Schools In Ghana Research Articles

Untrained Teachers’ Beliefs and Practices in Public and Private Basic Schools in Mfantseman Municipality of Ghana

To gain a better understanding of untrained teacher beliefs and how that corresponds with their reported classroom practices, a survey was conducted with untrained teachers in public and private basic schools in Ghana. The study collected data through the survey design using a questionnaire which was administered to 188 untrained teachers in rural and urban basic schools. The data were analysed using Means and Standard Deviations to compare the teacher beliefs and practices in the two school types. Pearson-Correlation was used to find out any relationship between the teacher beliefs and their reported practices. Furthermore, Multivariate analysis of variance (MANOVA) was used to find out differences in beliefs, teaching practices and the school type. The results show that most of the untrained teachers held on to direct transmissive beliefs more than constructive beliefs. There were also inconsistencies in the relationship between beliefs and reported practices. However, there were statistically significant differences between the beliefs of untrained teachers in public and those in private schools about teaching and learning. Implication and recommendations for in-service teacher education programmes have been discussed.

Performing the Performance: Woes of Creative Teaching in State-Owned Schools in Ghana

Performing the Performance: Woes of Creative Teaching in State-Owned Schools in Ghana

Instructional Materials for Teaching Performing Arts in Wa Municipality, Ghana

The teaching of performing arts at the Basic Schools in Ghana is geared towards the acquisition of skills by learners. Apart from the use of various techniques for teaching the performing arts, the use of the instructional materials is eminent and legitimate for the pupils to have exposure to these materials in order to have first-hand information. However, the selection of instructional materials for teaching and learning of the performing arts, a strand (an aspect) of the creative arts at the Basic Schools has been a daunting task for both new and old teachers, especially, in the Wa Municipality of Ghana. Using the studio-based design, local materials from Wa municipality were collected and new ones were created through the adaptive creative process. It was found out that the preparation of Teaching and Learning materials for creative arts from the local materials is sine qua non to create a hub of teaching resources for instructional deliveries. It is recommended that the headteachers liaise with the appropriate experts to train teachers to use local materials to prepare instructional resources since they are not readily available in the schools for use.

Assessment of Peer Pressure and Sexual Adventurism among Adolescents in Ghana: The Moderating Role of Child-Rearing Practices

The rationale of this study was to examine the influence of peer pressure on sexual adventurism among adolescents in Ghana, and as well to explore the role of child-rearing practices in this relationship. The study covered adolescents in junior high schools in Ghana within the age range of 12 to 19 years. A sample of 525 adolescents was surveyed to participate in the research using the multistage sampling approach. The main instrument for data collection was a questionnaire. Data gathered were analysed using means and standard deviation, multivariate linear regression, and three-way interaction-moderation analysis. Child-rearing practices and peer pressure significantly and independently predicted sexual adventurism. Parental discipline acted as a significant moderator in the relationship between peer pressure and sexual adventurism. Again, only in the presence of discipline could monitoring and warmth moderate the relationship between peer pressure and sexual adventurism. Based on the findings, parents are encouraged to incorporate reasonable disciplinary measures in shaping their children’s behaviours against sexually deviant activities. Besides, guidance and counselling coordinators should plan and organize programs that centre on reducing the prevalence of peer pressure and sexual adventurism. Conclusions drawn from the study include bringing out a better understanding of the role that discipline and peer pressure play in influencing adolescents’ sexual adventurism.

The relationship between nutrition and physical activity knowledge and body mass index-for-age of school-aged children in selected schools in Ghana

