Ghanaian University Research Articles

Reported dietary habits and lifestyle behaviors of students before and during COVID-19 lockdown: A cross-sectional survey among university students from Ghana.

Background:COVID-19 lockdowns involved precautions and social rules that resulted in drastic changes to daily life activities in every setting. University students were not left out as their education was affected and they had to resort to online learning from their homes. The lockdowns did not only affect their education but also potentially affected their dietary habits and lifestyle behaviors. We evaluated the reported dietary habits and lifestyle behaviors of students from a Ghanaian University before and during the COVID-19 lockdown.Materials and Methods:Following a cross-sectional design, 220 students were recruited from the University for Development Studies in Ghana. Data was collected by means of an online questionnaire. Chi-square test (χ2) analysis was used to examine associations among variables.Results:About 59% of the students skipped meals before COVID-19 whereas 47.8% skipped meals during the COVID-19 lockdown. While 64.1% consumed homemade meals before the COVID-19, 82.3% consumed homemade meals during the COVID-19 lockdown. In addition, there was a significant increase in the consumption of homemade food (p < 0.001), level of healthy foods choices (p = 0.029), and a reduced skipping of meals (0.014) during the COVID-19 lockdown. Again, 56.4% of the students engaged in exercise before the lockdown while 45% participated in exercise during the lockdown.Conclusions:The lockdown had an impact on some of the dietary and lifestyle habits of the students. University students should be supported with appropriate nutrition education and counseling programs to help them adopt healthy dietary and lifestyle habits.

Learning with mobile devices - insights from a university setting in Ghana.

Mobile learning is the newest and emerging technology embraced by universities and this seems to be fast establishing itself as the preferred mode of learning in many countries. However, ways in which mobile devices are used to meet learning goals seem under-researched and may require more effort from researchers, especially in the context of Africa. This empirical study sought to investigate the state of mobile usage among higher education students, their experiences, and available facilitating conditions that influence mobile learning in a Ghanaian university setting. A total of 222 students (distance and vacation students) were engaged to respond to the questionnaires employed for the study. Findings revealed that mobile learning exists in a somewhat structured form as the environment showed most of the salient characteristics of mobile learning but largely remained unharnessed. To a large extent, facilitating conditions for mobile learning were available; students showed positive experiences with their mobile devices and their use in accessing learning, but largely such learning did not occur via the deployed learner management system of the institution. Implications for policy formulation for the Institution and other similar ones that are striving to incorporate mobile technology to increase access and improve the quality of instruction delivery are discussed.

Fear of COVID-19, perceived academic stress, future anxiety, and psychological distress of Ghanaian university students: A serial mediation examination

The study examined the direct and indirect relationships between fear of COVID-19 (FC), perceived academic stress (PAS), future anxiety (FA), and psychological distress (PD) among students in Ghana. Students (n = 241; female= 64.1%; mean age= 21.54 years, SD = 2.04 years) completed online surveys on fear of COVID-19, perceived academic stress, future anxiety, and psychological distress. Following mediation analysis performed in PROCESS, results revealed that academic stress and future anxiety independently and serially mediated the relationship between fear of COVID-19 and psychological distress. Independently, PAS mediated the relationship between FC and PD, and FA similarly mediated this relationship. Considered together, the effect of FC on PD initially occurred through PAS, and then FA We conclude that high psychological distress is associated with increased fear of COVID-19, perceived academic stress, and future anxiety of Ghanaian university students.

Social media use, and fear of COVID-19 among Ghanaian university students: the moderating role of gender

BackgroundCOVID-19 and its associated social restrictive measures and lockdowns exacerbated the use of social media and other technological facilities for communication. This study, therefore, examined Ghanaian students’ social media use and its relationship with fear of COVID-19, paying close attention to the moderating role of gender.MethodsA correlational online survey was used to collect data from a purposive sample of 209 University students in June and July 2020. Participants completed online measures on social media use and fear of COVID-19. Statistical analyses including independent-t test, Pearson correlation test and moderation analysis in PROCESS were conducted using SPSS v.24.ResultsFindings revealed that the mean scores of social media use and fear of COVID-19 did not statistically differ by gender. However, social media use had a small and positive association with fear of COVID-19 (r = 0.18, p = 0.009). Furthermore, gender was a significant moderator of the relationship between social media use and fear of COVID-19. Specifically, the increased use of social media resulted in greater experiences of fearing COVID-19 for females (B = − 0.24, p = 0.034) compared to males.ConclusionAlthough social media was useful in connecting with people and accessing pandemic-related information, our findings clearly suggest that overuse or over-engagement with social media was problematic, especially for females. Aside from developing interventions to reduce students’ fears of COVID-19, appropriate usage of social media should be advocated.

