Ghanaian High School Research Articles

A Study of the Engagement of Ghanaian High School Students in Authentic Science Using Model Biodigesters

A Study of the Engagement of Ghanaian High School Students in Authentic Science Using Model Biodigesters

Teachers’ role and factors hindering Ghanaian high school students’ academic performance using Walberg’s educational productivity

Teachers’ role and factors hindering Ghanaian high school students’ academic performance using Walberg’s educational productivity

Prevalent factors of career uncertainties among Ghanaian senior high school students

Research has shown that career uncertainty is a major issue that distorts the career trajectories of many adolescents, specifically senior high school students, as many of them are unable to make career decisions that will place them on a firm path of career development. The study explored the most prevalent factors of career uncertainty related to Ghanaian high school students. The research design employed was a descriptive survey, and 426 students were selected for participation by means of multi-stage sampling. Data were gathered with a four-point Likert-type scale questionnaire on career uncertainty for senior high school students. Data analysis was done using descriptive statistics. The results depicted that, among all the factors investigated to determine the career uncertainty of senior high school students, self-awareness, fear and anxiety in decision-making, inadequate career information, inadequate career counselling, peer pressure, family interference, and academic accomplishment challenges were the most prevalent factors of career uncertainty. The recommendations made were that school guidance coordinators need to be sensitive to issues of self-awareness, fear, and anxiety in decision-making, inadequate career information, inadequate career counselling, peer pressure, family interference, and academic accomplishment challenges throughout counselling sessions to facilitate well-informed and wise career decisions. It was recommended that all stakeholders in Ghana’s educational sector collaborate to formulate and implement policies that encourage students to plan, develop, and make career choices before the end of their high school years.

Distributed Leadership and Positive Behaviour Management in Ghanaian High Schools: Contextualisation of theory and practice

There is an increasing interest in school leadership's ability to maintain school discipline whilst protecting students' rights and dignity as well as self-esteem. The accelerating interest in school leadership's ability to maintain a disciplined school is anchored on the belief that school discipline determines student learning outcomes. Whilst there is the need for effective leadership behaviour to propel Positive Behaviour Management in Secondary is widely acknowledged, there is no accessible literature on the leadership behaviour which can produce the desired behaviour. This research aimed to explore the theoretical underpinning of Distributed Leadership and Positive Behaviour Management and the empirical evidence of using these concepts in developing successful schools. The findings of the research demonstrated that the link between Distributed Leadership and Positive Behaviour Management is positive and significant. This understanding has implications for how Positive Behaviour Management is conceptualized and implemented in schools by school leaders and teachers.

Reflections on the use of qualitative case study design in education policy research: contributing to the debate of Generalisation in research

Researchers across the disciplines use different designs in the quest to authentically reflect the phenomena they investigate. One design claiming to capture the lived experiences of individuals in an appropriate way is qualitative-case study. This article focuses on generalisability of qualitative case study research findings by reflecting on educational policy research conducted in Ghana to explore the lived experiences of students, teachers and school managers in Ghanaian high schools, with an eye to the potential of positive behaviour management in that specific West African context. The claim made here is that generalisation from individual case studies is both possible and worth doing in so far as the theoretical underpinning is well grounded. This research seeks to justify the use of qualitative-case-study research in educational policy research. The distinctiveness of this methodological approach lies in its ability to generalise the findings.

The impact of a breast cancer educational intervention in Ghanaian high schools

IntroductionGlobally breast cancer is the leading cause of cancer with an estimated 2.3 million new cases and 685,000 deaths in 2020. Late presentation is the hallmark of breast cancer in Ghana for which ignorance and fear are the major reasons fuelled largely by myths and misconceptions. Breast cancer awareness and education needs to start early to bring about a change in knowledge, attitude and practices. However, Breast cancer awareness activities in Ghana have usually targeted adult women.This study assessed the impact of breast cancer education among adolescent high school girls in Ghana.MethodologyA pre- post-test quasi experimental study was conducted at two senior high schools. A self-administered pre-educational questionnaire was followed by an educational intervention consisting of a drama, PowerPoint lecture, question and answer session and distribution of breast cancer information leaflets. After 3 months the same questionnaire was administered as a post-education test to assess the impact of the educational intervention. The total score for each domain was categorised into adequate knowledge > 50% and inadequate knowledge < 50%.ResultsThe number of participants in the pre-test and post-test were 1043 and 1274; the median ages [IQR] were 16.0 [15.0–17.0] for both the pre and post-test students. General knowledge on breast cancer at pre-education (29.1%) improved to 72.5% (p < 0.001). Knowledge on signs and symptoms improved from 33.1 to 55% (p < 0.001); knowledge on risk factors improved from 55.3 to 79.2% (p < 0.001), and knowledge on breast self-examination and screening improved from 9.8 to 22.2% (p < 0.001). The overall performance of the students improved from 17.2 to 59.4% (p < 0.001).ConclusionThere is inadequate knowledge about breast cancer and self-examination among senior high school girls in Ghana. Our breast cancer educational intervention was effective in improving general knowledge of breast cancer, risk factors, signs and symptoms and breast self-examination. The overall knowledge base improved from 17.2 to 59.4% 3 months post intervention, accompanied by an increase in the reported practice of breast self-examination and a greater belief that breast cancer is curable. This study has demonstrated the need for a school breast cancer educational program and that breast cancer education in high schools is effective.

