University Of Education, Winneba Research Articles

Occupational Stress and Administrators’ Levels of Job Satisfaction in the University of Education, Winneba

The research assessed the effect of occupational stress on administrators’ levels of job satisfaction in the University of Education, Winneba (UEW). The study investigated the sources of occupational stress, job satisfaction determinants, and the effects of occupational stress on administrators' health, all of which were based on the demand control theory. The quantitative approach and descriptive survey design were used. The study randomly selected 110 participants from a population of 147 administrators at the University of Education, Winneba, using the sample size determination table. Data were collected from respondents using structured questionnaires, which were then processed with and coded IBM SPSS version 20. The data were analyzed with mean, standard deviation and regression. The study discovered that lack of promotion and resources, favouritism, inadequate staff, work obligations, red tape, immoderate administrative responsibilities, and occupational health issues were the major factors that account for occupational stress among staff. A weak and negative relationship was discovered between occupational stress and job satisfaction of staff. Thus, the study concluded that high levels of occupational stress resulted in lower job satisfaction. In order to improve job satisfaction levels of administrators at UEW, the study recommended that management should implement innovative measures such as flexible working hours, enhanced promotion based on merit, resource availability to facilitate work and remote working aimed at lowering the factors that contribute to occupational stress. Also, the University Health Directorate should occasionally run health screening to addressed health related issues among staff who are at risk.

Assessing the Influential Factors that Guide Students of the University of Education, Winneba, Toward Choosing Teaching Career Path

This study examined the multilayered factors that determined the career selection of students at the University of Education, Winneba (UEW), particularly emphasizing the decision-making process for the selection of teaching career paths. The study adopted a concurrent design of the mixed-methods approach. Stratified and simple random sampling techniques (proportional) were utilized to sample 627 level 400 students from six departments. Out of the 627 respondents, 617 submitted completed questionnaires for the study. Purposive sampling technique was also utilized to select 12 students from the sample for interview, two from each department. Frequencies, percentages and regression were used to analyse the quantitative data while qualitative content analysis was used for the qualitative data analysis. The results revealed that avenues for academic progression (n=512, 82.9%), personal attributes (n=488, 79.0%), achievement of career aspiration (n=459, 75.5%), motivated by teachers (n=400, 64.8%) are important influential factors for choosing teaching career path. The findings also revealed that temperament, interest and personal qualities were the personal factors that motivated the students to opt for a teaching career path. It was also revealed that financial challenges and inability to satisfy admission requirements compelled some students to select teacher education programmes. It was discovered that encouragement from family has a positive coefficient (0.085) with a p-value of 0.030, signifying a significant positive relationship between the predictor and outcome variables. It was recommended that the government, NGOs and universities should launch campaigns to educate parents about the need to respect their children's independence in career decisions.

Investigating Effect of the Mandatory Three-Month Maternity Leave on Working Mothers and their Infants at the University of Education, Winneba

This paper investigated effect of the mandatory three-month maternity leave on the health of working mothers and the development of their infants at the University of Education, Winneba (UEW). Bowlby’s (1988) theory of attachment underpinned the study. Descriptive survey design was used for the study. Purposive sampling was used to select 140 working mothers from the two campuses of the University. A questionnaire made up of structured close-ended questions and few open-ended questions was used as the instrument for data collection. 121 out of 140 of the questionnaires administered were retrieved for analysis. The Statistical Package for the Social Sciences (SPSS) was used to analyse the data. The study revealed that working mothers had knowledge of the nature of the three-month mandatory maternity leave and were of the view that the University’s maternity leave condition corresponded with the provisions in the Labour Act 2003. The study also found a linear relationship between maternity leave and exclusive breastfeeding, mother-child bond relationship and mothers’ recuperation. The three-month maternity leave granted to nursing mothers at the University of Education, Winneba was found not to be enough to enable them take good care of their infants. The three-month period also does not support the six-month exclusive breastfeeding. To improve the health of working mothers and their infants, it is recommended that the Management of the University of Education, Winneba extends the duration for the mandatory maternity leave to six months to enable nursing mothers to take proper care of their infants and go through the exclusive breastfeeding recommended by the WHO. The University should also provide childcare rooms to assist working mothers have their infants closer to them at the workplace to enable mothers breastfeed their infants.