BackgroundNutrition knowledge contributes significantly to the nutritional status and habits of individuals as it influences their food consumption. And body mass index (BMI) of individuals. Recent data suggests a relationship between nutrition and physical activity knowledge, attitude, practices, and anthropometric indices of Ghanaian children. ObjectiveTo determine the relationship between nutrition and physical activity knowledge and using BMI-for-age of school-aged children. MethodsA cross-sectional study involving 591 school-aged children (8–13 years) chosen at random from schools in Ghana's Ho Municipality. Socio-demographic information was gathered. Data on nutrition and physical activity knowledge, attitude, and practice were also collected using structured questionnaires. BMI was calculated after weight and height were measured. ResultsMajority of the participants had poor knowledge on nutrition (46.6%) and physical activity (49.8%) even though more children in private schools (63.3%) had better (good and excellent) knowledge in nutrition than children from public schools (48.2%). Older children (11–13 years) had 'good' knowledge of physical activity (54.7%) as opposed to younger children. Males (59.5%) and children in private schools (66.3%) also had better overall scores in combined nutrition and physical activity knowledge than their female and public-school counterparts, respectively. Physical activity knowledge was significantly (p < 0.05) associated with the BMI-for-age categories. Nutrition knowledge (p < 0.05) and total nutrition and physical activity knowledge scores (p < 0.001) were weakly but positively associated with BMI-for-age. ConclusionThe results suggest that BMI-for-age of the participants was positively correlated to the nutrition knowledge and the total nutrition and physical activity knowledge (NutPA).

The Effect of Motivation on Teacher Retention in Public Senior High Schools: The Case of Bekwai Municipality of Ghana

Attrition of teachers from public schools in Ghana is on the ascendency. The study aimed at examining the effect motivation has on teacher retention in public Senior High Schools (SHS) in the Bekwai Municipality of Ghana. The study adopted the explanatory research design using a quantitative approach. The quota and simple random sampling procedures were employed to select 370 respondents. Data was analysed using Statistical Package for Social Sciences (SPSS) version 23.0. The results revealed that prompt payment of monthly salary (mean=4.61) was the most motivating package with a positive effect on teacher retention, whereas training opportunities (mean=2.38) and allowance for car maintenance (mean=2.31) had the least effect. The study recommends among others that governments consider paying teachers monthly salaries promptly and design a more comprehensive and competitive motivation package for them.

The Influence of Self-Esteem and Peer Pressure on Career Choice of Adolescents in Greater Accra, Ghana

The study examined the influence of self-esteem and Peer pressure on the career choice of adolescents. The purpose was to determine the relationship between Peer pressure and career choice, the relationship between self-esteem and career choice, and compare the influence of self-esteem and Peer pressure on adolescent boys and girls. Cross-sectional and descriptive was the research design. Cluster sampling was used to select four schools, and stratified proportional, and simple random sampling was used to select 200 respondents. Rosenberg self-esteem, Peer pressure, and career decision scales were used to collect data from 200 Senior High School students in selected schools in the Greater Accra region Ghana. Pearson’s correlation and regression analysis were the statistical tools for the analysis of data. The results indicate that self-esteem positively correlates with the career choice of adolescents. Peer pressure positively correlates career choices of adolescents. There is no gender differences in Peer pressure and career choice of adolescents. Challenges of career choice among adolescents include the lack of career guidance, the influence of family, general indecisiveness, the desire to pursue a career that earns much, and the opinion of their peer concerning career choice.

Safety in inclusive schools: what about persons with special educational needs and disabilities?

The study investigated safety‐related issues in inclusive schools in Ghana. A descriptive cross‐sectional survey design using a safety perception questionnaire was adopted for the study. Fourteen inclusive basic schools and 330 teachers were selected using the census technique. The response rate was 80% representing 264 teachers. The data were analysed using descriptive statistics, that is, mean, standard deviation and pie‐chart diagram. It was revealed that the social relationship among children with special educational needs and disability (SEND), their peers without any disability and teachers was cordial. However, most aspects of the built environment were not accessible to children with SEND. It was also revealed that injuries such as bruises, cuts and abrasions were prevalent among the children. The study recommends that safety issues in inclusive schools should be taken seriously to build the self‐esteem of children with SEND.

