ghanaopendata/ghanaian-research-english huggingface dataset:
Teacher student interaction in the English language class, the case of Wesley high school Bekwai Ashanti

The aim of this research was to find the kind of interaction which exists between the English Language teachers and students of Wesley High School, Bekwai-Ashanti, using an Explanatory Sequential Design. The theoretical framework used for the study is Michael Long’s Interaction Hypothesis. In teaching and learning English as a second language there is the need to have a good interaction between the teacher and the students. In the absence of a good interaction during English Language lessons, there will be no effective teaching and learning. Therefore, to find out the kind of interaction which goes on in the English language classroom in Wesley High School, some questionnaires were distributed to the teachers and students. Again, interviews as well as observations were done with both the teachers and the students to solicit information from them. The gathered data were analysed under the various themes according to the research questions with corresponding tables. The study established that the only interaction found in Wesley High School English Language classrooms was student to student interaction but not the communicative teaching method proposed by Noam Chomsky for a second language acquisition. It was also established that the teachers employed Teacher-Centred interaction method which does not allow interaction between the English Language teachers and their students in class. The study suggested that there should be in-service training and seminars organised by Ghana Education Service for the English teachers. Again, inspectors of Ghana Education Service should constantly monitor classroom activities to ensure that there is an effective teacher-student interaction practices. Lastly, Wesley High School teachers should have better and positive attitudes towards their students. The study further recommends that, studies in English Teachers’ inabilities to interact with their students and bad attitudes of teachers toward their students be conducted.

Source: UEW
Teacher support services for managing the instructional needs of children with disabilities in kindergarten centres within Kumasi Metropolis

The research examined the support services for teachers in managing the instructional needs of children with disabilities in kindergarten centres within Kumasi Metropolis. The study adopted the sequential explanatory mixed methods design, which is characterised by the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. A sample of 234 public kindergarten teachers was selected for the study. They were selected using simple random sampling and purposive sampling techniques. Questionnaires and a semi-structured interview guide were the instruments used to collect data for the study. Descriptive statistics were used to analyse the quantitative data with the aid Statistical Product for Service Solution (SPSS). Qualitative data were analysed using thematic analysis. The study revealed that kindergarten teachers in Kumasi Metropolis have an appreciable knowledge of what teacher support services are and their roles in assisting teachers to help manage the instructional needs of children with disabilities. The study established that teacher support services in managing the instructional needs of children with disabilities were not present in kindergarten centres within the Kumasi metropolis. Based on the findings, the study recommends that headteachers and lead teachers at basic schools should institute enough measures to motivate teachers to hold onto their positive views about teachers' support services. The study further recommends to the Ministry of Education, Ghana Education Service and Kumasi Metropolitan Education Directorate to ensure that assistive technology, mobility service, interpreting service, speech-language pathology service, support teachers and special educators are available in kindergarten schools and are easily accessible to teachers.

Source: UEW
Teacher techniques in managing pupils’ disruptive behaviour at kindergarten centres within the Sagnarigu schools in the Northern Region of Ghana.

The study investigated teacher techniques in the management of disruptive behaviors of pupils in the Sagnarigu Municipality. It investigated the disruptive behaviors of pupils, the forms of disruptive behavior and its associated effect. The study employed the mixed methods approach with explanatory sequential as the research design for the study. Census sampling techniques as well as convenient sampling were the main sampling techniques that was used to select 117 respondents for this study. The data collection instruments used were questionnaire and interview. Descriptive statistics were used to analysed the quantitative data whiles data from the interview were analysed thematically. The study revealed that lack of parental support and cooperation, home and cultural factors, limited legal provisions for child protection at local level and teacher competences where key challenges in managing disruptive behavior of pupils. Also, the findings revealed that, most teachers at the kindergarten early childhood centres were not trained to handle and manage disruptive behaviors of learners in their classroom settings. Effective classroom management, especially controlling disruptive behavior was essential factor in optimizing learning. The study recommended capacity building for teachers and innovation from the school in handling pupil isolation (sacking) which was a major disruptive behavior of pupils.