Comparative Review of Sculpture Programmes in Kwame Nkrumah University of Science and Technology and University Of Education, Winneba

The desire for Ghana's economic liberation through skill-oriented education to raise the required human capital for economic transformation makes Sculpture or Art essential to the Education system of Ghana and around the world. However, the majority of students who graduate from or complete the Sculpture section of Kwame Nkrumah University of Science and Technology and the University of Education, Winneba, deviate from practising Sculpture or Art into other fields. The effectiveness of any educational system in terms of learner academic performance is dependent on the quality of teaching and learning techniques, material resources, human resources, and the transition or history of the program or section. The study was designed to review the Sculpture programmes at Kwame Nkrumah University of Science and Technology (KNUST) and the University of Education, Winneba (UEW). Data elicited through questionnaires, interviews, and observation of the participants were mainly analyzed thematically and explicitly presented in percentages, tables, and photographs with detailed textual explanations. A total of 105 students, 7 lecturers, 3 non-teaching staff, and 2 heads of the department participated in the study. The KNUST Sculpture Programme has been run for 59 years and the UEW Sculpture Programme for 27 years in the same infrastructure inherited from colleges with considerably lower standards. The university administration and the government should come to an agreement to collaborate on improving the infrastructure, facilities, and equipment of both programmes.

Influence of Peer Tutoring on Undergraduate Students’ Anxiety in Integrated Science: A Case Study of University of Education, Winneba

The study’s goal was to determine how peer tutoring affected the anxiety of undergraduate students studying Integrated Science at the University of Education, Winneba (UEW) in Ghana’s Central Region. The study used a cross-sectional survey research design. Out of 193 students majoring in Integrated Science in their last year at UEW, the researchers chose a sample size of 82 for the survey using a simple random selection procedure. Interviews and a questionnaire served as the study’s research tools. After the students completed the surveys, the respondents were then questioned to discover their answers. Statistical Package for the Social Science (SPSS) version 26.0 was used to enter, purify, and analyze the gathered data. The data were arranged into frequency and percentages using the descriptive SPSS function. Due to academic pressure and a fear of failing, the study’s findings indicated that the respondents experienced extremely high levels of anxiety in Integrated Science. In addition, it was discovered that one of the main contributors to Integrated Science anxiety was that most students paid attention to what their peers had to say about the program, and in particular, some courses, which had instilled fear in them even before they had taken the course. The study suggested that teachers do their best to aid students’ comprehension and that teachers should encourage students to interact more with one another.

Access, successful completion and learning achievement of female undergraduate students studying mathematics at the University of Education, Winneba

The study aims to describe gender inequalities in female participation in mathematics education in the University of Education, Winneba (UEW). The study investigated, particularly, the trends in access and successful completion (of female undergraduate students studying mathematics in UEW from 2009 to 2018. The study was based on quantitative secondary data extracted from the university’s admission and graduation records. The study therefore employed the methodology of secondary data analysis (SDA) which was adopted to replace the original questionnaire survey research which had to be abandoned as a result of the COVID-19 lockdown of the institution for nearly one year. A template was developed to capture the data from the UEW Planning Unit and others were obtained online from statistical publications to authenticate the Planning Unit data. The main findings of the study were that the trend in access for qualified undergraduate students provided by the Mathematics Education Department has been consistently high (i.e., nearly all qualified female applicants were admitted). But the proportion of female applicants ranged from 6.2% to 14.2% with a mean of 8.9% of the total applicants. The proportion of undergraduate female students actually graduating was consistently high with the females usually obtaining the middle grades (i.e., no Pass or First-class grade). It is recommended that the Department, and for that matter the University, embarks on an admission drive at the senior high school level to sensitize female students to select mathematics education for their tertiary education.