Influence of School Counsellor’s Demographic on the Provision of Guidance Services in Senior High Schools in Ghana

This study investigates how school counsellor’s demographics influence the provision of guidance services in senior high schools in Ghana. The study was underpinned by a positivist philosophical viewpoint where a quantitative approach and the descriptive survey was used to assess how school counsellor’s demographics influence their provision of guidance services. A self-developed questionnaire was used to collect data from respondents. A total of a hundred and thirty-six (136) respondents was selected on a purposive base. The study found out that there was a significant difference between the age, gender, experience and academic qualification of counsellors have an influence in the provision of guidance services in SHSs in Ghana. The study also revealed that orientation, information and counselling services were adequately performed in SHSs, but consultation and follow-up were the least provided services. The study recommended that the Ministry of Education should ensure that the employment criteria for school counsellors should be based mostly on academic qualification and experience. Finally, the Ministry of Education and Ghana Education Service should organise seminars for school counsellors frequently to have rudimentary knowledge and skills to help them in practice.

DISCIPLINE IN EDUCATION: CAUSES AND POSSIBLE STRATEGIES TO CURB EXAMINATION MALPRACTICES IN SENIOR HIGH SCHOOLS

&lt;p&gt;This paper investigated the causes and possible strategies to minimize examination malpractices in Senior High Schools (SHSs) in Ghana. A descriptive survey design with a quantitative approach was used for the study. Proportional stratified and simple random sampling techniques were used to select a sample of 335 respondents which comprised 302 students and 33 teachers. Frequencies, percentages, means and standard deviations were used to analyse the data gathered. The findings revealed that the leading cause of examination malpractices was ‘insufficient students’ preparation for WASSCE and Public education on effects of examination malpractices has also emerged as the number one strategy to minimize the menace. It was concluded that in schools where a conducive environment and teaching/ learning materials are not provided for effective academic work, performance falls below what is expected, to achieve academic success, students and teachers engage in examination malpractices to raise the academic image of the school. It was recommended that school authorities provide a conducive teaching and learning environment to ensure effective academic work in schools to minimize the menace.&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_01/0896/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Classroom Assessment Literacy Levels of Mathematics Teachers in Ghanaian Senior High Schools

The mathematics teacher’s ability to assess and integrate assessment data into instructions is a function of their assessment literacy. While the teacher’s assessment literacy level is a determinant of quality of mathematics education delivery, research in the domain is limited. The study employed a descriptive survey design to explore perceived levels of assessment literacy of mathematics teachers in implementing classroom assessment within the school based assessment framework. A 35-item classroom assessment inventory was adopted, modified and administered to a purposive sample of 96 mathematics teachers from eleven Senior High Schools in Ghana. Seven other items were included to further collect data on their self-efficacy beliefs about their assessment literacy. Data were analyzed using descriptive statistics, Mann Whitney U test and correlation analysis. The result shows that majority of the participants did not attain the required assessment literacy standards for quality assessment in mathematics classroom. Moreover, there was a mismatch between participants’ assessment literacy and their self-efficacy beliefs in assessment in mathematics education even when gender and teacher experience were controlled. The study recommends that institutions training mathematics teachers or providing professional development should accentuate assessment literacy development to ensure standard assessment practices and quality instruction in mathematics at senior high schools. The assessment inventory used in this study could be adapted for use in college of education in Ghana to measure mathematics teachers’ literacies in assessing students.

Washback Effect of High-Stakes English Language Tests on the Learning Behaviours of Ghanaian ESL Learners

The term washback or backwash is used in Applied Linguistics to refer to the impact of second/foreign language testing on learning behaviours, teaching practices, and curriculum design. The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers. The English language syllabus for both junior high school and senior high school levels has listening , reading , writing , and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. This paper reports on the washback effect of high-stakes English language tests on the learning behaviours of Ghanaian ESL learners. A total of 344 students from 3 junior high and 5 senior high schools were purposively sampled for the study. Qualitative and quantitative analysis of data revealed that the BECE/WASSCE influenced how students learnt English, and that they wanted their teachers to concentrate on language areas that would only make them perform well in the high-stakes tests. This confirms the Alderson and Wall’s washback hypotheses that a test will influence what and how learners learn. DOI: 10.7176/JEP/12-30-10 Publication date: October 31 st 2021

