ghanaopendata/ghanaian-research-english huggingface dataset:
Influence of teacher characteristics and parental factors on students’ academic achievements in integrated science in Keta senior high technical school

This research work was carried out to investigate influence of teacher characteristics and parental factors on students’ academic achievements in integrated science in Keta Senior High Technical School. Two different sets of questionnaires were drafted, together with document analysis conducted to elicit response from participants based on two concepts; (a) concept of teacher characteristics, with twenty (20) form-2 integrated science teachers, and (b) concept of parental factors, consisting two hundred (200) second year day students. The study adopted a descriptive survey research design using mixed method approach. The data collected were analyzed using mean, standard deviation, variance and independent sample t-test at P-value of 0.05 level of significance. The results of the questionnaire, and document analysis were transcribed and analyzed thematically. Descriptive statistics and independent sample t-test were used in analysing the data collected. A total of four (4) null hypotheses were tested with two (2) hypotheses from each concept. The results showed that majority of the student respondents have A1 and B2, which is above average, in the end of term 2 examination results reviewed. The results revealed that majority of the integrated science teachers in Keta Senior High Technical School have both bachelor’s degree and professional’s qualification, and so can demystify the concepts in integrated science by applying the various pedagogical methods of teaching and learning activities. It was seen that there is no significance difference between teacher academic qualification and students’ academic achievements in integrated science. The results showed that most of the integrated science teachers are experienced, exhibited attributes of a quality teacher in their area of study, thereby making them to apply a lot of effective teaching strategies to improve the students’ academic performances. It was seen that there is no significance difference between teacher experience and student’s academic performance in integrated science. The results revealed that most parents of the student respondents do not have access to higher level of education, therefore, they may not be able to influence their wards academic performance by monitoring, supervising and facilitating their learning process both at home and in school. It was seen that there is no significance difference between parents’ educational level and students’ academic performances. The results showed that most parents were involved in the academic affairs of their wards; as they attend PTA meetings regularly, visit the class teachers regularly, and asked respondents about happenings in school. It was seen that there is no significance difference between parental involvement (guidance) and students’ academic performances

Source: UEW
Influence of teachers’ content knowledge on teaching physical education at the junior high schools in Effutu municipality, Ghana

Physical education, which is one of the subjects studied in our schools in Ghana, is a very important subject that helps individuals acquire fitness, knowledge and attitude that contribute to their optimal development and personality. Recently, focus has been on how the subject is taught in the various schools by the teachers. The context of physical education creates a unique totality for shaping the individuals as well as the nation, because, it seeks to develop the individual mentally, socially, physically and emotionally. This study therefore focused on influence of teachers’ content knowledge on teaching physical education at the junior high schools in the Effutu Municipality in the central region of Ghana. It investigated how physical education teachers’ content knowledge influences students’ sports skill acquisition in schools. A descriptive research design was used for this study. A random sampling technique was used to select five (5) teachers and their respective classes for the study. A questionnaire and a self-designed observation checklist subjected to content validity by the supervisor and other experts in the physical education department was used to collect data for the study. The data analysis was done using the simple percentages with the aid of Microsoft excel 2007. Bar chats were also used to show graphical representation of the data. The findings of the study showed that, most sixty percent (60%) of the teachers observed, exhibited low content knowledge in teaching the sports skills at the junior high school level in the study area. This was as a result of teachers’ inability to exhibit the critical elements when dealing with the content, hence the low skill acquisition of the learners at the end of the lessons. It is therefore recommended that institutions that train teachers to teach the subject at the junior high schools must help the teachers’ improve on their content knowledge. This will help teachers to effectively teach the subject at that level. Further study is recommended to help deal with the issues raised from the findings.

