ghanaopendata/ghanaian-research-english huggingface dataset:
Investigating pupils’ strategies on mathematics achievement from private and public basic schools in the Chorkor Circuit of the Accra Metropolis

This study sought to investigate the mathematics achievement of private and public schools in the Chorkor Circuit of Accra Metropolis. The population for the study was 617 J.H.S.3 pupils from private and public basic schools. Four hundred and fifty three (453) pupils were selected for the study, two hundred and eighty four (284) from public schools and one hundred and sixty nine (169) from private schools. The research design used for the study was survey with test as the instrument. Three research questions were formulated for the study, research questions one and two were on the strategies used by private and public basic school pupils for solving mathematics achievement test. Research question three was meant to find out whether there was a difference in terms of performance between the two schools (private and public). It was revealed that private schools performed better on mathematics achievement test than public schools. More private school pupils used appropriate techniques on Mathematics Achievement test than their counterpart in the public schools.

Source: UEW
Investigating reading difficulties among class six pupils of Kolbure PrimarySschool in Tempane District of the Upper East Region of Ghana

This study sought to investigate the reading difficulties among Class 6 pupils of Kolbure Primary School in the Tempane District of the Upper East Region of Ghana. It followed the qualitative research design approach. To obtain a sample of the population for the study, the researcher adopted the simple random sampling technique, selecting 15 participants for the study. He adopted this technique because of the similar characteristics exhibited by the pupils. Three research instruments used in the study included observation, interview and test. The observation and interview revealed that the unavailability of reading books, pupils lack of knowledge of the sound of the English alphabet, lack of support for reading at home, poverty and poor teaching methods were some of the causes of reading difficulties among pupils. The results showed that 100% of the participants did not have reading materials. The test results indicated that teaching reading using the phonic approach is beneficial to pupils because the results after the intervention was positive. The researcher recommends that schools should make reading materials available for use by pupils and also teachers should be trained to handle reading effectively especially the use of the phonic method in teaching reading. The government through the ministry of education as well as organisations and individuals should help to equip schools with adequate learning materials.

Source: UEW
Investigating school improvement planning and implementation in public Junior High Schools in Gomoa West and Central Districts

This study sought to investigate the phenomenon of school ineffectiveness resulting from ineffective school improvement planning and implementation and how this affects academic achievement in public JHSs in the Gomoa West and Central districts. The Embedded mixed method design was employed for the study. The population of the study were Education stakeholders (E.g., School Improvement Support Officers (SISOs) and Planning officers from the Education Directorates; PA Chairpersons from Parent Associations; SMC Chairpersons from School Management Committees, Headteachers and teachers) of Gomoa West and Central districts. A sample size of 286 was selected for the entire study. Sampling techniques employed included purposive sampling, quota sampling, census sampling, and simple random sampling. Questionnaires and semi-structured interview guides were the tools used in gathering quantitative and qualitative data respectively. Quantitative data was analysed through Pearson correlation coefficient. Thematic analysis was employed in analysing qualitative data. The study revealed that there is a relationship between stakeholder collaboration in planning and academic achievement but this relationship could be positive or negative depending on the context of the school. The study showed further that schools in the two districts accessed have become ineffective because school improvement planning and implementation are feeble. The needed collaboration to spice up the planning process has not been encouraging because commitment level of some of the stakeholders was low. This has negatively impacted on the kind of school improvement programmes run in the schools within the accessed districts. The study concluded that stakeholder collaboration in planning could be part of the factors causing poor academic achievement in schools but not the only causative factor. It was recommended, among others, that the government should revise its policy on public school management to give more powers to education directorates and headteachers to initiate programmes to improve schools. Furthermore, it was recommended that schools and district education directorates engage in more dialogue and consultations to get stakeholders to show more commitment to the activities of the schools. The study generally implied that educational leaders need to explore the specific causes of non-performance in JHSs and work on them, in order to experience a positive correlation between stakeholder collaboration in planning and academic achievement.