Learning Sciences with Technology: The Use of Padlet Pedagogical Tool to Improve High School Learners’ Attainment in Integrated Sciences

This study sought to examine the integration and application of an online collaborative instructional technological tool, known as Padlet, to reinforce and strengthen Ghanaian high school learners’ understanding of Integrated Sciences (IS). The study utilised a sequential mixed-methods exploratory design to collect qualitative and quantitative data. The study used purposeful sampling to select four high schools to participate in the study. Twenty science teachers and 100 high school learners were sampled for the study. The sampled teachers were trained in a professional learning community on the utilisation and integration of Padlet in classroom instructions and integrated the tool in their classroom instructional practices for one month. Data collection was carried out through classroom observations, semi-structured interviews, and learner task performance assessments. Quantitative data were analysed descriptively to determine the relationships between the variables using the Statistical Package for the Social Sciences’ (SPSS) mean, frequencies, t-test, and ANOVA. The qualitative data were analysed using thematic content analysis. The findings show increased learner engagement and retention, which improved learner achievement in the subject. Therefore, it is recommended that effective pedagogical courses should be included in the training of science teachers on technology integration to facilitate learner understanding and retention in the subject.

Influencing Factors of Students’ Smartphones Use for Academic Purposes: A Developing Country’s Perspective

There is evidence that majority of students in many African countries own and use smartphones. Due to their portability and the many functions, they are used to perform, smartphones have virtually become a necessity. In education, it is known to facilitate communication and knowledge sharing among students. Yet, many students use smartphones for entertainment purposes. Worst of all, research that investigates the factors that influence students’ use of smartphones for learning are scarce particularly, in many African countries. Therefore, this study examines the influencing factors of smartphone use for academic purposes. It deviates from the few existing studies that have predominantly drawn samples from tertiary students of developed countries. The study presented a research model founded on UTAUT 2. Responses were gathered from 708 Ghanaian high school students using a questionnaire. Based on these responses, Partial Least Square Structural Equation Modelling was used to validate the model. The results confirmed that Effort Expectancy, Facilitating Conditions and Social Influence have significant influence on Hedonic Motivation and Perceived Usefulness. Similarly, Habit and Price Value mediated the effects of Hedonic Motivation and Perceived Usefulness on Behavioural Intention and Use Behaviour. The findings suggest that, educational institutions must provide the necessary support conditions for students to use smartphones for learning.

The Paradox of Ghanaian High School Mathematics Teachers’ Perspectives on ICT Use

The paper sought to investigate the perceived use of Information Communication Technology (ICT) of high school mathematics teachers in Ghana. A hundred high school mathematics teachers from 20 public schools,10 each located in the rural and urban areas respectively in the Central region of Ghana, were stratified and used in the study. A questionnaire and semi-structured interviews were used to collect data. The result of the study indicated low levels of perceived knowledge/skills of ICT use by high school mathematics teachers, contrary to their reported high usage levels of ICTs. The findings of the study also indicated that the high school mathematics teachers’ ICT use in a professional related context (instructional delivery, assessment, and professional learning network) was minimal compared to use for social networking, although they seemed to be fully aware of the relevance of using ICT in a professional related manner. Similarly, their reported technical knowledge/skills of ICT were low. Thus, the results of the study suggest that, though the teachers reported high ICT usage, actual usage seems to be at the peripheries. Among other things, this study has implications for curriculum development and training in Ghana and countries of similar context. It may be necessary for the Curriculum Research Development Division (CRDD) of the Ghana Education Service in collaboration with the related agencies to explicitly define parameters such as what ICT tools must be used, when they must be used, and how they should be used when reviewing and revising their mathematics teaching curriculum. &#x0D;

