ghanaopendata/ghanaian-research-english huggingface dataset:
Institutional review of care labelling in Ghana A case study of Ghana standard authority in Accra Metropolis in the Greater Accra Region

Proper clothing care practices increase clothing lifespan, which indirectly reduces the expenses of consumers in these times of economic hardship. The purpose of the study was to examine the Ghana Standard Authority on care labelling clothing and textiles products and their effectiveness in Ghana. Quantitative research design was adopted and a purposive sampling method was used to select 75 clothing consumers to participate in the study. A well-structured questionnaire was used to solicit information from consumers. Statistical procedures used in data analysis were mainly means and standard deviations, independent-samples t test, and frequency and percentages. Findings from the study showed that in terms of making purchasing decisions, consumers do not consider care labels at the point of purchase. It was also revealed that consumers have little knowledge about care label. In terms of performance of the Ghana Standard Authority it was revealed that they are doing well in terms of protecting consumers by inspecting all imported and locally manufactured goods. Nevertheless, they do not educate consumers about the importance of care labels. Based on the findings of the study, it has been recommended that the Ghana Standard Authority in conjunction with the National Commission for Civic Education to educate consumers about the importance of care labels.

Source: UEW
Instructional guide to demonstrate the effects of the environment on electrical circuit in the mining industry

The study was designed to investigate the impacts of mining on electrical circuits in the catchment communities with specific reference to Damperyaw mining company. A careful observation of the activities of Damperyaw mining community at the catchment areas in terms of effects of the prevailing environmental conditions reveal that, most catchment communities have issues and concern about how the mining activities are affecting their electrical gargets and appliance. The descriptive survey was used for the study with a sample size of 35 respondents. The data collection instrument was questionnaire. Data collected was processed using the Statistical Product for Service Solutions (SPSS). Findings of the assessment indicate that, most of the respondents (70 %) were engaged in farming as their main occupation. A greater percentage of the respondents acknowledged the fact that at Damperyaw Mining undertakes both surface and underground mining. It was established that, 3 (8.6%) of the respondents stated the lecture method 2 (5.7%) stated discussion method, 16 (45.7%) said field trip method and 14 (40.0%) said demonstration method. Respondents argued that as a result of the field trip method of teaching them the working of mining helps to get the concepts faster as compared to other methods. From the survey, majority of the respondents of the total sample population admitted that mining contribute to some environmental conditions, such as dust, temperature and humidity. It could be concluded that mining activities contributes to the state and nature of electrical circuits in which these electricals are found. The density of dust in the atmosphere could affect the functionality of that electrical components. From the results of this study, it is recommended that the management of the Damperyaw mining centre should provide adequate instructional and technical resources to enable trainees undergo through effective teaching and learning of simple electrical circuits in the mining industry.

Source: UEW
Instructional leadership and classroom management among public basic schools in Dormaa municipality

This research sought to investigate instructional leadership delivery and classroom management of teachers among Public Basic Schools in Dormaa Municipality in the Brong-Ahafo Region. The target population for this study comprised of all public basic school teachers in the study area. (N= 1, 225). A sample of 130 teachers were randomly selected to participate in the study. Out of this sample selected, 124 representing 95% responded in the study. The study was conducted with descriptive survey design executed through questionnaires. The questionnaire was with closed items and open ended items. The data collected were subjected and reported using frequency, percentages and Means. Findings indicated that teachers’ instructional delivery and classroom management breed Good School environment that is conducive and therefore influence effective teaching and learning. Based on these findings the researcher recommends the need for teachers to exhibits professionalism in their instructional delivery and classroom management. It was also recommended that teachers should incorporate classroom management in their instructional delivery process and in-service training, workshops and seminars should be made available to teachers to upgrade themselves.

Source: UEW
Instructional leadership behaviours of heads of senior high schools at Builsa north municipality

The purpose of this study was to investigate the instructional leadership behaviours of heads of Senior High Schools at Builsa North Municipality. The objectives of the Study were to find out common instructional leadership behaviours heads mostly used, assess the effective instructional leadership practices of heads and to find out strategies adopted to improve instructional leadership behaviours of heads in senior high schools at Builsa North Municipality. A descriptive survey design was employed with quantitative approach for the study. The target population for the study was teachers in senior high schools. The accessible population was 261 teachers in three selected senior high schools. Purposive sampling technique was used to select the schools. Simple random sampling was used to select 78 respondents for the study. Questionnaire was used for the study. Data were analyzed descriptively and presented with descriptive statistics such as frequencies and percentages. The pretest yielded Cronbach Alpha of 0.82. The study found that instructional leadership behaviours heads mostly used included coordinating the school curriculum and monitoring the use of school curriculum. The study also revealed that heads were effective in their instructional leadership practices. It is recommended that the Municipal Directorate of Education should encourage heads to adopt the measures to improve instructional leadership behaviours as revealed by the study to further promote effective teaching and learning.