Source: UEW
Investigating senior high school students’ conceptions of introductory chemistry concepts

This research was to be a baseline study to unearth Ghanaian elective science students’ alternative conceptions at the start of their chemistry course at the SHS so that they could be corrected early enough. The study aimed at investigating students’ conceptions on properties of matter- elements, compounds, mixtures, physical change, chemical change and the acid – base concept. It covered three representative schools with a population of four hundred and fifty students. These students completed a concept diagnostic test on basic introductory chemistry concepts necessary for the start of an elective chemistry course at Senior High School. Results indicated that beginning High school students have significantly gross misconcepts of greater than 42 % about basic chemistry concepts. This is statistically significant and will not auger well for effective teaching and understanding of further concepts. A lot of preparatory studies will be required before the commencement of a secondary school chemistry course for better grounding and understanding of chemistry concepts.

Source: UEW
Investigating some chemical, physical and mechanical properties of Laguncularia Racemosa (White Mangroves) from Central and Western Regions of Ghana for its efficient utilization

This study aimed at investigating the physico-mechanical properties of Laguncularia racemosa (white mangroves) in two coastal regions of Ghana, Western and Central Region, for their efficient utilization. Moisture content and basic density along the stem recorded mean values of 30.81 - 37.19% and 31.49 - 35.30% as well as 612.69 – 625.62 Kg/m3 and 595.69 – 635.43 Kg/m3 for Central and Western regions respectively. The mean mechanical property values of trees from the two regions (Central and Western) respectively were: 52.82 – 63.21 Nmm-2 and 51.23 – 56.84 Nmm-2 (MOR), 6827.24- 7711.07 Nmm-2 and 5852.73 – 7157.55 Nmm-2 (MOE) and 27.05 – 30.73 N/mm2 and 24.57 – 28.33 N/mm2 (CPG). The trees from the two regions can be classified as moderately dense wood. The chemical properties commonly showed a fairly low composition in all the parameters analysed, with Western Region generally having higher values. The average values for Central and Western Regions respectively were: 10.59 – 11.27% and 12.65 – 15.62% (lignin), 23.09 – 28.09% and 25.78 – 29.38% (cellulose), 30.72 – 31.52% and 30.52 – 31.56% (organic carbon), 2.39 – 3.26% and 2.62 – 2.94% (ash), 223.41 – 300.32 mg/Kg and 199.55 – 242.66 mg/Kg (nitrogen), 796.64 – 1099.21 mg/Kg and 588.81 – 1035.02 mg/Kg (potassium), 0.01 – 0.02 mg/Kg and 0.02 – 0.04 mg/Kg (phosphorus), 122.29 – 438.57 mg/Kg and 181.98- 475.97 (calcium) and 774.63 - 882.59 mg/Kg and 1024.29 – 1096.83 mg/Kg (sodium). L. racemosa generally showed a comparatively higher values in physical and mechanical properties, and low values in chemical properties. It could be exploited for structural applications and fuel energy source for environmentally safe emissions. The organic carbon, ash and inorganic mineral elements composition of L. racemosa makes it suitable as a biofuel energy source for industrial purposes.

Source: UEW
Investigating some properties of concrete using different brands and grades of ordinary portland cement in the Ghanaian market

This study was on investigating some properties of concrete using different brands and grades of ordinary Portland cements in the Ghanaian market. This study examines some mechanical properties (compressive, flexural and modulus of elasticity) of concrete made from Ghacem, Supacem, Cimaf and Diamond cements. In this work, four different ordinary Portland cement brands and two grades of 32.5R and 42.5R were used. The samples were tested after 28 and 90 days of curing age. Concrete cubes of size 100mm×100mm×100mm and beams size of 500mm x 100mm x100mm specimens of mix 1:1.5:3 with water-cement ratio of 0.55 were prepared and tested. The specimens were cured using water-submerged curing as stipulated in (ASTM C31 / C31M – 21). The workability of the fresh concrete was determined using the slump cone test conforming to ASTM C143 (2005). The compressive, flexural and modulus of elasticity strength tests were conducted in accordance with the American Society for Testing and Materials (ASTM) code of practice ASTM C39 (2003), ASTM C78, 2002 and ASTM C469 respectfully. The study recorded a higher slump value of 58mm and 60mm for 32.5R and 42.5R grades of cement. The average density recorded at the 28 and 90days test was 2293.67 (kg/m3) and 2319.67(kg/m3) respectively. The average compressive strength at 28 and 90days was 26.527 N/mm2 and 29.26 N/mm2 for 32.5 and 42.5 grades of cement. After the flexural test, an average value of 5.04 N/mm2 and 7.12 N/mm2 was achieved at 28 and 90days for 32.5 and 42.5 grade of cement. 10474 N/mm2 and 15899 N/mm2 average values were obtained after the modulus of elasticity tests. The results indicated that all the cement used meet the minimum requirements as stipulated in BS 8110: Part 1 (1997) table 5.4. and BS 8110-2: 1985 (table 7.2) respectively. The study recommends that, grade 32.5R of all cement could be used for structural work, however, for elements of structural importance 42.5 R is recommended.

