ghanaopendata/ghanaian-research-english huggingface dataset:
The Influence of Support Services on Progression, Programme Completion and Dropout among Distance Education Students: The Case of Students of University of Education, Winneba in the Central Region of Ghana.

This study was motivated by my desire to understand the phenomenon of the Influence of Support Services on Progression, Programme Completion and Dropout among distance education students in University of Education, Winneba. I was also interested in knowing participants’ perceptions about the learner support services and their contribution to distance learners’ progress and programme completion. The investigation was carried out to find out why despite the provision of learner support services, there were dropouts and low completion rates in the Distance Education programme of the University of Education, Winneba. The study also identified the strengths and weaknesses of learner support services. A qualitative case study research design was applied. Group and individual interviews were conducted with participants. Data were analysed using ATLAS.ti computer software which simplified the management of the large data generated during the fieldwork. The study found that there was the need for sustained learner-tutor and learner-learner interaction and regular communication with the supporting institution during the learning process. This requires planning and aligning learner support services to identified learner needs, access to learning resources including the existence and application of effective monitoring and supervision mechanisms for academic, counselling and administrative support in order to ensure commitment and accountability of learner support providers. In order to reduce isolation which is created by the physical separation between learners and service providers, the study recommends a structure for the provision of decentralized learner support services that are near where distance learners live and work for ease of access.

Source: UCC
Influence of Teacher Characteristics on Teacher Use of Test Blueprint at the Basic Schools in Cape Coast Metropolis

The study sought to explore the influence of teacher characteristics on teacher use of test blueprint at the basic schools in cape coast metropolis. The descriptive survey design was employed to carry out the study. Three hundred teachers out of the total population of 1,244 teachers in the 79 public Junior High Schools in Cape Coast Metropolis were considered. A purposive sampling technique was employed in the sampling procedures. A self developed five-point likert scale questionnaire was used in collecting the data for the study. Frequencies, percentages, means, standard deviations, independent sample T-test, One-Way Analysis of Variance (ANOVA) and Simple Linear Regression were used to analyse the data. The results revealed that teachers are highly experienced in using test blueprint to construct test items. The results also showed that there is a moderate level of anxiety among teachers regarding the use of test blueprints in constructing test items. The results further revealed that there was no statistically significant gender difference in teachers‟ use of test blueprint. The results further revealed that perceived usefulness significantly influenced teachers‟ use of test blueprints in test item construction. The study recommended that teachers should participate in continuous professional development workshops that focus on enhancing their skills in using test blueprints effectively. These workshops should provide hands-on training to address areas of uncertainty or anxiety about test construction, ensuring that teachers are both confident and competent in their use of test blueprint. The focus should be on practical applications, common challenges, and innovative ways to integrate test blueprints into everyday assessment practices.

Source: UCC
Influence Of Teacher Expectation And Teacher-Student Relationships On The Academic Self-Concept Of Junior High School Students In The Nkoranza South Municipality

The study aimed to investigate how teacher expectations and teacher-student relationships influence academic self-concept of Junior High School students in the Nkoranza South Municipality. Descriptive research design was the design employed for this investigation. 30 science and maths teachers and 335 BS8 students made up the study's sample. Multistage sampling was the method of sampling that was employed to determine the study's sample size. The study was led by two hypotheses and four research questions. Data for the study were gathered using four modified instruments. The study was analysed using multiple regression with Pearson moment correlation coefficient and independent sample t-test. The study's findings showed that there was no meaningful relationship between students' academic self-concept and instructor expectations. Additionally, a positive correlation between academic self-concept and teacher-student relationships was found in the study. The study's conclusions point to a mutually beneficial relationship between the kind of relationships that form in the classroom and the expectations teachers have for their pupils. Teachers are urged to place a high priority on developing a rapport with their pupils that is both positive and encouraging in order to foster an atmosphere that is conducive to open communication, understanding, and trust. The Ghana Education Service should consider implementing ongoing professional development programs for teachers that emphasise the need of upholding high standards for students while also promoting positive and supportive relationships between teachers and students.