Analysis of study skills employed by Ghanaian high school science students

This study was motivated by the desire to explore the study skills employed by science students in senior high schools (SHS) in the Cape Coast metropolis across the Central Region of Ghana. A total of 600 SHS second-year science students, 354 males, and 244 females, took part in the investigation. The study adopted a cross-sectional survey design. The “Study Skills Scale” questionnaire was utilised for data collection to determine the kind of study skills employed by the science students, across gender, age range, and school-type. The arithmetic mean was used to establish the degree to which students employ study skills strategies in their learning. Similarly, the consequence of gender, age range, and school-type on the eight subscales of study skills strategies was determined using a one-way multivariate examination of variance. Findings from the investigation indicated that SHS science learners employ study skills strategies in their learning to a large extent for all the subscales of study skills strategies. However, female students employ the memory and concentration study skills strategies more effectively than their male counterparts; demographic variables, such as age range and school-type, do not influence students’ study skills significantly. The implications for this study for policy and practice were discussed.&#x0D; &#x0D; Keywords: Academic performance, age range, gender, school-type, study skills, senior high school science students.

EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS’ EXPERIENCES

Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations. Keywords: high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons.

Alternatives to School Exclusion in Ghana: Changing the Rhythm of Dealing With Truancy in Ghanaian High Schools

In this article, school disciplinary exclusions in high schools in Ghana are highlighted to explore alternatives to school exclusions. The 2017 budget and the preceding budgets of the Republic of Ghana clearly indicate that the bulk of the nation’s expenditure is spent on education. Part of the 2017 budget is especially targeted at making the senior high school (SHS) education free in Ghana beginning 2017-2018 academic year. Needy students have been the thrust of this investment to widen the broader spectrum of academic opportunities in Ghana. This government initiative has the potential to enhance access to secondary education in Ghana. In the education policy context, this kind of investment is expected to yield enhanced academic outputs beyond the exam results. In the estimation of this article, these outputs include creating an enlightened society, equipping Ghanaian students with appropriate value judgment, providing equitable access to education, and developing a sense of creativity through educational activities. However, the rampant student exclusions in Ghanaian high schools put the academic career of these students into jeopardy. It is in the light of this that this article provides a focused discussion on the contextual understanding and alternatives to school disciplinary exclusion in Ghana.

Triangular law of students’ Mathematics Interest in Ghana: A Model with motivation and perception as predictor

The main purpose of this study was to verify by means of structural equation modelling (SEM) how students’ interest in mathematics (SIM) is affected by students’ perception and students’ motivation to learn mathematics. The study further investigated the effect of students’ perception (SP) on students’ motivation (SM) to learn mathematics. The study adopted a simple random sampling technique to administer 150 questionnaires to 10 public Senior High Schools in Ghana. In all, a total number of 1,500 students were given the questionnaire to indicate their responses. However, 1,263 questionnaires were properly administered, representing 84.3% response rate. The constructs reliability for SIM, SP, and SM were 0.71, 0.82, and 0.68 respectively. The further explored how the goodness-of-fit influences the measurement model, structural model and the overall model. The findings indicated that when Ghanaian high school students’ have good perception about mathematics and have the motivation to learn mathematics, their interest in mathematics would improve significantly.

Attitudes towards use of anabolic–androgenic steroids among Ghanaian high school students

BackgroundThis study is a pioneering exploration of nonmedical anabolic–androgenic steroid (AAS) use among Ghanaian high school students. MethodsOf 2683 students contacted, 2597 (1412 females) participated in a survey (response rate=96.8%). Participants (age range=11–35 years, M=17.2, SD=1.4) provided information on demographics, sports participation, and nonmedical AAS use. ResultsThe overall lifetime prevalence of use was 3.8% (males=4.9%, females=3.1%). Moreover, 18.5% reported having an acquaintance that has used AAS while 6.0% of the sample had previously been offered AAS. However, none of the AAS users provided a valid name of the AAS they had used. Use and intent to use AAS was also significantly higher among males, teenagers (versus over 19-year-olds), athletes (versus recreational sportspeople, and nonathletes), and participants in ball games (versus other sports). Female gender, parental absence, religiosity, and participation in jogging had significant positive association with AAS use attitudes whereas participation in martial arts, and swimming had significant negative association with AAS use attitudes. ConclusionsThe high prevalence of use and intent to use AAS among Ghanaian high school students should be of concern to authorities.

