ghanaopendata/ghanaian-research-english huggingface dataset:
Teachers’ absenteeism and pupils’ academic performance: the case of some selected public basic schools at Bosomtwe district of Ghana

The purpose of the study was to investigate the effect of teachers’ absenteeism on pupils’ academic performance at the Bosomtwe District of Ghana. This study was guided by four research objectives. The study used a quantitative approach with a descriptive survey design. Close and open-ended questionnaire was used to solicit for data from 200 respondents. The researcher resorted to purposive sampling and simple random sampling. Purposive sampling was used in selecting 5 headteachers and sample random sampling was then used in recruiting 195 teachers out of 230. Data was analysed using frequency and percentage tables. The study revealed that schools within the Bosomtwe district face a higher rate of teacher’s absenteeism as teachers often absent themselves form school. The prevalence reasons were teacher’s responding to personal emergency, national and social reasons and the subject’s teachers teach in their various schools. Additionally, the study showed that the causes of teacher’s absenteeism were poor remuneration, furthering studies on distance learning and side business/job. Notwithstanding, the study confirmed that teacher’s absenteeism affected pupil’s academic performance as teacher’s absenteeism has led to inadequate coverage of syllabus. The study also showed that more male teachers absent themselves from school than female teachers. The study the recommended that there should be an increment in teacher’s remunerations and there should be attendance records for teachers in order to enforce rigorous disciplines among teachers. Lastly, institution offering long distance programmes should readjust their academic calendar to a time where teachers are on vacations.

Source: UEW
Teachers’ and parents’ perceptions and knowledge on vision screening for children in basic school in Winneba

The purpose of this study was toexamine teachers’ and parents’perceptions and knowledge on vision screening for children in basic school in Winneba. The study design was cross-sectional survey, questionnaire was the main instrument used to collect quantitative data. Simple random sampling and convenient sampling techniques were used to select a sample of 80 teachers and 40 parents to help answer the research questions. Responses were categorized and converted to frequency counts and simple percentages. The findings revealed that 70% of the teachers had negative perceptions about vision screening while 90% of the parents have positive perceptions about vision screening for basic school children. Eighty-seven percent of the teachers confirmed that basic school children have never received any form of vision screening in their schools while 70% of the parents have never taken their children for vision screening. Fifty-seven percent of teachers had knowledge in functional vision assessment while 59% of the teachers had no knowledge in learning media assessment. Few of the teachers (3%) and parents (20%) lacked knowledge on common eye disorders that affect basic school children. Both parents and teachers perceived that public awareness, availability of resources, cost involved, beliefs and cultures, the involvement of schools and parental involvement can influence vision screening and visual assessment for basic school children. Based on the findings, recommendations made included the need for public education on vision screening and visual assessment by the Ghana Health Service in collaboration with the Ministry of Education as well as the media, training of more eye-care providers by nurses and medical schools, in-service training of teachers in basic vision screening by eye care providers, funds for resources for vision screening and visual assessment should be provided by the government, NGOs, and individual philanthropists and each basic school should have special educators to assist in eye screening and visual assessment.

Source: UEW
Teachers’ and students’ perception of resources availability, learning activities, and motivation to learn, as factors that inhibit senior high school students’ mathematics performance in Asuogyaman district

The purpose of the study was to examine teachers’ and students’ perception of resources availability, learning activities and motivation to learn as factors that inhibit the performance of students in West African Senior School Certificate Examination in Senior High Schools in the Asuogyaman District of Ghana. The study, which employed a descriptive survey design, involved a sample of 720 students and 34 mathematics teachers selected from four schools in the district. A questionnaire was developed to solicit for information from the respondents. The study revealed that the trend in performance in West African Senior School Certificate Examination in mathematics has not been consistent from 2014-2017. The study further revealed that resources were unavailable and can be considered a contributing factor to the decline in students’ performance in mathematics. Results indicated that both teachers and students agree that the motivation to learn is a factor inhibiting performance. The study recommends that classroom teachers should use motivation as a major tool in instruction. The goal for this strategy should be to build a stronger student perspective on both intrinsic and extrinsic motivation as an incentive for learning. The government should provide the necessary teaching and learning resources to improve learning.