Source: UCC
Influence of Teacher Preparation Programme on Teachers’ Competence in Inclusive Practice in Ashanti Region, Ghana

The study aimed at examining the influence of teacher preparation programme on teachers’ classroom management, time management and self-efficacy in inclusive schools in Ashanti Region, Ghana. Descriptive survey design was used. A multi stage sampling technique was used to select 365 teachers who responded to a set of questionnaires. Six research questions were formulated to keep the study in focus. Five hypotheses were also formulated and tested. A questionnaire was developed by the researcher to serve as the instrument for data collection. The study revealed that pre-service teacher preparation programme equip teachers with knowledge on inclusive practices, good classroom management skills and effective time management in an inclusive classroom. It was evident from the study that the existing teacher preparation programme does not train teachers to develop self-efficacy that will help them to function in an inclusive classroom. The study also revealed that there is a significant positive relationship between teacher respondents’ knowledge about inclusive practices and their classroom management skills. It was recommended that the government of Ghana through the Ministry of Education, the National Teaching Council and the Ghana Education Service, should organise regular in-service training for teachers in order to upgrade their knowledge in inclusive practices. Also, it is important that students teachers are exposed to practical inclusive classrooms during their pre-service preparation programme to equip them with practical experience with children with special educational needs and disabilities, so that they can build their confidence level when they eventually move out of school.

Source: UCC
Influence of Teachers Knowledge on Management of Pupils With Behavioural Problems: Moderating Role of Teacher Professional Development

Managing behavioural problems in schools, especially in Basic schools is well debated in the academia and in the field of practice. Missing in this debate is the extent to which the management of behavioural problems in the classroom is influenced by teacher professional knowledge and how this influence is moderated by teacher professional development. This study filled this gap. The study employed a descriptive survey design involving 300 participants who were sampled through Stratified and Simple Random Sampling techniques. Primary Data was gathered through the administration of questionnaire named Teacher Knowledge and Behavioural Management Questionnaire (TKBMQ) and analysed using frequencies, percentages, Mean Item Scores, Relative Importance Index and Hays process Model 1. The analysis revealed that bullying, lateness and truancy were the common behavioural problems in Primary Schools in the Tamale Metropolis. The study further revealed that lack of specialised knowledge, problem identifying pupils with behavioural problems, adaptation of curriculum and large class sizes were the major challenges faced by teachers in managing behavioural problems. It was concluded that teacher professional knowledge is very significant especially in situations where teachers have access to professional development avenues to continuously update their knowledge. It was therefore recommended that the Northern Regional Education Directorate should organize seminars and workshops frequently to equip teachers in the Metropolis with specialized knowledge and skills in handling pupils with behavioural problems.

Source: UCC
Influence of Teachers‘ Classroom Behavioural and Instructional Management Style on Students‘ Academic Performance.

This study investigated the influence of Senior High School (SHS) teachers‘ classroom behavioural and instructional management style on students‘ academic performance. The study determined primarily the difference in students‘ academic performance across the behavioural and instructional management styles in addition to the behavioural and instructional management style that best predicts SHS students‘ academic performance within the Kumasi Metropolis, Ashanti region. The study was descriptive and randomly sampled 320 SHS students together with 26 teachers who were purposively selected from 7 schools. Data was collected using an adapted form of the Behavioural and Instructional Management Scale. Results of the study indicated that there is a significant difference in students‘ academic performance between the interactionalist and interventionist behavioural management styles. The magnitude of the difference was 39% and 47% for biology and chemistry respectively. Also, the study discovered that the interventionist style of behavioural management best predicts students‘ academic performance. Again, the study discovered that the interactionalist style of classroom instructional management best predicts students‘ academic performance. In the light of the results, teachers are recommended to adopt the appropriate style to instruct and manage students‘ behaviour during lessons.