The extent of self-reported impact of COVID-19 on daily academic activities and incomes among university students in Kumasi, Ghana

Students at universities are becoming recognized as a vulnerable populace, with much greater rates of depression and workload/activities than the overall population amidst COVID-19. As such, the present research intends to document the extent of self-reported impact on university students' everyday accademic lives and incomes. In August of 2021, a cross-sectional, self-administered internet-based poll was conducted among Ghanaian university students in Kumasi. The data was retrieved from the internet using Microsoft Excel and then analyzed using STATA software version 14. Both univariate and logistic regression analysis were performed, with a p-value&lt;0.05 regarded statistically significant (*). The study included 430 participants, majority of whom were single (98.6%), young adults (89.8%), and Christians (90.7%). This survey found that 52.1% said the COVID-19 epidemic has a highly significant impact on their daily activities and income. Among other risk factors considered by the study, only students with a perceived risk of COVID-19 infection are approximately three times more likely to be affected by the pandemic in their daily academic activities and incomes than those who were not (Adj. OR = 2.516, 95CI% = 1.551–4.081, p &lt; 0.001). The knowledge advanced by this study will educate stakeholders and aid policy-makers in higher education in improving public educational provisions. The results of this study may be used to predict the future effects of the pandemic. The novelty of this research also lies in its self-reported approach to analyzing the effect of the pandemic on the income and everyday academic activities of university students in Kumasi.

Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus

ABSTRACT A cross-sectional survey was conducted to explore university teachers’ stages of concerns (SoC) about the adoption of the Moodle LMS at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana. Hundred and thirty-one (131) participants (university teachers) were randomly selected from the Kumasi Campus of AAMUSTED to participate in the study. Results revealed that the university teachers had primary and secondary concerns at the personal and consequence stages of the SoC, respectively. At the awareness stage, they reported having low levels of concerns. Participants’ socio-demographics (i.e. gender, age, educational qualification, rank, and teaching experience) had no significant relationship with the overall stages of concerns. Implications of these findings have been discussed to help address university teachers’ concerns about the adoption of online learning management systems in HEIs in low- and middle-income countries, where online education is rife with issues.

Attitudes Constraining the Inclusion of People with Disabilities in a Ghanaian Public University: Student and Staff Perspective

Attitudes are fundamental to the inclusion of students with disabilities in higher education. This study explored the perspectives of students and staff regarding the attitudes that hinder the inclusion of students with disabilities in a Ghanaian university. A qualitative methodology was employed, with data collected through interviews with 13 respondents, including seven university lecturers and six students with disabilities. These data were analysed and presented thematically. From the perspective of these respondents, the attitudes that influence the inclusion of students with disabilities in the university community are: preconceived ideas and mindsets, offensive remarks and comments, and undesirable patterns of behaviour and actions. It was recommended that tools such as comprehensive awareness raising, continuous contact and participation in university activities, and integrating attitudes and beliefs into professional preparation and development programmes be used to combat these negative attitudes. It was concluded that the identification and implementation of programmes, guidelines, and procedures that may bring about fundamental attitudinal change are essential for successfully including people with disabilities in higher education institutions (HEIs).

“We think about the quantity more”: factors influencing emerging adults’ food outlet choice in a university food environment, a qualitative enquiry

BackgroundIn recent decades, the food environment has seen rapid transformation globally, altering food availability and access along with how people interact with the food environment and make food-related choice.Objectives & methodThis explorative study aimed to identify the factors that shape the decision-making process for food outlet choices among emerging adults in a Ghanaian University food environment. The study uses focus group discussions in combination with novel dyadic interviews with best friend pairs. Verbatim transcripts were analysed thematically using NVivo 12.ResultsDrawing on socio-ecological model (SEM) of behaviour, the study used testimony from 46 participants aged 18–25, 47% female, including individuals from major ethnicities and religions in Ghana, and identified three interwoven levels of influence shaping emerging adults’ choices of food outlet. The main factors influencing food outlet choice were identified as food prices, spatial accessibility, budget, and food quantity/satiety with additional factors including hygiene, variety of foods, food quality and taste preferences as well as societal factors such as ambience and peer influence.ConclusionMulti-component approaches that combine structural level interventions in food retailing along with individual level components may be effective at changing emerging adult consumption behaviour in SSA, although this needs to be studied.