Technology in Teaching and Learning at the Basic School: A TPACK Report on Teachers at Aman from Ngleshie Cluster Basic Schools in the GA South Municipality of Ghana

Technology has become part of the education system as it has contributed in several ways to improve teaching and learning in basic schools. However, basic schools in the Ga South, particularly, Amanfrom Ngleshie, seem to be behind time in the use of ICT . This study, thus, assessed teachers’ TPACK capacity to integrate technology into the curriculum (teaching and learning) of basic schools in Ghana. The study employed the quantitative method and used the correlational design. A total of 103 out of 139 teachers from 11 basic schools were sampled, using the proportionate random sampling techniques. Statistical tools of mean, standard deviation and Pearson product-moment coefficients were used for data analyses. The results showed that teachers have high technological knowledge. It was also revealed that the teachers have appreciable pedagogical knowledge. Further, it was found that the teachers have very high content knowledge. Finally, significant positive relationships were found among technological, pedagogical and content knowledge components of TPACK, and their dyadic subscales or intersections. It was concluded that teachers have the capacity, as far as TPACK is concerned, to integrate technology into curriculum andthe general education system in Ghana. It was recommended that science and technology be incorporated into the curricula of colleges of education and universities, and be studied throughout a potential teacher’s study period. Suggestions were also made for further studies.

Effect of Practical Work on Physics Learning Effectiveness: A Case of a Senior High School in Ghana

This study investigated the effect of practical work on students’ academic achievement, acquisition of scientific process, skills and attitudes towards the study of selected topics in electricity. Fifty (50) Form Two Physics students from a Senior High Technical School in the Kwaebibirem Municipal of the Eastern Region of Ghana participated in the study. Instruments used to collect data included a student learning evaluation form, questionnaire and pre-and-post-intervention tests. Data was analysed using descriptive statistics and Microsoft Excel 2010 Computer Software. The findings indicated that the students’ academic performance were enhanced, they acquired important scientific process skills needed for science practical work and developed positive attitudes towards science practical work. The study recommended that Physics teachers should adopt practical work as a teaching technique and as well be encouraged to teach concepts alongside with practical activities.

Using Quality Teaching and Learning Resources for Effective Integrated Science Education among Senior High Schools in Ghana

The study examined the use of quality teaching and learning resources and how these affect the teaching and learning of Integrated Science. A total of 172 randomly selected second year Senior High School (SHS) students and 25 Integrated Science teachers purposively sampled served as the subjects for the study within six districts in the Central Region of Ghana. Questionnaires were used to collect the students’ and teachers' needed data. This study's key findings revealed a lack of teaching and learning materials and the stereotyped nature of Integrated Science teachers' methods of teaching. It was noted that access, selection and usage of good and quality teaching and learning materials and methods influenced learning outcomes of students in SHS Integrated Science. However, it was observed that both government and private school teachers used similar teaching methods in delivering the Integrated Science content. It was concluded that for successful teaching and learning of Integrated Science, the challenges should be addressed by SHS education stakeholders. As a result, the paper recommended possible solutions that would ameliorate the challenges hindering the teaching and learning of Integrated Science.

The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana: An Exploration Using the Theory of Planned Behaviour.

The purpose of this study is to assess the intention of typically developing peers towards learning in the classroom with students with Autism Spectrum Disorder (ASD). In developing countries, such as Ghana, the body of literature on the relationship between students with disabilities and typically developing peers has been sparsely studied. Using Ajzen's theory of planned behaviour as a theoretical framework for this study, 516 typically developing students completed four scales representing belief constructs, attitudes, subjective norms, and perceived behavioural controls (self-efficacy), hypothesised to predict behavioural intention. The data were subjected to a t-test, analysis of variance, and structural equation modelling. The modelling confirmed the combining ability of attitude, subjective norms, and perceived behavioural controls to predict intention. We conclude by revealing the need for policymakers to consider designing programmes aimed towards promoting social relationships between students with ASD and typically developing peers.

