɛyɛ mfaso ama dodowara a wɔpɛ dɛ wotu hɔn nyimdzee wɔ Mfantse kasa ho mpon.

Source: UEW