Source: UCC
Influence Of Teachers’ Classroom Management Competencies On Students' Attitude Towards Teachers And Subject

The study investigated the impact of instructors' classroom management competencies on students' attitudes about both the teacher and the subject in Senior High Schools in the Cape Coast Metropolis. Utilizing a descriptive cross-sectional survey design with a quantitative approach, data was gathered from 200 business students, selected from an estimated sample of 285 students, through the administration of questionnaires. The findings of the study indicated that teacher classroom management competencies exert a positive influence on students' attitudes towards their teachers. However, they also reveal a contrasting effect on students' attitudes toward the subject being taught, which tends to be negative. More specifically, the study identifies that effective behavioural management significantly enhances students' attitudes towards their teachers. Conversely, students' engagement management competencies seem to negatively impact students' attitudes towards both their teachers and the study of Business Management. Furthermore, the study revealed that there were no statistically significant disparities between male and female educators in terms of their approaches to managing the classroom. Similarly, there was no discernible statistically significant influence of gender on students' attitudes towards the teacher and the subject. It was recommended that Business Management teachers focus on enhancing their behavioural management competencies to foster positive attitudes among their students. Also, teachers should adopt a multifaceted approach that goes beyond mere student engagement management to enhance students' attitudes toward the subject.

Source: UCC
The influence of teachers’ classroom practices on the self-concept of primary school pupils with disabilities in tano north district

In Ghana, children with disabilities in the regular schools seem to go through experience which is detrimental to their self-concept development. The study investigated the influence of teacher classroom practices on the self-concept of children with disabilities in upper primary schools in the Tano North District. The expost-facto research design was used for the study. The instruments used in gathering data for the study were questionnaire and observation guide and a structured interview guide. Purposive sampling and proportionate simple random sampling were used in selecting children with disabilities and the schools respectively for the study. A total number of 98 respondents were used. This comprises 30 teachers and 68 pupils with disabilities. One research question and four research hypotheses were formulated to guide the study. The findings of the study were that Teacher’s social and physical practices were geared toward meeting the needs of children with disabilities in the classroom whilst instructional and organizational practices were not. Teacher classroom practices have a moderate relationship with the self-concept of children with disability. No relationship was found to exist between type of disability and self-concept. Gender of children with disabilities was found to be related to their self-concept. It is therefore suggested among others that Ghana Education Service (GES) should frequently organise in-service training for regular classroom teachers on how to take into account the characteristics of children with disabilities in their classroom practices so as to have a positive influence on the self-concept of such children.

Source: UCC
Influence Of Teachers’ Knowledge And Attitude On Their Management Strategies For Students With Emotional And Behavioural Disorders In Second Cycle Institutions In The Volta Region

This study examined the influence of teachers’ knowledge and attitude on their management strategies for students with Emotional and Behavioural Disorders (EBD) in second cycle institutions in the Volta Region. The theoretical and philosophical arguments of this study were grounded in the self-efficacy theory, attachment theory and the multiple intelligence theory. The population was 4539 teachers and the final sample size was 280. The study employed the Convergent Paralled mixed method design. That is, methodologically, a combination of both interpretivism and positivism approaches were adopted through the use of questionnaires and interviews with teachers in public second cycle institutions in the Volta Region of Ghana. The quantitative data gathered were analysed using independent samples t-test, ANOVA and Pearson’s Product Moment Correlation while thematic analysis was done on the qualitative data. The study found that the teachers had high knowledge of prevalence of EBD as well as positive attitude towards students with EBD except that they did not feel adequately prepared to meet the needs of students with EBD. The study also found that teachers mostly used proactive stratesgies in managing students with EBD. The study concluded that teachers with higher educational background have more considerable knowledge about EBD and generally, teachers’ choices of strategies in managing students’ problem behaviour is not influenced by their attitude. The study recommended that a guide on identification, characteristics and management strategies of EBD should be developed by the Ministry of Education to be used by teachers. There should also be regular in-service training for teachers on students with EBD.

Source: UCC
Influence Of Teachers’ Professional Standards On Students’ Attitude Towards Christian Religious Studies: A Study In The New Juaben Municipality

The study sought to investigate the influence of teachers’ professional standards on students’ attitude towards Christian Religious Studies in the New Juaben Municipality of the Eastern Region, Ghana. The study covered all the Christian Religious Studies students and teachers of the eight public senior high schools in the Municipality. The cross-sectional descriptive survey research design was adopted for the study. Using the proportionate allocation of sample size and simple random sampling procedure, 396 students and 30 teachers from the public senior high schools in the New Juaben Municipality were selected for the study. Questionnaires were used to gather the requisite data for the study. The data was analysed using frequencies, percentages, mean and standard deviation as well as multiple regression analysis. The study found that most of the CRS teachers had professional qualification and high professional knowledge, while most exhibited professional values. Also, there was a statistically significant relationship between teachers’ professional standard and students’ attitude towards CRS. However, the professional knowledge of teachers was not significant in determining the attitude of students towards CRS. Again, the study clearly showed that professional attitude and the professional practice of teachers were the only determinants of students’ attitude towards Christian Religious Studies. The study recommended that, school management of the various Senior High Schools should orient students on the opportunities available in taking CRS as a course. Again, the Ministry of Education should provide teaching and learning resources needed for teaching CRS in senior high schools.