The Role of Digital Technologies in Higher Education during the Coronavirus Pandemic: Insights from a Ghanaian University

The emergence of the coronavirus disease saw the closure of schools as well as a hitch in the application of the face-to-face approach to classroom interaction. During this period, digital technologies presented a useful alternative. In the present study, we examined the use of digital technologies among students of the University of Cape Coast during the coronavirus pandemic. The study relied on a qualitative research design involving interviews with 10 students. The findings revealed that students used mainly mobile phones and laptops to facilitate learning during the pandemic. It was also found that these devices had essential software such as Moodle, Zoom, WhatsApp, and YouTube installed on them, which enabled interactions between course instructors and students. Again, we found that these technologies were useful in helping students develop information-seeking, typing and research skills. However, the use of these devices came with some challenges, such as the breakdown of the machines, expensive data bundles, and unfamiliarity with the operational procedures of software. Students adopted various coping strategies in dealing with these problems. Based on these findings, the study highlighted some implications for practice.

Effects of a controlled exercise programme on anthropometric parameters, dietary habit and sleep quality of obese university students

According to WHO, obesity has reached epidemic proportions globally. In spite of growing public awareness of the importance of weight loss, obesity prevalence continues to rise with at least 2.8 million people dying each year as a result of being overweight or obese. The main objective of this study was to investigate the effects of jogging exercise programme (JEP) on anthropometric parameters, dietary habit and sleep quality of obese Ghanaian university students. This randomised controlled study employed 33 obese (BMI &gt; 30 kg/m2) students from a tertiary university in Ghana. The experimental group participated in a six-week, 3-5 times/week JEP for 45 and 40 minutes per session while the control group had intervention free session. Anthropometric parameters were assessed using the Omron body composition analyser and a standard tape measure. Sleep quality and Dietary habit were determined using a pre-validated Sleep Quality Scale and Performance of a Brief Dietary Assessment and Intervention tool for Health Professionals questionnaire respectively. The participants had a mean age of 21.70 ± 3.74 years. There were 14 (42.4%) males and 19 (57.6%) females of which 26 (80.8%) were indigenous and 7 (19.2%) were international students. There was significant decrease in body mass index, waist to hip ratio, and visceral fat; and increase in sleep quality (p &lt; .05) at the end of the intervention period. However, the dietary habit of the experimental group did not change significantly (p &gt; .05). In conclusion, JEP has positive impacts on anthropometric parameters and sleep quality of obese persons.

INTERNAL QUALITY ASSURANCE PRACTICES IN HIGHER EDUCATION: EVIDENCE FROM A GHANAIAN UNIVERSITY

&lt;p&gt;Providing quality education has become a policy priority in higher education systems around the world in recent years. This study investigated internal quality assurance practices in higher education in a Ghanaian university. The study was a descriptive survey that aimed to assess the adequateness and effectiveness of the internal quality assurance (IQA) structures and practices in place at the university. It examined the extent to which institutional quality assurance arrangements, guidelines, and strategies were introduced by the university to ensure the quality of its educational provisions. The study population consisted of the teaching staff (senior members) and third and fourth-year students from eight faculties and three schools of the University, including the Director of the Academic Planning and Quality Assurance Directorate. A purposive sampling approach was applied to choose the six representative faculties and two representative schools. From each faculty and school, two departments were randomly selected. A systematic random sampling technique was employed to select six lecturers and 20 students from each academic department. In total, a sample of 416 respondents was involved in the study. Two sets of questionnaires were adapted and used for the study, one for students and the other for teaching staff. The findings revealed that quality assurance systems and practices are at work at the university and that they improve the quality of internal processes that influence teaching and student learning. It was, therefore, suggested that the university take concrete steps to establish and document clear policy guidelines and related procedures that will consolidate the progress made in assuring the quality and standards of its programmes and awards. The university needs to consider making an explicit commitment to developing a culture and awareness of quality. It is also important for the university to design and implement progressive quality improvement strategies that will perpetuate a quality culture.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0333/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Exploration of Public-Speaking Anxiety among Novice Instructors at a Ghanaian University

