University Of Cape Coast Research Articles

Social Media Addiction and It’s Impact on University of Cape Coast Distance Education Students’ Academic Achievement

The study examined the influence of social media usage on the academic performance of students at the College of Distance Education, University of Cape Coast. The research work utilized a descriptive survey design with a quantitative methodology. The study's target population comprised students enrolled in the College of Distance Education at the University of Cape Coast. The research instrument employed was a questionnaire that assessed students' social media usage. A total of 267 participants were sampled using a multistage sampling technique, and data was collected through the self-developed questionnaire. The collected data was analysed using descriptive statistics. The study disclosed that WhatsApp was the most frequently used social media site, with Facebook, Instagram, and Twitter following closely behind. The study found that excessive use of social media can result in a lack of focus on studies and spending the majority of time online, which negatively affects academic performance. It is recommended that the management of the College of Distance Education, University of Cape Coast, should guide and educate students on the dangers of being addicted to social media usage since too much time spent on social media sites could affect students’ academic performance. Such stakeholders should counsel students on the judicious use of social media.

Examining the Use of Address Terms among Postgraduate Students in an Online Speech Community and Their Implication

This paper examined the terms of address as an important part of verbal behavior through which the behavior, norms and practices of a society can be identified. As a classic study in sociolinguistics, Brown and Gilman (1960) pronominal address system highlighted the semantic power and solidarity in relation to address terms. Since then, several studies have emerged on address terms in various social domains notably academia, religion, politics and many more. However, most of these studies did not give much consideration to online speech communities. This study therefore focuses on sociolinguistic analysis of address terms among postgraduate students in an online speech community using ethnographic approach. The study selected three (3) postgraduate online groups from the University of Cape Coast. One hundred and fifty chats (150) were collected from each group and studied to reveal the key address terms used by the students to address each and also the factors influencing the choice of the address terms. The study revealed that the key address terms used among postgraduate students are personal names, descriptive phrases and titles. Again, the study revealed the following as the factors influencing the choice of address terms: situational and socio-cultural factors, level of formality, innovativeness and playfulness, gender and age variations.

Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana

This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.

Unmasking the coronavirus pandemic impact on students' academic performance (University of Cape Coast-Ghana).

The coronavirus (COVID-19) pandemic has impacted various institutions significantly, including education. Although several studies have explored the transmission of the COVID-19 virus among humans health, few have investigated its impact on tertiary education in Ghana. This study, therefore, aimed to unmask the effects of COVID-19 on the academic performance of tertiary students in Ghana, specifically at the University of Cape Coast (UCC). Stratified and convenience sampling techniques were employed to select respondents from the College of Health and Allied Sciences at UCC for this study. Based on Krejcie and Morgan's table for determining sample sizes for a large population in a study, a sample size of 531 was studied. Questionnaires were created and distributed to respondents from various departments to solicit their views. COVID-19 has significantly affected the academic performance of students at the University of Cape Coast, Ghana. A strong positive correlation was found between the positive impact of COVID-19 and academic performance (β = 3.385, p < 0.001). The study identified the absence of group discussions, poor internet networks, and other factors hurting students' academic performance (β = -2.308, p < 0.001). Resources such as libraries, conducive environments in halls and hostels, and other factors also significantly influenced students' academic performance (β = 2.941, p < 0.005). The study's findings suggest that virtual learning platforms, adequate learning infrastructures, and internet packages should be available to students to facilitate teaching and learning as the University prepares for future pandemics.

AN ANALYSIS OF THE SECURITY FEATURES ON UNIVERSITY CERTIFICATES IN GHANA: A CASE OF SOME SELECTED PUBLIC UNIVERSITIES

This study examines the security features integrated into academic certificates issued by five public universities in Ghana: The University of Ghana (UG), Legon, University of Cape Coast (UCC), Cape Coast, Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, University for Development Studies (UDS), Tamale, and University of Mines and Technology (UMaT), Tarkwa. The research aims to identify the existing security features, evaluate the control processes used to maintain certificate authenticity and compare these features against international standards to determine their effectiveness in preventing forgery. Through a comprehensive analysis, this paper provides insights into how these institutions safeguard the integrity of their academic qualifications. The study reveals that Ghanaian universities employ a variety of traditional and modern security features in the production of academic certificates and the application of control processes to protect the integrity of their academic certificates. The inclusion of the holder's date of birth and photograph on certificates from UMaT, though less common among the rest of the specimens, offers additional security benefits. While these measures are largely effective, the adoption of advanced technologies such as blockchain could further enhance security. Aligning with international standards not only prevents forgery but also facilitates global recognition of Ghanaian academic qualifications.&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-/soc/0744/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Academic Resilience and Academic Engagement as Predictors of Academic Burnout among Postgraduate Students at the University of Cape Coast, Ghana