Source: UEW
Teachers’ approaches for teaching reproductive health education to adolescents with hearing impairment at Ashanti school for the deaf Jamasi

This study was a case study designed to find out the teachers’ approaches for teaching reproductive health education to adolescents with hearing impairments at Ashanti school for the deaf, Jamasi. Views were sampled through semi structured interviews for teachers on one -on- one basis and semi – structured interviews for students in focus groups. The teachers’ were observed in the classroom for twenty minutes three times each for two weeks. The students were also observed in the classroom, dining hall, break time, sports and games and private studies periods for two weeks. A qualitative approach was used in the analysis and interpretation of interview data and where necessary, verbatim expressions of the respondents were used. It was evident from the study that, reproductive health education has positive impact in the life of adolescents with hearing impairment. However, the study revealed that majority of the teachers’ adopt teacher- centered approach in teaching reproductive health education to the adolescents with hearing impairment at Ashanti school for the deaf, Jamasi. Also, relevant and adequate teaching and learning materials are not used during teaching of reproductive health lessons and also majority of the teachers are not adequately trained on reproductive health education to deliver factual information on reproductive health to adolescents with hearing impairment. It was therefore recommended that the Directorate of Ghana Education Service should supply Ashanti School for the deaf, Jamasi with adequate teaching and learning materials to help enhance effective teaching of reproductive health. Also the District Directorate should organize workshop, seminars, and in – service training for the teachers’ to enable them vary their teaching methods and provide factual information on reproductive health to the students.

Source: UEW
Teachers’ approaches to teaching mathematics to students with visual impairment at Adidome senior high school in Volta region of Ghana

This case study was to find out the approaches teachers’ use in teaching mathematics to students with visual impairment at Adidome Senior High School in the Volta Region of Ghana. Sixteen students with visual impairment were purposively sampled from a population of 19 students. Data were gathered using a semi-structured interview guide. Data were coded and analyzed using the thematic approach. Results of the study indicated that the teachers employed strategies such as peer tutoring, co-operative teaching and explicit instruction in teaching mathematics to students with visual impairment. Also, the results revealed that teachers did have access to varieties of teaching and learning materials for use in teaching mathematics to students with visual impairment that enabled them to better understand mathematical concepts. It was recommended that teachers should make intensive use of explicit instruction, guide peer tutors, cooperative teaching and manipulatives as strategies in teaching mathematics to students with visual impairment. Again, it was recommended that the head-teacher should make sure students with visual impairment are provided with teaching and learning materials such as scientific talking calculators, abacus and others for the learning of mathematics. Finally, it was recommended that the school should periodically train teachers who teach mathematics to students with visual impairment.

Source: UEW
Teachers’ assessment of early grade numeracy in the Effutu Municipality

The study sought to find out teachers’ assessment of early grade numeracy in the Effutu Municipality of the Central Region. It is rooted on the sociocultural constructivist theory. The research design for the study was embedded mixed method. The target population was 100 early grade teachers from public basic schools in the Effutu Municipality. Out of this number, sixty (60) early grade teachers from public basic school in the Effutu Municipality were sampled for the study. Questionnaire and observation checklist were used to collect data to answer the research questions. Frequencies, percentages, means, standard deviation were used to analyze the quantitative data and the qualitative data were reported based on observed indicators. The findings revealed that teachers have positive perception about assessment of early grade numeracy. Test, class exercises and homework as assessment techniques for assessing early grade numeracy were most often used. Also, most teachers provided enough tasks for pupils and also assessed pupils frequently. Based on the findings, it was recommended that teachers should as a matter of urgency, shift from the traditional test, class exercise and homework as the sole means of assessing early grade numeracy. Furthermore, teacher should assess pupils in groups, assessment tasks should elicit the conceptual understanding of pupils. They should use multiple assessment techniques to assess and assessment should cater for individual differences in the classroom.