Glossophobia, or the fear of public speaking, has been researched more among students than among their instructors. This interpretive case study focuses on the latter group by examining their lived experience with public-speaking anxiety. The research involved 12 newly employed assistant lecturers at the University of Cape Coast (UCC), a Ghanaian public university. Data were collected through in-situ direct observation during instructional hours and in-depth interviews with the participants. The study identifies three main causes of anxiety among the participants, namely (1) unpreparedness and/or lack of adequate preparation; (2) fear and diffidence; and (3) perceived intimidation by the audience. The study also finds that these public-speaking challenges can be overcome through frequent practice, active engagement with the audience, and adequate preparation.

SWOT Analysis of Blended MOOC from Ghanaian University Instructors’ Perspectives

Through blended Massive Open Online Courses (b-MOOC/bMOOC), universities in the global south can integrate their courses wholly or partially with the global north for free. Despite adopting such a strategic move in higher education, instructors’ or tutors’ experiences have been rarely explored. The fundamental goal of this research was to ascertain how bMOOC is being used and how it can be incorporated into the on-campus classroom setting to enhance effective teaching and learning in higher educational institutions. The instrument used was mainly online interview question items containing elements of SWOT analysis. A purposively and multi-stage sampling technique was used to select the twenty-five (25) Instructors in the University of Cape Coast (UCC), Ghana who had already used the bMOOC instructional delivery strategy. The result showed that there were available facilitating conditions such as computers, internet access, and ICT laboratories. However, these were inadequate for the sustained and smooth implementation of bMOOC. It was revealed that the university could obtain numerous benefits if bMOOC is implemented appropriately at UCC. These benefits include expanding the distance education program, increasing student enrolment, reducing physical infrastructure costs, and enhancing its public image. It was recommended that before running bMOOC, universities must have and maintain reliable and robust internet connectivity, which should be made accessible to all users. Finally, the universities must make provisions for adequate ICT laboratories.

Integrating the Natural and Social Sciences in a Ghanaian University: An Idea for Curriculum Orientation

Integrating the Natural and Social Sciences in a Ghanaian University: An Idea for Curriculum Orientation

School library and students’ understanding of public administration

Student difficulty in public administration has witnessed some writings within the African context. Although these studies are emerging, there seems to be minimal research on the influence of school libraries on students’ understanding of public administration. This gap in the public administration literature precludes educational managers from determining whether or not the variable influences students understanding of the course/programme. Not establishing this places educational managers in a situation that inhibits them from placing measures to enhance the understanding of the course from the lenses of school libraries. This study responds to the gap in the public administration literature by employing a mixed-method approach to investigate the influence of the variable in the study of public administration by Ghanaian and Nigerian university students using a sample of N = 650. Anchored on the Culturo-Techno- Contextual Approach, the study results suggest significant differences in corruption, governance, and defining public administration ( p &lt; .001) when there are poor school libraries. Both theoretical and practical implications have been proferred for the use of school libraries to enhance students’ understanding of difficult concepts in the study of public administration in Ghanaian and Nigerian universities.

GHANAIAN CLAY PRACTICES: A RETHINKING

This paper discusses Ghanaian clay practices and how their histories and some practices limit their clay discourse, creating a disconnect from ecologies of practice. Western contemporary and academic ceramics communities acknowledge the present and historic lack of diversity and inclusion of Global south indigenous practice, a condition that has been constant since there has been a conception of “contemporary ceramics”. Documentation of art has been largely the exclusive province of art historians, yet, Ghana never had art history has a major in any Ghanaian university including Achimota School that was set up by the colonial government. There are several ceramic material sites but no processing industries for creating products. This paper signals a rethinking of forms, economic exchange, materiality and recommends that it is expedient to expand Ghanaian clay practice discourse in all forms to connect to the ecologies of practice by forward-thinking, looking at the indigenous ceramic medium outside the pigeonhole, and pushing the boundaries of conventional Ghanaian ceramics.