Source: UEW
Teacher trainee preparation and the social studies curriculum of basic schools in Ghana

This study was conducted in Akropong Presbyterian College of Education in the Eastern Region of Ghana. It investigated whether teacher trainees are well-prepared in Colleges of Education to teach Social Studies at the basic school level. A descriptive design using the mixed-methods sequential explanatory approach was employed for this study. Simple random and purposive sampling techniques were used to select 143 teacher trainees for the study. Questionnaire (Cronbach’s alpha = 0.73) and semi-structured interview guide were the instruments used to collect data. The data collected were analysed and presented in tables and figures as frequencies and percentages. The interview data was analysed qualitatively through thematic and content analysis which were reported in narratives. The findings revealed that teacher trainees were well-prepared and confident in teaching Social Studies at the basic school level. This is because they have sufficient repertoire of strategies for teaching Social Studies. However, they are likely to face challenges in teaching Social Studies in Ghanaian basic schools after training because of the conflict of teaching Social Studies as social science subject, lack of/inadequate teaching and learning materials, and large/overcrowded classes. There are also challenges associated with using instructional approaches such as cooperative learning, role play, simulation, inquiry, fieldtrip, group and independent projects during teaching. It was recommended that Social Studies lecturers in Colleges of Education and universities that train Social Studies educators for pre-tertiary institutions should prepare trainees in pedagogies that centre on integrated approach of teaching and learning. Again, they should prepare Social Studies educators in the use of learner-centred interactive methods such as group work or cooperative learning, demonstration, fieldtrip and project methods of teaching (instruction) and learning, and to encourage the use of educational technology, including computer-based programmes to teach the subject.

Source: UEW
Teacher turnover in public basic schools at Suaman district in the Western North Region of Ghana

Teacher turnover is a phenomenon that has assumed a global dimension thus, requiring critical attention from all stakeholders of education. The study investigated teacher turnover in public basic schools at Suaman district in the Western North region of Ghana. The objectives of the study were to examine the factors that cause teacher turnover, to find out the effects of teachers’ turnover and to identify strategies to manage teacher turnover. The study employed purposive sampling to select the public basic schools. Simple random technique was used to select the teachers. The data collected were analysed using descriptive statistics. The study revealed that lack of some social amenities causes turnover of school teachers. Also, teachers turnover leads to disruption of learning. It is therefore recommended that, the Ministry of Education and the Ghana Education Service should institute an incentive scheme for teachers in remote district and areas that lack some social amenities as a form of motivation to encourage them to stay in those areas. It is again recommended that Ghana Education Service and the Ministry of Education should provide the basic facilities needed by the schools to make teaching and learning effective.

Source: UEW
Teacher usage of l1 as a medium of instruction in private early grade classrooms in the Birim Central Municipality, Ghana

This study explored Teachers use of L1 as a medium of instruction in private early grade classrooms in the Birim Central Municipality of the Eastern Region of Ghana. A concurrent embedded Mixed Method was used to conduct the study. Simple random sampling and Convenience sampling techniques were used to sample 95 private school early grade teachers from across the municipality for the study. The instruments used to collect data were; questionnaire, interview guide and observational checklist. The quantitative data was analysed using descriptive statistics whilst thematic analysis as well as narratives were used for the qualitative data. The result of the study proved that learners‟ first language should be allowed during English lessons, L1 should be used to discuss tests, quizzes, and other assignments appropriately. In explaining difficult concepts and unknown vocabulary to learners, teachers desire to use L1. It is recommended that the Birim Central Municipal Ghana Education Service should organise seminars to educate private school proprietors/tresses, parents and teachers about the functions of the use of the L1 as a medium of instruction in the classroom.

Source: UEW
Teacher-student interaction in the English language class the case of Wesley high school Bekwai-Ashanti