Source: UEW
Teachers’ assessment practices for children with intellectual disabilities in inclusive classrooms in the Kumasi metropolis, Ghana

The purpose of this study was to investigate the various assessment practices teachers employ in assessing children with intellectual disabilities in inclusive classrooms in the Kumasi metropolis. A descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. The purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means and Standard deviations were used as statistical tools to analyse the data. The findings revealed that most inclusive public early childhood teachers in the Kumasi metropolis have a positive view about assessment practices and confirm to employ it in assessing children with intellectual disabilities in inclusive classrooms. It was also evident that most inclusive public early childhood teachers in the Kumasi metropolis have knowledge about assessment practices in inclusive schools. Again, it was revealed that most public early childhood teachers in the Kumasi metropolis employ assessment tools in supporting the learning need of children with intellectual disabilities in inclusive schools. However, from the findings, it was found that most public early childhood teachers in the Kumasi metropolis are faced with many problems that hinder them in their quest to administer assessment tools on children with intellectual disabilities in inclusive classrooms. It was therefore recommended that more workshops and in-service training should be organized to inclusive public early childhood teachers in the Kumasi metropolis with respect to their assessment practices for the intellectually difficult children. In addition, teachers should also be sensitized on regular basis on the importance of their assessment practices with regard to construction, administration and scoring of tests.

Source: UEW
Teachers’ Assessment Practices on Early Childhood Learning in Sefwi-Wiawso Municipality of the Western Region of Ghana - Copy

The purpose of the study was to explore teachers‘ assessment practices on Early Childhood learners in Sefwi - Wiawso Municipality of the Western Region of Ghana. Descriptive survey research design was used for the study. The sample size for this study was 110 people made up of 80 teachers, 29 Head teachers and 1 of Basic school coordinator. The instruments used for the study were close ended questionnaire and semi- structured interview guide. Purposive sampling techniques was used to select the sample. The data was analysed using themes approach and percentages and frequencies. Results from the areas or domains Early Childhood Education teachers assessed Kindergarten children during assessment process included social skills, cognitive skills, and language skills. Besides, the Kindergarten teachers used strategies such as structured text and hands-on activities to assess their pupils. Also, teachers adopted matching and colouring of objects in assessing as learners. The study revealed that inadequate teaching and learning materials and children‘s inability to respond to assessment items due to their inability to communicate in English language impeded assessment processes. Lastly, problem of unqualified personnel hindered the conduction and implementation of assessment processes. The following recommendations were made in the light of the findings of the study: Kindergarten teachers should widen their assessment to all learning areas such as, Emotional and affective domains. This will enhance holistic development of the child. Besides, there should be frequent in-service and refresher programmes by Municipal Education Directorate to equip the KG teachers and those who are directly involve on identification and the use assessment of strategies. Lastly, Teachers should be encouraged to improvise the needed teaching and learning materials at the various ECE centres to enable them augment the problem of inadequate teaching and learning materials to enhance the assessment process.

Source: UEW
Teachers’ attitudes in the implementation of the play-based curriculum in Sawla-Tuna-Kalba District.

The purpose, of the study was to find out teachers attitudes in the implementation of the Standards play- Based Curriculum in Sawla -Tuna-Kalba District in the Savanna Region of Ghana in selected Kindergarten (KG) and basic Schools. The target population consisted of seventy (70) public pre-schools with one hundred and twenty five (125) teachers in the Sawla-Tuna-Kalba district. The study used census sampling techniques to select hundred (100) teachers from the study population. A structured questionnaire was developed in line with the study objectives. Statistical tools of Means, frequencies and standard deviation used to analyze the data. The research design engaged was the descriptive survey was used for a conclusive analysis with ninety -eight (98) percentage returned rate of all questionnaires. The study therefore recommends that for there to be effective implementation of the ECE policy in the country especial Sawla-Tuna-Kalba District, there is the need to ensure that all the teachers and managers are aware of the policy, the required ECE resources are made available to support the program, the teachers are motivated and effectively equipped with the required skills and knowledge to be able to manage the ECE centers and programs and that the community must be well sensitized to ensure that the negative attitudes does not influence the implementation of the early childhood education policy. The findings of the study were beneficial to all the pre-school in the county. The teachers and the ministry of education will also shed light on policy issues that influence the management of the ECE programmes.