Gender Risk Perception and Coping Mechanisms among Ghanaian University Students during the COVID-19 Pandemic.

Recent research has shown that gender is an important driver of the risk of mortality and morbidity rates for people with COVID-19, with case fatality rates being higher for women than men. Despite this pattern, research is sparse on gender risk perception and potential coping mechanisms. This study examined the role gender plays in the relationship between COVID-19 risk perception and coping mechanisms among university students. Through the adoption of traditional and online surveys, 859 students from two public universities in Ghana were conveniently selected to respond to the survey instrument. The results from the multivariate regression analysis revealed that COVID-19 risk perception was positively related to active coping. The outcome of the moderation analysis showed that while males were more likely than females to adopt active and emotional support coping with heightened risk perception, a contrary outcome was observed for behaviour disengagement. This result is an indication that female students are likely to be overwhelmed with a high level of risk perception and easily give up trying to adopt effective strategies to reduce the effect of the COVID-19 pandemic situation. The findings highlight the need for different forms of intervention for male and female students for dealing with the effect of COVID-19.

Plagiarism in Higher Academic Institutions, a Blight on Intellectual Integrity: An Interventionist Approach

Although studies on students’ plagiarism continue to attract research attention, there are still lacunas in the literature in terms of adequate interventions to combat the menace in higher educational institutions. This study set out to examine plagiarism behaviour among students at Kwame Nkrumah University of Science and Technology, Kumasi (KNUST) a leading Ghanaian university. The study employs a quantitative research technique informed by a positivistic orientation. Findings point to the need to treat students’ assignments as a process, not a product. It was concluded that covert and overt techniques are the best interventionist approaches to ascertaining and minimising students’ plagiarism tendencies. The study recommends the need for organizational structures to deal with the ‘menace’ and the pursuit of vigorous plagiarism awareness programmes for students and faculty. A concerted effort and commitment by students and faculty in combating plagiarism at Kwame Nkrumah University of Science and Technology, Kumasi (KNUST) could promote intellectual integrity in the university.

The State of Reading in Tertiary Institutions: A Pragmatic Analysis of a Ghanaian University

Positive attitude towards learning, ability to independently think and work, ability to inquire, good command over English language are often considered characteristics of a tertiary education student. To excel, the student must be able to read and make meaning out of what is read as reading underlies all forms of academic study and is crucial to academic success (Grabe, 2009). This study investigated the state of reading among tertiary education students. The sequential explanatory mixed method design was employed for the study. Systematic and convenient sampling techniques were used to sample 1169 students from which data was sought through the use of questionnaire and observation check list. Data was analysed using both descriptive (frequency counts, means and standard deviation) and inferential (t-test and ANOVA) statistics. The study findings indicated the existence of poor reading attitude among tertiary education students as the reading culture of majority of the students was the reading of their course materials only. To improve reading habits among tertiary students, recommendations provided include: sensitization of lecturers and students, giving tasks that require students to read beyond their course materials and presentation of greater sections of courses through individual and group presentation to enhance their development of good and critical reading skills and ensure improvement in their reading habits.

Supervisors’ Perceptions of Postgraduate Students’ Thesis Literature Review Writing in a Ghanaian University

A key rhetorical unit in the thesis, the literature review has in recent times received some interest by specialists and researchers of English for Academic Purposes, academic literacy, discourse analysis, and assessment. The present study reports the perceptions of graduate supervisors regarding students’ engagement with thesis literature review writing, focusing on students’ challenges and strategies faced and adopted respectively. Semi-structured interviews were administered to nine (three each) supervisors from three Humanities departments from one public Ghanaian university. The results showed, first, supervisors’ awareness of thesis literature review writing as pivotal and, second, challenges such as reading and comprehension of texts, exercising criticality, synthesizing, referencing, and language use. Further, supervisors identified graduate students’ key coping strategies such as summarizing, paraphrasing, patchwriting, concept mapping, and guidelines from supervisory interactions. These findings have implications for the scholarship on supervisors’ perceptions concerning postgraduate students’ literature review writing in a region least featured in the literature as well as postgraduate pedagogy and further research.