This article investigates the predictive roles of academic resilience and academic engagement in academic burnout among postgraduate students at the University of Cape Coast, Ghana. Guided by seven objectives transformed into three research questions and four hypotheses, a descriptive survey design with a quantitative approach was employed. The population consisted of 847 postgraduate students, with 265 participants selected through stratified and simple random sampling. Questionnaires were adapted to measure the study objectives, and data were analysed using simple linear regression and multiple linear regression analyses. The findings revealed significant predictive relationships between academic resilience, academic engagement, and academic burnout. A positive relationship was also established between academic resilience and academic engagement. The study concluded that academic resilience and engagement play crucial roles in predicting and understanding academic burnout among postgraduate students. It recommended collaborative efforts between university management, lecturers, and counsellors to implement policies and measures to address this issue.

Towards Equitable Access: Improving Library Services for Distance Learning Students

Abstract The plans and activities of academic libraries revolve around a user-centered approach to make noticeable improvements in the use of library resources and services. The purpose of this study was to examine library support strategies for the effective utilization of library support services and resources by distance-learning students. The research was conducted at the University of Education, Winneba, and the University of Cape Coast with distance learning students. A mixed-method approach was used, with 1170 students participating in quantitative research and 12 students and six (6) librarians participating in qualitative research, with Astin’s (1993) Input-Environment-Output Model guiding the study. The findings of the study identified a lack of organized strategies for the use of library resources and services among distance learning students. The study proposed a model to improve the use of library resources and services among distance learning students.

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

Green consumption behaviour among higher education students as an approach to achieving sustainable source reduction of marine plastic pollution

PurposeMarine plastic pollution (MPP) is increasing in recent times because of the high usage of plastic products. Green consumption behaviour (GCB) gaining attention as effective approach to achieving sustainable source reduction of plastic pollution, which negatively affects both human pollution and marine biodiversity and ecosystem. Although, Higher Education (HE) students are key stakeholders in addressing environmental issues, including MPP, there is limited empirical research in Ghana on factors influencing HE students’ GCB. This study, in an endeavour to bridge the gap, used the revised theory of planned behaviour (TPB) framework to investigate the factors influencing higher-education students’ green consumption behaviour in the Ghanaian context. Specifically, the purpose of the study is to examine the interplay of consumer novelty seeking (CNS), environmental concern (EC), perceived behavioural control and social influence on green consumption behaviour among higher-education students in Ghana. The study also explored the moderating role of gender in the relationship between CNS and green consumption behaviour.Design/methodology/approachThis study used quantitative approach to obtain data from a sample of 233 students at the University of Cape Coast and used the partial least squares structural equation modelling approach for the data analysis.FindingsThe findings provide valuable insights, highlighting the important role of CNS and ECs in driving higher education students’ green consumption behaviour in Ghana. This study also found a revealing role for gender as a moderator in the relationship between CNS and green consumption behaviour, with females exhibiting a more pronounced response to CNS in influencing green consumption behaviour. On the contrary, the authors found a non-significant impact of perceived behavioural control and social influence.Research limitations/implicationsAlthough this study presents results that provide valuable insights for policy and practical implications, it has some limitations worth mentioning for future research directions. Firstly, the participants sampled for this study comprised only higher education students from the University of Cape Coast in Ghana, which may limit the applicability of the findings to other student populations at various universities in Ghana and beyond. Moreover, the exclusion of non-students who are considered as “Generation Z” (i.e. born within 1995–2010) may narrow the scope of generalisability in the context of young consumers’ green consumption behaviour in Ghana. To enhance the generalisability of future studies, it is recommended that the scope of this study be extended. Furthermore, it should be noted that this study primarily measured higher education students’ green consumption behaviour based on self-reported data. Therefore, future research could adopt alternative approaches, such as non-self-reported measures or experimental data so to reduce the complexities and the gap that may exist between attitudes and behaviour.Practical implicationsThese results provide valuable insights for policymakers, educators and environmental advocates to develop targeted initiatives that resonate with Ghanaian higher education students to foster green consumption practices and contribute to global efforts against marine plastic pollution.Originality/valueThe novelty of this study lies in the decision to propose a TPB model by including variables like CNS and EC that are believed to positively shape attitudes towards green consumption behaviour. The rationale for examining these variables is grounded in the belief that they are appropriate factors that may predict students’ green consumer behaviour, which may serve as a potential solution to marine plastic pollution.