Source: UEW
Investigating spelling challenges among junior high school students: a case of some selected schools in the Yendi Municipality

Spelling is an indication of education. It is important for second language learners and specifically for students learning English as a Second Language. This study sought to investigate the specific spelling errors that are evident in the writings of junior high school students in some selected schools in the Yendi Municipality. This study employed a mixed method design. Stratified simple random sampling technique was used to select 120 students and purposive sampling technique was used to select 20 teachers of the various selected schools. Essay writing, spelling dictation test and semi structured interview were used to collect data for the study. Descriptive statistics of frequency counts and percentages as well as thematic analysis were used to analyze the data. The study revealed that the most common types of spelling errors committed by the students are substitution and omission of letter errors .The study recommended the inclusion of spelling rules in the curriculum and instruction of the schools.

Source: UEW
Investigating strength and durability properties of Pozzomix-opc stabilised earth blocks

This research investigates the effect of replacing earth with 5% (P5/0), 9% (P9/0) and 12% (P12/0) Pozzomix cement and 3% pozzomix + 2% OPC (P3/2), 6% pozzomix + 3% OPC (P6/3), 8% pozzomix + 4% OPC (P8/4) on the compressive strength, water absorption and abrasion resistance of earth blocks and to deduce the variable that contributes most to these parameters. The engineering characteristics of the soil from Bernatech campus, Navrongo carried out in accordance with BS1377:1990 reveals that soil fines and coarse fractions constitute about 46.8% and 53.2% therefore suitable for brick production. The total number of bricks selected for the tests were one hundred and forty five (145) and they were 230mm x110mm x 90mm in size. Also the strength and durability criteria of hand-made bricks were investigated after 28 days curing. Results indicate that all the specimens obtained recommended density values with the batch P3/2 recording the lowest (1764kg/m3) and P12/0 the highest (1997kg/m3) density. The analysis showed that pozzomix contributed the most (71%) to the density of earth bricks. Again all the stabilized earth bricks saw a steady increase in dry compressive strength of 2.06N/mm2, 2.28N/mm2, 2.41N/mm2, 2.47N/mm2, 3.15N/mm2 and 4.73N/mm2 for specimens P5/0, P9/0, P12/0, P3/2, P6/3 and P8/4 respectively. The control and the 5% Pozzomix specimens did not perform well in wet compressive strength. The entire specimens responded negatively to water intake with the specimens P8/4 recording an impressive 0.096g/cm2/min reduction. The abrasion test values were within acceptable range with batch P8/4 again resisting abrasion the most with a record of 11cm2/g. Generally the brick specimens saw an improvement when the percentages of the stabilizers increased. It is appropriate to conclude that the use of Pozzomix with OPC will improve significantly the strength and durability properties of compressed earth bricks. The use of Pozzomix cement alone should be used sparingly especially lower percentage and in poor soils

Source: UEW
Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation. Copyright � 2022 Agormedah, Ankomah, Frimpong, Quansah, Srem-Sai, Hagan and Schack.

Source: UEW
Investigating teachers’ interpretations and perceptions of senior high school students’ errors in solving algebraic problems.

This study investigated senior high school teachers’ interpretations and perceptions of students’ errors in algebra. The study employed exploratory sequential mixed design method in which document (students’ exercises) and a set of questionnaires were used to collect data. Fifty mathematics teachers were purposefully selected from three schools. These teachers were asked to explain five common errors in algebra from students’ class exercise books (document analysis). Questionnaires also were administered to fifty mathematics teachers purposefully drawn from the three senior high schools for the study. The finding revealed that, teachers’ explanations of students’ errors in algebra were mainly procedural. Some of these explanations lacked clarity and incorrect. Teachers also perceived errors not solely due to the students’ related factors, but also due to other factors arising from teaching and the nature of the algebra. The study recommends the need for various senior high school management to incorporate teachers' professional development programs aimed at developing teachers’ understanding of the nature and role of errors in the teaching and learning of algebra.