The aim of this research was to find the kind of interaction which exists between the English Language teachers and students of Wesley High School, Bekwai-Ashanti, using an Explanatory Sequential Design. The theoretical framework used for the study is Michael Long’s Interaction Hypothesis. In teaching and learning English as a second language there is the need to have a good interaction between the teacher and the students. In the absence of a good interaction during English Language lessons, there will be no effective teaching and learning. Therefore, to find out the kind of interaction which goes on in the English language classroom in Wesley High School, some questionnaires were distributed to the teachers and students. Again, interviews as well as observations were done with both the teachers and the students to solicit information from them. The gathered data were analysed under the various themes according to the research questions with corresponding tables. The study established that the only interaction found in Wesley High School English Language classrooms was student to student interaction but not the communicative teaching method proposed by Noam Chomsky for a second language acquisition. It was also established that the teachers employed Teacher-Centred interaction method which does not allow interaction between the English Language teachers and their students in class. The study suggested that there should be in-service training and seminars organised by Ghana Education Service for the English teachers. Again, inspectors of Ghana Education Service should constantly monitor classroom activities to ensure that there is an effective teacher-student interaction practices. Lastly, Wesley High School teachers should have better and positive attitudes towards their students. The study further recommends that, studies in English Teachers’ inabilities to interact with their students and bad attitudes of teachers toward their students be conducted

Source: UEW
Teacher-student interaction in the English language class. The case of Wesley High School Bekwai-Ashanti

The aim of this research was to find the kind of interaction which exists between the English Language teachers and students of Wesley High School, Bekwai-Ashanti, using an Explanatory Sequential Design. The theoretical framework used for the study is Michael Long’s Interaction Hypothesis. In teaching and learning English as a second language there is the need to have a good interaction between the teacher and the students. In the absence of a good interaction during English Language lessons, there will be no effective teaching and learning. Therefore, to find out the kind of interaction which goes on in the English language classroom in Wesley High School, some questionnaires were distributed to the teachers and students. Again, interviews as well as observations were done with both the teachers and the students to solicit information from them. The gathered data were analysed under the various themes according to the research questions with corresponding tables. The study established that the only interaction found in Wesley High School English Language classrooms was student to student interaction but not the communicative teaching method proposed by Noam Chomsky for a second language acquisition. It was also established that the teachers employed Teacher-Centred interaction method which does not allow interaction between the English Language teachers and their students in class. The study suggested that there should be in-service training and seminars organised by Ghana Education Service for the English teachers. Again, inspectors of Ghana Education Service should constantly monitor classroom activities to ensure that there is an effective teacher-student interaction practices. Lastly, Wesley High School teachers should have better and positive attitudes towards their students. The study further recommends that, studies in English Teachers’ inabilities to interact with their students and bad attitudes of teachers toward their students be conducted. University of Education,Winneba http://ir.uew.edu.gh

Source: UEW
Teacher-student interaction in the ESL classroom an investigation of the three-part exchange in Pokuase schools

Classroom interaction refers to the exchanges that occur between the teacher and the learner during a classroom discourse. This study examined the application of Sinclair and Coulthard‘s (1975) model of exchange structure (IRF) in classrooms in schools in Pokuase in the Ga-North Municipality. In examining the classroom interaction, the study focused mainly on Initiation-Response and Feedback (IRF) as a pedagogical technique used in the ESL classroom. To achieve the objectives, data were collected using recordings, interview and observation from five public and five private basic schools from Pokuase and analyzed qualitatively. Results indicated that teachers and pupils utilize different types of the IRF structure to achieve language learning objectives. Based on the results, it is argued that teachers in Ghanaian schools could employ the exchange structure to create a conducive classroom atmosphere devoid of intimidation as pupils also find it necessary to be part of the structure. Also, teachers are entreated to have an understanding of this structure so as to allow pupils to freely initiate lessons where possible in order that they will not miss their turns in the interaction.

Source: UEW
Teacher-student interaction in the ESL classroom_ an investigation of the three part exchange in Pokuase schools

Classroom interaction refers to the exchanges that occur between the teacher and the learner during a classroom discourse. This study examined the application of Sinclair and Coulthard‘s (1975) model of exchange structure (IRF) in classrooms in schools in Pokuase in the Ga-North Municipality. In examining the classroom interaction, the study focused mainly on Initiation-Response and Feedback (IRF) as a pedagogical technique used in the ESL classroom. To achieve the objectives, data were collected using recordings, interview and observation from five public and five private basic schools from Pokuase and analyzed qualitatively. Results indicated that teachers and pupils utilize different types of the IRF structure to achieve language learning objectives. Based on the results, it is argued that teachers in Ghanaian schools could employ the exchange structure to create a conducive classroom atmosphere devoid of intimidation as pupils also find it necessary to be part of the structure. Also, teachers are entreated to have an understanding of this structure so as to allow pupils to freely initiate lessons where possible in order that they will not miss their turns in the interaction.