Enhancing Capacity Building Prior to Appointment as Heads of Departments in Universities

Developing the capacity of prospective heads of departments (HoDs) at universities is essential for promoting effective leadership and enhancing performance within higher academic institutions. This research investigated capacity building prior to appointment as a HoD in Ghana. The study aimed to enhance capacity building of heads of departments prior to their appointment as heads at the University of Cape Coast. A descriptive survey design was used, and 40 Heads of Department across the University Campuses were sampled for the study. A structured questionnaire was used for the data collection. Data was analyzed using descriptive statistics. Findings show that all the academic HoDs in this study have not been offered any orientation/workshop or formalized training before their appointments as Heads of Departments. Most of the HoDs desired to acquire office procedures skills before they were appointed HoDs. This study has shown that academic HoDs in the University of Cape Coast do not have any orientation/workshop or formalized training prior to appointments as heads of departments. The university should provide training programmes and workshops for academic candidates (Senior Lecturers/Associate Professors/Professors) who are eligible for appointment as heads of departments to improve their administrative skills and competencies before their appointments to the position of HoDs.

A CLAUSE COMPLEX ANALYSIS OF PROBLEM STATEMENT SECTIONS IN MPHIL THESES ACROSS THREE DISCIPLINES IN A GHANAIAN UNIVERSITY

Academic writing is considered persuasive (Hyland 2008) and as post-graduate-students negotiate their entry into the research community, they are expected to build a formidable argument to create a research space for themselves in their research problem statements. As such, how they build logical connections of ideas in their problem statements is key, varying from one discipline to the other. This study explores the Problem Statement sections of MPhil theses, using Halliday and Matthiessen’s (2004/2014) notion of clause complexing in Systemic Functional Linguistics (SFL). Specifically, the study focused on the tactic and the logico-semantic relations of the Problem Statements sections of three disciplines: Mathematics, Nursing, and English Language in the University of Cape Coast, Ghana. The findings reveal that regarding the basic clause complex structure of the three disciplines, English Language uses a lot of clause complexes compared to the other disciplines. Also, all three disciplines use considerable hypotactic relations and hypotactic projection of locution instead of idea since in the problem statements, writers report what others have said and not their own thoughts. In terms of relations of expansion, there are variations in the three disciplines, with English language favoring elaboration whilst Mathematics favor extension and enhancement. The use of expansion relations for Nursing is closer to that of English language. It is suggested that clause complexing is not only determined by genre and mode but also conventions of academic discipline. The findings have implication for theory and disciplinarity in academic writing.

IMPACT OF CONSTRUCTION ACTIVITIES ON RESIDENTS OF CAPE COAST NORTH METROPOLIS, GHANA

Construction projects have caused significant disruption in urban areas. Despite the need to limit the environmental impacts of construction operations, stakeholders often fall short, resulting in negative consequences for nearby residents. Aim: This study aimed to investigate the effects of various construction activities on residents of the UCC and CCTU campuses in the Cape Coast North Metropolis, Ghana. Methodology and Results: Using a stratified and random sample of 100 residential houses from the University of Cape Coast and Cape Coast Technical University, questionnaires were administered to residents in university-owned dormitories, private hostels, and faculty/staff housing. Data were analysed using Excel and IBM SPSS, focusing on modelling the relationship between variables and assessing their influence. The results indicated that construction operations impacted the environment and residents of the Cape Coast North Metropolis. The R and R Square values indicated that construction activities affected residents' responses. Meanwhile, the adjusted R Square accounted for the complexity of the model, with a standard error measuring the average prediction error. The constant term was considered significant, representing the expected value when all predictors were zero. Conclusion, significance, and impact: From initial ground disturbance to eventual decommissioning, construction projects can lead to soil degradation, habitat destruction, and increased carbon emissions. There is a need to prioritise sustainable and resident-friendly construction practices by incorporating responsible construction methods that mitigate the negative impacts on both residents and the environment. Continuous evaluation will enable better management and improvement of construction processes, leading to stakeholder benefits. Policymakers should explore eco-friendly building techniques, considering construction impacts.