Source: UEW
Teachers’ attitudes towards children with disabilities in inclusive schools within Ada East District in the Greater Accra Region of Ghana

The purpose of the study was to investigate teachers‟ attitudes towards persons with disabilities in inclusive schools within Ada East District. The study adopted a mixed research approach, which utilized cross sectional survey as a design with semistructured interview and questionnaire as data collection instruments. A sample of 90 participants (39 males and 51 females) were conveniently sampled. Quantitative data for the study were analysed using descriptive statistics and percentages, while thematic approach was used to analyse the qualitative data. Findings from the study on attitudes of regular teachers in the district towards inclusive education revealed that teachers believed children with disabilities need to be given special attention by their teachers in inclusive education. Also, they wished they could spend more time teaching children with disabilities. The participants argued that there is nothing wrong with including children with disabilities with other children in general classroom setting. Also, teachers naturally felt excited when to see children with disabilities that want to learn with other students. The study further unveiled training, availability of educational resources, past experiences, and gender as some of the factors that influence attitudes of regular teachers in the district towards inclusive education. Lastly, lack of regular training, lack of competencies and inadequate of teaching and learning materials impede the implementation of inclusive education. The study recommended, among others, that teachers in mainstream schools be provided with intensive training on teaching children with disabilities in inclusive settings to enable them to effectively handle all categories of children with disabilities in their classrooms. Also, the GES should endeavour to supply appropriate and adequate teaching and materials to enhance the work of teachers. In addition, teachers should be encouraged to develop positive attitudes toward students with disabilities so as to help enhance inclusive education.

Source: UEW
Teachers’ experiences in teaching deaf students at the Ashanti school for the deaf, Jamasi

Teachers serve a very crucial role to every educational development. Their experiences can influence right educational policies for the entire educational system. This study aimed to explore teachers’ experiences in teaching the deaf at the Ashanti School for the Deaf. Following the principle of saturation data was gathered from 14 teachers through a face-to-face interview. The collected data were analysed thematically. The study found that not all teachers posted to the school for the deaf had training on how to teach the deaf. Inservice trainings which could have served as an alternate means to offer teachers with missing skills for deaf education was again found missing or out of focus. Further findings indicates that teachers found the teaching of deaf students to be very difficult, exhausting, and time-consuming, again since GhSL is limited in terms of vocabulary using it to teach every topic to the deaf become a hurdle for teachers of the deaf. Despite the stressful experiences in deaf education, teachers do not get any form of external motivation. Furthermore, the findings from the study revealed that teachers found various strategies including; first winning the attention of the deaf student before lesson commence, using activitybased method, collaborating with both teachers and students to be much effective in deaf education. Moreso, the study indicates that teachers for the deaf encounter some challenges in their endeavors to educate the deaf among these noted by teachers were rigid curriculum, inattentiveness among the deaf students and lack of teaching and learning materials. The findings from the study shows that most teachers for the deaf do not support inclusive education for the deaf base on their experiences. The findings clearly suggest that deaf education is less prioritized on government agendas. The long-term effect might be that the already insufficient professionals for deaf education might leave the field. Therefore, the study recommend that Special Education Divion under the Ministry of Education should develop a policy on deaf education. The policy should be clear on who qualifies to teach in the school for the deaf school. incentives to retain teachers in the school for the deaf should be outline in the policy. Also, the government as well as the public should be educated on the dynamics in deaf education. This should be done by SPED together with GNAD. In doing so the government should be made to understand that deaf education is different from general education. Hence, allocations of resources including teaching and learning materials should be done to reflect such understanding.

Source: UEW