Source: UEW
Teacher-Student sexual harassment in Vakpo Senior High School in the Volta Region of Ghana

The purpose of this study was to examine student-teacher sexual harassment and its occurrence in Vakpo Senior High school in the Volta Region, Ghana. The study adopted the descriptive survey. The sample size was 145 respondents, comprising of 125 female students and 25 male teachers. Data was collected using the questionnaire and interview guide. Data was analysed using the Statistical Package for Social Sciences (SPSS) version 23. Findings show that female students experienced sexual harassment from their male teachers. Both female students and their male teachers understand the acts that constituted sexual harassment. The study concludes that sexual harassment against female students actually took place and was mostly masterminded by the male teachers in the school. The harassment took place in form of sexual comments such as text messages, pinching and sexual looks. The study recommends that school authorities, chiefs and elders, the Ghana Education Service, the Ministry of Education, PTA and other stakeholders in education including NGOs should spearhead and intensify education on sexual harassment in the school. It also recommends that female students be empowered to be able to speak out anytime they feel harassed sexually but their male teachers. The study also suggested that, male teachers who are reported by female students for sexual harassment be dealt with to serve as deterrent to others.

Source: UEW
Teacher-trainees’ mathematics background in response to college tutors’ instructional strategies in mathematics

The study investigated the effect of constructivism on teacher-trainees’ performance in mathematics at the colleges of education. A purposive sampling technique was used to select the Volta Region and three colleges of education from the region. Furthermore, a convenient sampling technique was adopted to select six hundred and forty-one (641) 2019/2020 third-year teacher-trainees from the three colleges. The instrument used for the collection of data was carefully developed and structured from reviewed literature to measure CA, IC, PUFM and CGI as basis to determine constructivism. The instrument was validated and found to be reliable when factor analysis was conducted using the principal component analysis method. The binomial test, descriptive statistics analysis and composite scores of the mean likert-scale response indicated that instructional coherence which supported constructivist theory of learning was mostly used among the studied instructional strategies by the college tutors to support teacher-trainees mathematics learning. The indication was that tutors’ use of instructional coherence instruction guaranteed constructivist theory which is a solid foundation to teacher-trainees’ performance in mathematics at the colleges of education. Finally, partial least squares-structural equation modelling (PLS-SEM) results revealed that CGI had the highest path coefficient (𝛽 =-0.161) as the major construct affecting TTP and IC as the highest path model value of 𝛽 =0.302 affecting CONST.

Source: UEW
Teachers experiences in teaching learners with special educational needs in public schools. A case of selected schools in Afadzato South District, Ghana

The study focused on ‘teachers’ experiences in teaching learners with special educational needs in public schools in Afadzato South District, Ghana. The research design used for this study was a Case Study using qualitative approach. The targeted population for the study was twenty (20) teachers in three selected public inclusive schools where there are learners with special educational needs having their education alongside their non-disabled counterparts in the Afadzato South district. The researcher used purposive sampling to select six (6) teachers for the study from the larger population. The researcher obtained data for the study through combination of instruments such as interview guide, and focused group discussion. This was because the methodology underpinning this study lends itself these instruments The main objectives of the study was to find out the teaching pedagogies that teachers within public schools can use in teaching learners with Special Educational Needs in public schools in Afadzato South District. It also found out availability of teaching resources teachers in public schools can use to effectively teach learners with Special Educational Needs. Again the study was to find out the exact behavior management techniques teachers can use in handling learners with disruptive behaviors in the classroom and the ways by which these teachers can be supported to improve upon teaching learners with Special Educational Needs in public schools. Four research questions with probes were formulated to guide the study. The finding indicated that most public school teachers find it difficult in teaching learners with Special Educational Needs (SEN) in the inclusive settings because majority of these teachers do not have the required skills regarding the specific or appropriate teaching pedagogies to be used. In conclusion, it is important as a first step for teachers to allow the opportunity for learners with SEN to be enrolled into schools and the necessary actions on how they would be effectively taught can come into play. It is recommended that teachers teaching in public schools should develop a positive approach to teaching that promotes good behavior among all learners. However these approaches must be modified to ensure that they are develop

Source: UEW