WhatsApp Usernames of University Students of Ghana

Many offline practices, such as naming practices and how names are used to construct identities, have been transported to the online space in the face of technological advancement. Therefore, this study investigated the categories of WhatsApp usernames used by university students at the University of Cape Coast, the factors that influenced the choice of these usernames, and how they used these names as a linguistic resource to construct and display their identities online. The data showed broad categories of the usernames: real name only, nickname only, real name plus nickname, and emoji only. These categories were found to have variants. The data also revealed easy identification, anonymity, and other factors influencing the choice of these usernames. Sport (football) identity, family identity, and religious identity, among others, were the identities constructed and displayed by the students through their usernames on WhatsApp.

Making a Case for New Directions in English Language Research at University of Cape Coast (UCC)

Drawing insights from existing studies on research synthesize (e.g. Farsani &amp; Babaii, 2018/2020; Plonsky &amp; Oswald, 2015), this study engages in a meta-analysis of MPhil theses from the Department of English, University of Cape Coast (UCC), in order to make a case for new directions for language research in the department. A critical content analytical approach was adopted to analyse eighteen (18) theses purposively sampled from the University of Cape Coast Institutional Theses Repository. The analysis focused on the research topics/domains, theoretical frameworks adopted, and research methods used. The study revealed following: (a) most of the studies were conducted in the domain of the media; (b) while most of the studies employed the qualitative research paradigm, very few adopted the mixed method approach and no study employed the quantitative approach; and (c) most of the studies were underpinned by the Systemic Functional Linguistic (SFL) theory while few employed the Theory of Nativization and Genre Theory. The study contends that there should be a shift in the focus of MPhil thesis to make it possible for the adoption of the mixed method and quantitative approaches as well as theories such as pragmatics, language variation, generative linguistics and corpus stylistics.

Revealing the Impact: Online Teaching Effectiveness and Student Outcomes during the COVID-19 Pandemic at the University of Cape Coast

This study uses the Technology Acceptance Model (TAM) as a theoretical framework to investigate the significant effects of online instruction during the COVID-19 epidemic at the University of Cape Coast. The main objective is to look into how the effectiveness of online learning environments affects crucial student outcomes like behaviour, engagement, technology assistance, and overall performance. The study utilised a quantitative cross-sectional design, and data collection methods included simple random sampling procedures. The study's primary focus was the unique environment of Ghana's University of Cape Coast. The Technology Acceptance Model led the inquiry, and SPSS was used for statistical analysis. The study's findings show that the efficiency of online learning environments has a significant and favourable impact on students' performance, behaviour, and technological support. This highlights the critical role that effective online instruction plays in influencing favourable student outcomes and laying the groundwork for well-informed decisions about instructional strategies. The study's application highlights the strategic value of funding efficient virtual education systems. Educational institutions can use these insights to enhance online instruction, make the most of technology support services, and fine-tune curriculum design to improve student outcomes.

Feeding the Campus Craze: Unpacking the Influencers on University Students’ Fast-Food Delivery Choices——An In-Depth Qualitative Exploration

Abstract: One very essential tool for the success of any business operation is a good knowledge of the consumer behaviour of its target. Consumer behaviour encompasses the various actions, thoughts, and emotions that impact individuals’ decisions related to the purchase, usage, and disposal of goods and services in their daily lives. While existing literature extensively covers consumer decision-making processes, there is a noticeable lack of information on the factors influencing the decision-making processes of university students, particularly in a developing country like Ghana. To address this gap, the present study investigates the factors influencing the decisions of University of Cape Coast (UCC) students when choosing specific fast-food delivery vendors. Utilizing one-on-one interviews, a purposive sample of 12 University of Cape Coast students was selected to gather their perspectives. The findings from these interviews indicate that the primary factors influencing students’ choices to engage with fast-food delivery services are convenience/proximity, timely delivery, and the taste of the food. Additionally, sub-categories such as the quantity of food, packaging, and the appearance of delivery motor riders were identified. The outcomes of this study have implications for marketing communications, highlighting the importance of addressing factors like convenience, timely delivery, and taste to effectively engage university students in the context of fast-food delivery services.

Healthcare professionals' perception on emergence of security threat using digital health technologies in healthcare delivery.