Source: UEW
Investigating teachers’ knowledge and practices of differentiated instruction in Ghanaian primary schools

The study sought to ascertain primary school teachers’ knowledge of differentiation, assess teachers’ pedagogical practices of differentiation, teachers’ assessment practices of DI and to determine how supportive the primary schools’ learning environments are of differentiation. A mixed method survey research design was employed to investigate Ghanaian primary school teachers’ knowledge and practices of Differentiated Instruction. A sample of 100 primary school teachers from Kwabre East District was selected for the study, from which a sub-sample of 15 teachers were selected for classroom observation and interview. A questionnaire and a structured observation were used to collect quantitative data on teachers’ knowledge and practices while a semi-structured interview was used to collect qualitative data. The descriptive statistics function of the SPSS was used to organize the quantitative data into frequency, percentages, mean and standard deviations where as the qualitative was analysed using thematic narrative approach. The findings indicated that the teachers variably possessed low to a higher level of knowledge on the aspects of differentiation. Teachers’ level of knowledge were higher on process (M = 32.90, SD of 5.22), product/ assessment (M = 22.13, SD of 3.24) and learner diversity (M = 20.08, SD of 3.40) but average on learner interest (M = 15.81, SD = 2.32) and learning environment (M =15.78, SD = 5.60) and lower on lesson planning (M = 13.97, SD = 2.78), general theories (M = 13.92, SD = 3.53), content (M = 12.47, SD = 2.30) and learning styles (M = 11.02, SD = 2.56).The findings further revealed that although there were traces of good pedagogical practices in the teachers’ instruction, they taught to the middle. The primary school teachers scarcely differentiated instruction to address the learning needs of their learners. The teachers employed the traditional forms of assessment instead of alternative assessment strategies that addressed different learner needs. Also, almost all the primary school learning environments poorly supported differentiation. The study recommended that differentiation should be introduced to teachers and they should be supported to employ and practice it in their instruction.

Source: UEW
Investigating the causes of poor academic performance of female students in mathematics

The study was conducted to investigate the causes of poor academic performance of female students in mathematics in the Bia West District. The targeted population of study comprised all the Senior High Schools, the NGOs, the Bia West Education Directorate and Female SHS Graduates in the study area. A Sample of 400 respondents was selected from the population using convenience and stratified sampling technique. Descriptive correlational research design was adopted for the study. The instrument for collecting data was questionnaire. The study established that poor foundation, math anxiety, dyscalculia, practical lessons, and being boring among others cause poor academic performance of female students in mathematics at the Senior High School level. The study found students’ interest in mathematics as the strongest factor that predicts students’ performance in mathematics notwithstanding the significant contribution of other factor variables. The study recommended the following; parents should have positive attitude and outlook towards female education and always encourage girls to adopt successfully educated women both near and far in the society as role models, that government should formulate a policy of selective admission with elements of affirmative action for female students at the Senior High School level in the country, and finally, parents should exercise greater responsibility towards the welfare of their children especially girls.

Source: UEW
Investigating the causes of poor English composition writing among senior high school students in Dunkwa-on Offin Municipal Area, Central Region

The receptive skills involve listening and speaking while the productive skills deals with giving out information. The purpose of this study is to investigate the challenges confronting Senior High School students in composition writing and the causes of these challenges in Dunkwa-On-Offin Municipality. The study employed descriptive survey design.The design was deemed suitable for the study because of its strengths as it enabled the researcher to gather information n from the sampled respondents by use of questionnaire, interview schedule and observational guide. The population of the study was all students and English Tutors of Senior High Schools in the Dunkwa-On-Offin Municipality. Multistage sampling technique was employed to select the sample size of 120 students and four English tutors. The data collection tools used was direct observation and test. The findings revealed that some schools still use product-oriented method of teaching compositing writing instead of process-oriented approach. However, three out of the four schools sampled used the process-oriented method. The study also concluded that insufficient time for composition writing, inability of students to do more draft work, and students inability to be creative were the causes of poor performance of composition writing among schools in Dunkwa-On-Offin Municipality. It was also revealed that engaging students in the cycle of the process of writing enhance students’ composition writing capabilities. It is therefore recommended that teachers and parents alike help students of SHS to develop the searching skills through giving of more search work.

Source: UEW