Source: UEW
Instructional leadership roles of head teachers on the performance of teachers in six selected public Junior High Schools in Buoho circuit in the Afigya Kwabre district

This study examine the roles of head teachers on the performance of teachers in six selected public junior high Schools in the Afigya Kwabre District. Descriptive research design using sequential mixed method approach was adopted for the study. In all a sample size of sixty-six (66) comprising sixty (60) teachers and six (6) head teachers were used for the study. Questionnaire and semi structured interview guide were used as the main instruments for the study. The findings of the study revealed that head teachers in the Afigya Kwabere District performed roles such as ensuring conducive atmosphere for teaching and learning, monitoring both teachers and students in the school, giving rewards and recognition to deserving teachers, and serving as a link between the school and the community. Again, the study revealed that appropriate communication between head teachers and teachers, provision of avenues for teacher’s professional growth and development, inspecting of teachers maintenance of records of work and empowering teachers as decision makers were some of the head teacher’s instructional roles that have an influence on teacher performance. Finally the study revealed that inadequate teaching and learning resources, lack of cooperation among members of staff, teachers’ lack of commitment towards teaching and learning, lack of induction policy document and poor relationship between teachers and students were some of the challenges confronting head teachers at Buohu Circuit in tin the Afigya Kwabre District in in the performance of their instructional leadership roles. The study therefore recommends that government of Ghana through the Ghana Education Service should consider increasing the capitation amount given to head teachers and specifically increase the allocation for purchasing of new text books and other instructional materials.

Source: UEW
Instructional leadership roles of school heads in public senior high schools in the Wa Municipality of the Upper West Region of Ghana

The overall performance of senior high schools in Ghana has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement in the West African Senior Secondary Certificate Examination (WASSCE) in most schools, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the senior high school headmasters towards quality school improvement in Ghanaian schools with specific reference to Wa Municipality. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten senior high schools, their heads, and fifty teachers from the same selected schools took part in the study. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the headmasters which would translate to teacher growth and development and ultimately, school improvement. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks.

Source: UEW
Instructional strategies as a medium of teaching adapted physical education to the visually impaired at the school of the blind, Akropong-Akwapim of Eastern Region, Ghana

Adapted physical education is one of the major tools used in the curriculum of special schools. The concept of adapted physical education is a door that opens the opportunity for an individual to improve character, by making them confident and hopeful in all aspects of their lives i.e. mentally, emotionally, socially, spiritually, morally and physically. This study therefore, focused on instructional strategies in teaching physical education to the visually impaired at the School for the Blind at Akropong-Akwapim in the Eastern Region of Ghana. It investigated instructional techniques as well as the role of feedback in the acquisition of skill. A descriptive research design was used for the study. A purposive sampling technique was used to select a teacher as well as twenty four students for the study. A questionnaire, structured interview, as well as a self designed observational checklist subjected to face and content validity by the supervisor and other experts in the physical education department, was used to collect the data for the study. The data analysis was done using the descriptive statistics of percentages, tables, bar and pie charts. The findings of the study showed that most special educators demonstrated effective identified instructional techniques as well as effective feedback in teaching skills in the study area. This was a result of the teacher‟s ability to understand human variables and change processes and also working co-operatively, appropriately, using appropriate social interaction, and also proper communication between the teacher and students. It is therefore recommended that institutions that train special educators should improve on equipping them with the appropriate tools and skills needed to help them effectively teach in these special schools. Further study is also recommended to help deal with the issues raised from the research findings.

Source: UEW
Instructional strategies in oral English teaching a study of government Senior High Schools within the Awutu Senya district

Research on English language instruction, particularly on Oral English is increasingly growing in Ghana, and in many countries where English Language is used as a language for the medium of instruction and a subject of study in schools. This perhaps can be attributed to the global demand for, and use of the English Language albeit the many difficulties in its instruction. The current study investigates the instructional strategies employed by teachers of English in the Awutu Senya district during Oral English lessons. Set within Adam Bandura’s Social Learning Theory framework, the study employs a mixed-method approach and a convergent parallel design as its methodological foundations. Data was collected primarily through questionnaires and Interviews from 45 teachers who were purposively sampled. Out of this number, 25 were conveniently sampled for interviews. The data, quantitative and qualitative were analysed through Statistical Package for Social Sciences (SPSS) and thematic content analysis respectively. It is established from the findings that teachers predominantly use traditional and direct teaching strategies such as question and answer, drills in lieu of more indirect and interactive strategies like paired conversations, oral reports, debates, role playing etc even though they admit to their relevance in the instructional process. It is also established that the class size, teaching and learning materials etc accounted for the selection of instructional strategies whilst textbooks served as the primary TLM. The study, therefore, concludes that teachers of English could employ other varieties of instructional strategies, particularly those that are more interactive and would improve students’ oral language proficiency both in and outside the classroom.