Employee motivation and job performance: a study of basic school teachers in Ghana

Motivation as a meaningful construct is a desire to satisfy a certain want and is a central pillar at the workplace. Thus, motivating employees adequately is a challenge as it has what it takes to define employee satisfaction at the workplace. In this study, we examine the relationship between job motivation factors and performance among teachers of basic schools in Ghana. The study employs a quantitative approach on a sample of 254 teachers from a population of 678 in the Effutu Municipality of Ghana, of which 159 questionnaires were duly answered and returned (representing 62.6% return rate). Using multiple regression and ANOVA, the study finds compensation package, job design and environment and performance management system as significant factors in determining teacher’s motivation in the municipality. Thus, these motivation factors were significant predictors on performance when regressed at a decomposed and aggregated levels. These findings support the self-determination theory, more specifically on the explanations advanced under the controlled and autonomous motivation factors. Significant differences were also observed in teachers’ performance among one of the age cohorts. The study urges the municipal directorate of education to make more room for young teacher trainees and interns who are at the formative stage of their careers to be engaged to augment the experienced staff strength. More should be done to make the profession attain some level of autonomy in the discharge of duty to breed the next genre of innovative educators in the municipality.

Effective Teaching of Social Studies Concepts in Basic Schools in Ghana

The study focused Effective teaching of Social Studies Concepts in Basic Schools in Ghana. The study adopted the descriptive survey design using quantitative approach. The population for the study consisted of all Social Studies teachers in the Junior High Schools (JHS) in the Tano South District. There were fifty-two Social Studies teachers at the JHS level in the district. Non-probability sampling technique (purposive and convenient sampling techniques) was used for the study. Purposive sampling technique was used to select all the fifty-two teachers and forty-one schools in the Tano South District. While the district was conveniently sampled for this study. The main instrument used to gather data was observation guide. The data gathered was analysed using the Statistical Product using Service Solutions (SPSS). The study concluded that, in respect to the teaching effectiveness of Social Studies teachers, the general performance in all the thematic areas assessed indicate that, Social Studies teachers are not at their optimum best in terms of planning and preparation, instructional skills, classroom management, communication skills and assessment skills. It is therefore recommended that, the Ministry of Education through the Ghana Education Service (GES) in collaboration with all the teacher training institutions training Social Studies teachers should fashion out teacher development programmes such as workshops and short courses for Social Studies teachers. In these programmes, the organisers must ensure that teachers have access to high quality content course work in Social Studies.

PREDICTORS OF SCHOOL CHOICE: THE CASE OF PARENTS IN CAPE COAST, GHANA

&lt;div&gt;We identified the pertinent factors affecting parents’ choice of a particular senior high school (SHS) in Ghana, focusing on parents with at least one child in a SHS in Ghana and are residents of Cape Coast. The approach and design used were quantitative and descriptive survey design respectively. A sample of 637 of the parents, made up of 349 women and 288 men, was used. The parents were selected using convenience and snowball sampling techniques. A questionnaire, with a reliability coefficient ranging from 0.735 – 0.829, was the instrument used to collect the data. Out of the 637 parents sampled, we were able to retrieve 588 completed questionnaires, representing 92.3 percent response rate. The data were analysed using cross tabulation and linear multiple regression analysis. The findings revealed that parents preferred public boarding SHS which is single-sex education. Also, parents preferred schools with excellent academic record, quality instruction, and positive school values. Similarly, family/parental related factors such as family moral and religious values, and parents’ income and education levels, and also social related factors such as school popularity and brand, peer influence, and social network predict significantly and positively parents’ choice of a particular SHS. We conclude that school, family and social related factors are able to influence parents’ school choice. It is recommended to heads of SHSs to be attentive to the various institutional factors and create schools that address the needs of the parents in their communities in order to attract and retain students.&lt;/div&gt;&lt;div&gt; &lt;/div&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_01/0889/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

INSTRUCTIONAL LEADERSHIP PRACTICES OF HEADS OF SENIOR HIGH SCHOOLS IN GHANA

A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.