Source: UCC
Influence of Teaching Approaches on Senior High School Students' Mathematical Mindset and their Achievement in Core Mathematics

The study examined the influence of teaching approaches on students' mathematical mindsets and their achievement in Core Mathematics among public Senior High Schools in the Kumasi Metropolis of the Ashanti Region. A co-relational ex post facto research design was used for this study. A total sample of 384 respondents was involved in this study. Two sets of questionnaires were employed for the study. Students’ and teachers’ perceptions of teaching approaches and mathematical mindset questionnaires were used for this study. In addition, students’ achievement scores for Core Mathematics were also used for this study. The data for this study was analysed by using mean, standard deviation, frequencies, and multiple regression analysis. The results revealed possible influences between the teaching approaches and students’ mathematical mindsets. That is, students taught with a more student-centred approach were found to generally possess a growth mindset while those identified to possess a more fixed mindset were mostly students taught using a more teacher-centred approach. Also, a significant relationship was found between students’ mathematical mindsets and their academic achievement in learning Core Mathematics among some of the schools. The study recommends that teachers should adopt the student-centred approach to teaching since it has the potential to shape students’ learning towards a strong growth mindset.

Source: UCC
Influence of Teaching Pedagogy on Students‘ Attitude Towards Primary Science in Left Bank2b District, Liberia

With declining interest and engagement in science globally, examining the role of pedagogical quality in shaping primary students‘ attitudes and achievement is imperative. Science education lays the foundation for pursuing advanced study and careers, so negative early experiences deter long-term success. This study explored the influence of teaching practices‘ influence on science attitudes and performance among primary students in Liberia‘s Left Bank 2B District. An explanatory sequential approach, through a mixed method design, gathered quantitative survey data from 337 students and 20 teachers, followed by qualitative interviews with 20 head teachers. Surveys used Likert-type scales measuring pedagogy, attitudes, and influencing factors. Semi-structured interviews elicited perspectives on pedagogical effectiveness. The findings revealed that students highlighted innovative, varied teaching as the most positively impacting attitudes, while peer influences were complex. Supportive student-teacher relationships and hands-on activities also emerged as influential. Students reported minimal exposure to technology-enhanced, discussion-based, inquiry-focused science instruction. Interviews revealed prevalent direct transmission models rather than active learning and constructivist practices. Based on these findings, the study concluded that suboptimal, passive pedagogical practices appear to negatively shape primary students‘ attitudes and learning towards science in the Left Bank2B District. Also, students‘ attitudes and teacher pedagogy weakly impacted students‘ academic performance in science. Among the recommendations offered was the need for teachers to have professional development focused on hands-on, technology-integrated, and student-driven pedagogies.

Source: UCC
Influence of Televangelism on Ghanaian Women: A Study of House of Power Ministry International and Gilgal Pentecostal Prayer Ministry International at Dunkwa-On-Offin in the Central Region of Ghana.

New Religious Movements Televangelism in Dunkwa-on-Offin in the Central Region of Ghana enlightens one about the nature of New Religious Movements Televangelism practices and their influence on women. The impetus for the study was derived from the need to identify the true stance with regards to the impact of televangelism on women as a result of scholarly inconsistencies. The study adopted a mixed methods research approach. Purposive sampling technique was used to elicit the views of 200 congregants. Data was gathered by means of self-designed questionnaire consisting largely of Likert – type items. The study shows that televangelism practices exert both negative and positive effects on women with the negatives outweighing the positives. The study recommends that the Televangelists should be open and willing to be accountable to their worshippers by providing adequate information that would encourage viewers to support their ministries.

Source: UCC