The advancement of digital health technologies (DHTs) in the healthcare industry has revolutionized healthcare by improving efficiency and accessibility. The shift from paper-based records to electronic health records (EHRs) as a result of modern technologies introduced various security threats, endangering patient data privacy and system reliability. This study explores intricate security threats among healthcare professionals affecting DHT utilization. A structured questionnaire was designed to solicit for data from healthcare professionals on the existence of possible security threats, magnitude of physical and technical threats, and the extent to which the activities of staff and vendors affect the current DHTs being utilized in Cape Coast Teaching Hospital and Directorate of University Health Services at the University of Cape Coast. Purposive and convenience sampling techniques were employed to select healthcare professionals from various medical fields, and their views were captured for the study. Findings and data analyzed from the study revealed that technical threats, such as hacking, phishing, malware, and encryption weaknesses, pose more substantial dangers to DHTs compared to physical threats. The study explored viable strategies to prevent unauthorized access to DHTs and safeguard patient information. Encouraging measures, such as encryption, multi-factor authentication, regular security training, and periodic password changes, emerged as promising methods in addressing DHT security threats. The study emphasizes the necessity of robust security measures and regular updates to effectively counter the emerging security threats. It underscores the critical necessity for a comprehensive protocol to enhance DHT security, addressing physical, technical, and personnel-related threats.

Academic Resilience and Academic Engagement as Predictors of Academic Burnout among Postgraduate Students at the University of Cape Coast, Ghana

Academic Resilience and Academic Engagement as Predictors of Academic Burnout among Postgraduate Students at the University of Cape Coast, Ghana

Efficacy of Formative Assessment Practices in Social Studies Instructions: A Case Study of Holy Child College of Education in Ghana

Assessment has become the foundation of all levels of education. This study aimed to examine the efficacy of formative assessment practices in Social Studies instructions at Holy Child College of Education in the Western Region of Ghana. A qualitative approach and a case study research design were adopted for this study. The case study focused on the teacher-trainee's views and roles of formative assessment in the teaching and learning process in Social Studies lessons. The population for this study included all seventy-five (75) final-year teacher-trainees offering a general programme for a Bachelor of Education in Social Studies in the Holy Child College of Education in the Western Region of Ghana. Purposive and convenience sampling techniques were used to select the College of Education and participants for the study. A purposive sampling technique was used to sample the college and municipality in the Western Region. Twenty (20) teacher trainees on teaching practice were conveniently sampled for the study. A semi-structured interview guide was the main tool used in data collection. The data was analysed using the interpretative technique based on the themes arrived at during the data collection. It was revealed that assessment for learning is a gradual engagement that takes place endlessly throughout ongoing classroom learning activities to offer immediate feedback for assessors and assesses to close the gap identified in the ongoing learning situation. Therefore, mentoring institutions like the University of Education, Winneba, University of Cape Coast and others should collaborate with the Ghana Teacher Education Commission to organise continuous professional development for colleges of education teachers on efficacy and implementation of formative assessment.

Drought Tolerance in Soybean (Glycine max L. Merr.) Genotypes during the Flowering Stage of Development

Aims: To access the responses of 22 soybean genotypes under drought stress during the flowering stage of development.&#x0D; Study Design: A completely randomized experimental design (CRD) was adopted in this study. Five seeds of each of the 22 soybean genotypes were planted in 12-liter (L) plastic buckets (with holes at the bottom) containing sandy loam soil. There was one genotype per pot with three replications. The setup was repeated to represent experimental (drought-stressed (DS) and control (well-watered (WW) groups.&#x0D; Place and Duration of Study: Teaching and Research Farm of the School of Agriculture, College of Agriculture and Natural Sciences, University of Cape Coast, Cape Coast, Ghana in 2019.&#x0D; Methodology: Twenty-one exotic soybean genotypes and a local variety were assessed for their responses to drought stress at the flowering stage of development using pot experiment in the greenhouse. One group (experimental) was exposed to drought stress by withholding water for 15 days whilst the other group (control) was watered regularly at three-day intervals. Data collected were the number of leaves, plant height, stem girth, leaf area, and number of flowers, at 5, 10, and 15 days after treatment (DAT) and relative leaf water content at 15 DAT. The number of days to permanent wilting of the genotypes was also recorded.&#x0D; Results: Drought stress reduced the number of leaves and plant height significantly (P-values = 0.033, 0.000) and (P-values = 0.004, 0.000) at 10 and 15 days after drought treatment respectively. Also, stem girth, leaf area, and number of flowers were significantly reduced at all sampling dates (P-value = 0.002, 0.000, 0.000), (P-values = 0.004, 0.000, 0.000) and (P-values = 0.009, 0.000, 0.000) respectively. At 15 DAT, drought significantly (P &lt; 0.001) reduced relative leaf water content. Genotypes TGX-1989-11F and TGX-1987-62F were the first and last to wilt at 7 days and 16 days after rewatering respectively.&#x0D; Conclusion: The pot screening method revealed that the number of leaves, plant height, stem girth, leaf area, number of flowers, relative leaf water content, and days to permanent wilting differed significantly (P = 0.05) at 15 days of drought exposure.