Source: UEW
Instructional strategies teachers’ use in developing braille reading skills of students at Akropong school for the blind

The purpose of study was to explore the instructional strategies teachers use in developing braille reading skills among students in Akropong School for the Blind in the Eastern Region. The qualitative approach using the case study design was employed in the study. Data were gathered using semi-structured interviews and observation schedules. The purposive sampling technique was used to select twelve teachers for the study. Using thematic analyses, data from the interviews were manually analysed via themes that emerged from the data. The study revealed that teachers in the school took into consideration the age of onset of the disability, task analysis approach and dual media approach when setting up a braille literacy programme. The findings showed that teachers demonstrated fair knowledge on the appropriate order of teaching braille; however, they demonstrated little or no knowledge in the use of technology in teaching braille literacy. It was again revealed that teachers used a lot of instructional resources including but not limited to magnifiers, braille sheets and printers in teaching literacy to their learners. Finally, the findings from the study showed that teachers used motivation, and teaching from simple to complex, to influence the interest of their learners in literacy activities. The researcher recommended among other things that the Ghana Education Service should post more braille literacy teachers to the school to augment the overwhelming tasks on the few available. Management of the school should organise periodic in-service training for the teachers on how to employ electronic technological devices in teaching braille literacy, and how to also employ phonemic awareness in their braille literacy instructions.

Source: UEW
Instructional supervision and teacher performance in senior high schools in the Greater Accra Region

Instructional supervision practice of the Head teacher could encourage teachers to apply research-based teaching practices such as lesson planning that has been proven to positively improve students’ learning outcomes. The main problem underling this study has to do with whether instructional supervision has any effect on teacher performance in secondary education. The quantitative approach is chosen for the study because it helps explain the effect of instructional supervision on teacher performance. The design adopted in this study was Descriptive Correlational design. The justification for using correlational designs was to find the relationships between the two variables, headmistress’ instructional supervision and teacher performance. The study was conducted in Accra High School located in Accra of the Greater Accra Region of Ghana. The purposive sampling was used in the selection of the respondents for the study. The population for the study comprised the 1 headmistress and 127 teachers of the Accra High School. Questionnaires were used as the data collection instrument. In order to help the respondents to express opinion to the best of their knowledge in answering the questionnaire, the 5-Likert scale was provided. The findings of the study revealed that, teachers are sometimes reluctant to improve their instructional activities when headteachers do not come for their usual rounds. The study recommends that, headteachers should increase the number of times they make classroom visitations by having a well laid down plan on how to do it and also how to spread it across all classes

Source: UEW
Instructional supervision practices by headteachers in public junior high schools in the Awutu Senya East Municipality

The purpose of the study was to examine the state of Instructional Supervision by headteachers in Public Junior High Schools within the Awutu Senya East Municipality, in the Central Region of Ghana. The study considered Instructional Supervision Model, which indicated the practices and the governing values that goes with the supervision. The study employed mixed methods descriptive survey research design. The study engaged multi-stage sampling using stratified, simple random and quota sampling techniques for quantitative data. For qualitative date, all interviewees were approached purposively and voluntary were engaged at their own convenience time, place and unit of communication. The sample used for the study were seventy eight (78) respondents. The findings identified the major causes of poor supervisory techniques by headteachers in the Awutu Senya East Municipality were lack of funding, inadequate materials for instructional supervision and no support from the municipal education directorate, inadequate of skills and knowledge for instructional supervision and inadequate training for the supervisors. Also, the finding from the study indicated that most challenges faced by headteachers as supervisors in discharging their duties was financial constraints which lead to inability to procure logistics and materials, as well as inability to motivate headteachers. The study depicted that the various ways by which ensuring instructional supervision practices by headteachers could be improved by periodic training on modern trends, provision of adequate and sufficient materials for instructional supervision among others. Based on the findings, some of the recommendations made were; the Head of Educational Inspectorate Unit (HoEIU) in Awutu Senya East Municipal must put an interim supervision training programme in place to train headteachers before taking up their supervisory appointments. The challenges of supervisors must be met by the Municipal Directors of Education and the Ministry of Education must supply logistics to supervisors their day-to-day operational activities. to enhance their mobility. Accommodation must be provided to headteachers on campus to ensure quality supervision.

Source: UEW
Instructional Supervisory Practices of Headteachers and Teacher Motivation in Public Basic Schools in Anomabo Education Circuit

The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation. Keywords: Instructional supervision, Practices, Headteachers, Teachers, Motivation

Source: UEW