Masculine Women, Feminist Men: Assertions and Contradictions in Mawugbe's In the Chest of a Woman

{ 122 } \ Masculine Women, Feminist Men Assertions and Contradictions in Mawugbe’s In the Chest of a Woman —Awo Mana Asiedu In August 2007 there was a special production of Efo Kodjo Mawugbe’s play In the Chest of a Woman at the Ghana National Theatre in Accra. This production was advertised as being in honor of the newly appointed, first female chief justice in Ghana, Georgina Wood. The play was, therefore, to be a celebration of the achievements of women and their right to all that they may aspire to. As the lead female character declares,“In the chest of a woman is not only an extension of the breast and a feeble heart, but a strong desire to hold and use power.” The play, however, presents incidents and female characters that appear to contradict this sentiment. Some believed that the characters, rather than celebrating womanhood, perpetrated conventional stereotypes or presented distorted images of female achievers. This essay was inspired by a phone call from a male colleague who, on seeing the television advertisements for the production, was indignant and felt the play was not likely to advance the cause of women, and wondered what I, as a female theatre academic, was going to do about it. The advertisement, as is often the case, had picked the sensational scenes of the play to generate interest to draw people to the theatre.Although I had seen an earlier production of this play, I had not critically considered the points my colleague raised. I went to see this new production, therefore, with a much keener interest in identifying whether or not it was indeed counterproductive for women. This essay examines the production of this play to discover how it may be seen as a celebration of women. It does this through an analysis of three female { 123 } Masculine Women, Feminist Men characters in the play: the Queen Mother, who became ruler because there was no suitable male heir to become king; her daughter, Nana Yaa Kyeretwe, who displays courage “like a man”; and Owusu Agyema, her granddaughter, who is disguised from birth as a boy. These characters provide an interesting study of three generations of women from the same family who are called upon by circumstances to play “male roles.” I discuss these women in the frame of the play’s purported feminist tendencies , derived from a discussion with the playwright about this particular production of the play. Within this frame, the essay also questions the motivations of male feminists or pro-­ feminist men, such as the playwright appears to be, and whether they need to be reoriented in order to fully achieve their aim of celebrating the female for all she is and can be. Efo Kodjo Mawugbe, a Pro-­ feminist Ghanaian Playwright Efo Kodjo Mawugbe is a Ghanaian playwright and theatre practitioner who has been writing and directing his own plays since the early 1980s. He is currently the artistic director of the National Theatre. He has written about twenty plays, all of which have been performed onstage, on television, or on radio. Unfortunately , however, only one of his plays has, very recently, been published, and although highly deserving, he has received hardly any scholarly attention so far. This is, I hope, set to change as there are plans to publish more of his plays, including APTS: Acquired Prison Traumatic Syndrome (2003),1 a satirical comedy examining the postcolonial condition of Ghana. His only published play, In the Chest of a Woman (2008),2 is the subject of this essay and was recently approved by the Ghana Education Service as a study text in Ghanaian high schools. In the Chest of a Woman, written in 1983, was first produced in 1984, touring the country ’s university campuses. It won the Entertainment Critics Award of ­ Ghana’s play and playwright of the year in 1985. His other plays include Aluta Continua (1979), which was featured on the Union of National Ration and Television Organizations of Africa; The G-­ Yard People (1992); Ananse Kweku Ananse (2007); and Upstairs and Downstairs (2007). In 2006 his play Once Upon a Time in ­ Lagos won third prize in the BBC’s African performance contest. This...

Dealing with difference: ethnicity and gender in the context of schooling in Ghana

This paper is based on findings of a longitudinal study examining the broader systemic and structural processes of schooling for local youth in Ghana. Specifically, the paper examines how Ghanaian schools address the question of difference and diversity within the student population. Particular focus is on ethnicity and gender as sites of difference. The paper highlights educators and students’ experiences and understandings of ethnicity and gender as sites of difference and the implication for schooling and education. The discussion draws from individual interviews done with Ghanaian high school students and college educators during the research in the 2000–2001 and 2001–2002 academic years. The author teases out local perspectives on the importance and relevance of ethnicity, gender and social difference as they relate to schooling and educational experiences. It is argued that if inclusive schooling is to be taken seriously in the Ghanaian contexts, then educators and students must examine and respond to ways ethnicity, gender and other forms of social difference implicate the wider educational experience for youth.