Source: UEW
Influence of teachers’ coverage of mathematics curriculum materials (MCM) on their schools’ performance in mathematics

This study was conducted in the Agona West Municipality, covering a total of nine-nine (99) junior high schools. The objective was to determine the relationship between the proportions of syllabus covered by teachers to their students’ performance in the basic education certificate examination (BECE) mathematics. Stratified random sampling technique was employed for the selection of forty (40) out of the 99 schools (representing 40.4% of total schools in the municipal). A survey design was adopted for the study and data was collected using questionnaires and interview guides from fifty (50) teachers in the forty schools sampled for the study. The findings show that only 62% of the mathematics curriculum materials (MCM) were implemented even though teachers admitted in interviews that they conduct extra-classes for the students. This implies about 38% of the content in the MCM are not taught by the majority of the teachers and therefore the omission or skipping of certain topics was common practice in the municipality. A one way ANOVA used to test the null hypothesis that ‘there is no significant difference between the school performance categories (high, average and low) with respect to their teachers’ coverage of mathematics curriculum’ showed the results F = 22.80 and p=0.00 (p<0.005), indicating a significant influence of the teachers’ coverage of the content in the MCM on the schools’ performance. The implication is that the teachers in the high performing schools cover a great deal of the content of the official curriculum (high mean content coverage = 89.31%). It is recommended that the Ghana Education Service support mathematics teachers in low performing schools to engage in in-service education and training to deal with how to teach difficult topics identified in this study. Also, opportunities should be created for mathematics teachers in high performing junior high schools to share their successes in the implementation of the mathematics curriculum.

Source: UEW
Influence of teachers’ participation in decision making process in basic schools in the Tanoso circuit of the Kumasi Metropolis

The purpose of the study was to explore factors that influence teachers’ participation in decision making process in basic schools in the Tanoso circuit of the Kumasi Metropolis in the Ashanti Region of Ghana. The objectives of the study were to find out ways teachers are involved in decision-making in Basic Schools, establish the effect of teachers’ participation in decision-making on teachers’ morale and to determine the factors that prevent teachers’ participation in decision-making in Basic Schools. Descriptive survey design with quantitative method was used for the study. The target population was 325, consisting of 13 headmasters, 104 kindergarten school teachers and attendants, 78 primary school teachers and 130 Junior High School teachers. Purposive sampling method was employed to select the 13 headmasters. Simple random sampling was used to select 52 Kindergarten teachers and attendants, 39 primary school teachers, and 65 Junior High School teachers making a total sample size of 169 for the study. The study was analysed descriptively with the aid of the Statistical Product for Social Sciences (SPSS).The study found among others that teachers participate in decision making as they take part in defining students’ rights and welfare. Again, participation in decision making, empower teachers. Teacher motivation and teacher empowerment were some of the factors affecting teachers’ participation in decision making. It is recommended based on the findings and conclusions that Metropolitan, Municipal and District Directors of education should organize training workshops on the effect of teacher participation in school decision-making for heads of educational institutions to improve cooperation and performance among teachers and heads.

Source: UEW
Influence of teachers’ professionalism on academic performance of students in senior high schools in Pru East district of the Bono East Region

Several authors have researched teacher professionalism. They have made various findings which are part of literature. However, these studies have failed to address teacher professionalism from a broad range of factors, including pedagogical and classroom management skills of teachers, and their engagement in teacher professional development activities and the related challenges. Thus, the study seeks to investigate how these factors influence teacher professionalism and its impact on the academic performance of students. The study used questionnaire and interview schedules to collect data from the respondents. The respondents consisted of teachers and heads of senior high schools in the Pru East District of the Bono East region of Ghana. They were selected using the simple random and purposive sampling methods. Data collected was analysed using descriptive statistics such as frequency and percentages. The Spearman Correlation Coefficient was used to check the the effect of the variables on the academic performance of students. The study revealed that the pedagogical skills of the teachers did not have any positive impact on the academic performance of the students. Also, it showed that there was no significant correlation between classroom management skills of teachers and academic performance of students. Further, it established that the professional development activities of teachers did not have any significant relationship with the academic performance of students. Finally, it showed that some barriers to the teacher’s participation in continuous professional development included substance abuse by teachers, lack of commitment and training programmes for teachers, stress caused by heavy workloads and financial constraints. The researcher recommends among others that teachers should explore several mechanisms such as collaboration with their colleagues to enhance their pedagogical skills.

Source: UEW
Influence of teachers’ professionalism on academic performance of students in senior high schools in Pru East district of the Bono East Region

Several authors have researched teacher professionalism. They have made various findings which are part of literature. However, these studies have failed to address teacher professionalism from a broad range of factors, including pedagogical and classroom management skills of teachers, and their engagement in teacher professional development activities and the related challenges. Thus, the study seeks to investigate how these factors influence teacher professionalism and its impact on the academic performance of students. The study used questionnaire and interview schedules to collect data from the respondents. The respondents consisted of teachers and heads of senior high schools in the Pru East District of the Bono East region of Ghana. They were selected using the simple random and purposive sampling methods. Data collected was analysed using descriptive statistics such as frequency and percentages. The Spearman Correlation Coefficient was used to check the the effect of the variables on the academic performance of students. The study revealed that the pedagogical skills of the teachers did not have any positive impact on the academic performance of the students. Also, it showed that there was no significant correlation between classroom management skills of teachers and academic performance of students. Further, it established that the professional development activities of teachers did not have any significant relationship with the academic performance of students. Finally, it showed that some barriers to the teacher’s participation in continuous professional development included substance abuse by teachers, lack of commitment and training programmes for teachers, stress caused by heavy workloads and financial constraints. The researcher recommends among others that teachers should explore several mechanisms such as collaboration with their colleagues to enhance their pedagogical skills. University of Education,Winneba http://ir.uew.edu.gh

Source: UEW
Influence of the curriculum on the development of individuals with intellectual disabilities in three selected special schools in Accra

The focus of the study was on how the curriculum pursued in special schools in Ghana influence the lives of individuals with intellectual disabilities. There have been great concerns regarding the growth and development of persons with intellectual disabilities in the society. Among many issues, one important determining factor for their development both in and out of school relates to what persons with intellectual disabilities are taught. The study employed 35 teachers and 30 parents of persons with intellectual disabilities in three selected special school in Accra namely - Dzorwulu, Castle Road and New Horizon. In all, 65 individuals participated in the study completing a close-ended questionnaire. The study revealed that the curriculum supports the development of daily living skills, motor skills, social skills and prevocational skills. It provides the impetus for teachers to help train persons with intellectual disabilities in these skills. However, to promote the onward learning of these skills, there is the need for task analyzing and making the lessons more activity based. Also, training should be directed toward preparing them for future vocations and employment.

Source: UEW
Influence of vibration coupling between bandsaw frame and feed-carriage system on sawdust spillage and surface quality of workpiece during sawing [Einfluss der Schwingungskopplung zwischen der Bands�ge und dem Vorschubwagen auf den Schnittverlust und die Oberfl�chenqualit�t des Schnittholzes]

Productivity, surface quality, and recovery are three parameters that compete for attention during lumber production. The well known phenomenon of improved surface quality with decreasing workpiece feed rate has been reported by several researchers. This paper reports on experimental results from the relationship between workpiece feed rate or bite per tooth and the surface roughness of Japanese Sugi (Cryptomeria japonica) using a bandsaw machine whose feed-carriage is coupled to the bandsaw frame. The volume of sawdust produced during sawing was determined using an electronic balance. Equation was developed to determine the kerf-losses. It was observed that as the workpiece feed rate increased, or as the bite per tooth increased, the saw blade vibration decreased and the volume of sawdust also decreased contrary to expected results. Furthermore it was observed that with increasing workpiece feed rate the surface roughness decreased contrary to expected results. On the other hand, when the carriage feed rate increased the saw blade deviation also increased as expected. The research findings clearly suggest that when there is vibration coupling between the feed-carriage and the entire bandsaw frame, the amplitude of the saw blade vibration and the surface roughness decrease as the bite per tooth increases. Thus the bandsaw machine whose frame is coupled to the feed-carriage is a promising technique for increasing lumber recovery and improving upon surface quality. � 2009 Springer-Verlag.

Source: UEW
The influence of virtual physics laboratory on students’ performance in motion_a case study at Bishop Herman College, Kpando

The main objective of this study was to find out the influence of virtual physics laboratory on students‟ performance in motion. The total population for the study was 63 second year science students of Bishop Herman College, Kpando; 42 in the control group and 21 in the experimental. Quasi-experimental design was adopted in this study. Questionnaire, test and opinionnaire were the researched instrument used. The data were analyzed by using SPSS 16.0 statistical analysis program. Descriptive statistics such as mean, Standard Deviation were calculated and inferential statistics of paired sample t-test was used to test if significant differences exist in the understanding of motion between the experimental and control groups after the intervention. Alpha level of 0.05 was used as a criterion of either accepting or rejecting the null hypotheses. The mean test score of the experimental group (22.2) was higher than their control group (13.6) counterparts in the post-test. The t- test analysis of the mean score on the post-test shows a significant difference between the 2 groups (t = 5.465; p < 0.05). Therefore the null hypothesis which states “There isno significant difference in the understanding of motion between the experimental and control groups after the intervention was rejected”.The result also revealed that,for teaching and learning to take place effectively in physics lessons, interest of students in physics lessons specifically, motion, and motivation during motion lessons need to be considered. The study further revealed that students learned concept of motion effect through virtual physics lab in a better way as compared to teaching in abstract.

Source: UEW
The influence of work life balance on teachers stress management, a case study of selected schools in the Sekyere Central District

The purpose of the study was to assess the influence of work-life balance on teacher’s stress management: case study of selected schools within the Sekyere Central District. The study used cross-sectional descriptive survey design. Quantitative research approach was used. The population for the study was seventy-four (74), comprising 2 head teachers and 72 teachers at selected schools. The census sampling technique was used to select all the seventy four (74) respondents for the study. Questionnaire was used to gather empirical data. The computer statistical package for social scientists (SPSS version 20) was used to process all the quantitative responses from the questionnaire. The questionnaire items were sorted, coded and fed into SPSS program to generate frequencies and percentages and data would be presented using frequency distribution tables. Descriptive statistics was used to analyse data. The study result showed that the available and implemented welfare policies at the selected schools were full time work, part time work, study leave, maternity leave, and child care arrangements. The majority of the respondents agreed that work-life balance policies in their schools help them to improve their performance. More than half of the respondents agreed that there were work-life balance policies in their schools. The effects of stress on the job performance of employees were employee absenteeism, increase in the number of errors made in the job, deteriorating relationship with co-workers, friends and family, and job dissatisfaction. The study recommended that there is the need to redesign jobs in order to eliminate the stress in the workplace by involving the employees in the decision making process of the school and encouraging more flexibility in the job. Furthermore, there is the need to encourage professional growth of employees by the means of better training, supervision, advice, support and feedback.

Source: UEW
Influences of popular culture in the Ghanaian film industry

Globalization has facilitated the adoption of new trends that are influencing and challenging existing structures in a variety of world disciplines, including the arts and sciences. Popular culture, which arose as a result of the globalization drive, is a major factor influencing patterns of change in existing cultures and systems. The popular culture movement has also had an impact on Ghana's film industry, influencing some new developments. The study sought to investigate how popular culture has influenced filmmakers, film development, audience preferences, and the film industry's marketing and distribution structures in Ghana. The study used a qualitative method and was based on the Social Influence Theory. Data was collected from directors, actors, and scriptwriters from Ghana's two main film industry blocs in order to answer the four research questions. Audience members and a distributor across both industries were also polled for their opinions. The main findings suggest that filmmakers mostly incorporate elements of popular culture into their films for a variety of reasons, including but not limited to meeting audience demands, attracting actors to their projects, and breaking into some viable markets. Although some filmmakers recognized the value of cultural representation in films, popular culture came to the fore as the driving force behind the majority of informed decisions made during the development and creation of film content. The study made recommendations for additional investigation and engagements to examine additional film industry sectors where popular culture has taken a dominant role and what can be done to ensure that indigenous culture is not ignored in the creation of films.

Source: UEW
Influences of the pedagogical content knowledge of graduate social studies teachers on questions they set in Senior High Schools in Ghana

This study investigated the pedagogical content knowledge of Social Studies teachers and their assessment practices in Senior High Schools in Ghana. This research question guided the study: How does trained graduate Social Studies teachers’ pedagogical content knowledge influence the questions they set at the Senior High School level? A sequential mixed method design was used for the study. Data from questionnaire was triangulated with interviews and document analysis of teachers’ questions designed for students’ end of term examination. Non-probability sampling method, that is, convenience and purposive sampling techniques, were used to select the sample of districts, schools and respondents for the study. In all, seventy-two (72) Social Studies teachers were selected from twelve (12) Senior High Schools. The data suggest that teachers’ conception of the subject influences their classroom assessment. Most teachers said they set questions that enhance the development of students’ conceptual understanding or problem-solving skills. However, there were irreconcilable differences between what teachers said they assessed and what they actually assessed. Key-Words: Social Studies. Content of Social Studies. Social Studies questions. Pedagogical content knowledge of Social Studies.

Source: UEW