Evaluating the moderating role of information seeking platforms on university students' risk perception and anxiety during the COVID-19 pandemic in Ghana

IntroductionThe emergence of COVID-19 resulted in heightened usage of online information seeking platforms among students aimed at obtaining information about the virus. This situation further increased the levels of risk perception and anxiety levels as students managed to stay safe. This study examined the roles of information seeking platforms; specifically, social media platforms and professional platforms as moderators of the link between risk perception and anxiety among university students in Ghana.MethodsParticipants were recruited from two universities in Ghana; namely, University of Education, Winneba (UEW) and University of Cape Coast (UCC) through a survey approach. The study conveniently sampled 778 participants who completed a set of questionnaires.ResultsThe study results revealed that COVID-19 risk perception was positively related to anxiety. Further, the use of specific online information platforms significantly moderated the link between risk perception and anxiety. Specifically, social media platforms significantly moderated the relationship between COVID-19 risk perception and anxiety level. Primarily, students who utilized social media as a COVID-19 information source reported high anxiety levels in the presence of high-risk perception compared to those who did not use social media. Additionally, professional platform usage acted as a buffer in the positive link between COVID-19 risk perception and anxiety levels. In the presence of high risk perception, students who used professional platforms, compared to those who did not use professional platforms, showed significantly low anxiety levels.ConclusionsThe findings suggest the key role social media and professional platforms played in shaping students' perceptions of COVID-19. These outcomes call for the swift scrutiny of health-related information obtained from social media platforms. Both users and disseminators of health-related information on social media platforms have the responsibility of verifying the credibility of whichever information they post and/or access. Risk perception should also be an integral part of effective risk communication planning in educational institutions during outbreak of diseases.

Students’ perception of conditions for self-efficacy during their internship programme. A case study of the University of Education, Winneba College for Distance And e-Learning

This article examines the conditions (time and supervision) in achieving self-efficacy among distance education students on internship programme in the University of Education, Winneba. The purpose of this study was to find out if the conditions of time and supervision were adequately met for distance education students on internship programme in the University of Education, Winneba (UEW) to accomplish self-efficacy. The descriptive survey design was used in conducting the study. Data was collected by means of Google Docs; questionnaires were administered via students’ WhatsApp platforms. A sample of 1,087 final year distance education students was derived for the study through the availability sampling technique. The study concluded that the condition of time allocation for OCTPs to enable UEWDESTIs to achieve self-efficacy were not adequately met in the sense that they had little time to learn more relevant teaching skills, practicalise teaching theories, participate in every activity, and practice all teaching activities learnt. In essence, UEWDESTIs would need more time to practice and develop the teaching skills necessary to become more competent teachers.

Evaluation of Drape of Lined Two-Piece Set-in Sleeves on Tailored Jackets

The paper aimed to evaluate the drape of two-piece set-in sleeves of fully lined jackets developed and produced by level 300 Home Economics Education students in the University of Education Winneba. The study was conducted using fifty (50) respondents conveniently sampled from two hundred and seventy-one (271) level 300 students. Observation guide (assessment form) was used to collect data from the respondents. It was discovered from the result of the study that the mean of mean scores for the fit characteristic of the two-piece sleeve was 2.70 which is quite high. It is recommended that the findings be made available to all lecturers and students in the Department of Integrated Home Economics Education to serve as a guide to help improve on the performance of Level 300 students offering Clothing Technology 1 in subsequent years. It should also be made accessible to other educational institutions offering Clothing and Textiles.

An Evaluation of Gender Mainstreaming Efforts in a Public University in Ghana: A Case Study of University of Education, Winneba (UEW)

This paper brings to light efforts of male institutional leaders in the University of Education, Winneba in promoting the gender equality agenda and effects of their efforts in bridging the gender gaps in staff and students’ levels. It sheds further light on involving men in the gender mainstreaming efforts. Both primary and secondary data on gender equality and equity measures were used in this study. The study found that male Vice-Chancellors have over the years been devoted to promoting gender equality agenda in the University. The effects of their efforts are largely seen in the increase in the number of females that have benefited from the institutional mentorship and scholarship programmes, which has impacted positively on addressing the gender gaps in the University. It is recommended that new strategies be adopted in promoting gender equality agenda. These strategies include revision in gender policies to involve men as agents of change in gender mainstreaming activities; gender training for male staff and students of all levels and categories for effective gender work, offering specific trainings and interactive discussions on gender issues for men as volunteers for gender mainstreaming. The study further suggests among other things, the need to engage the university community in entertaining activities like cycling for the equality agenda to be made more real to men and court their interest to promote men’s involvement in gender work.

Marketing of library resources and its impact on the library usage of distance-learning students

PurposeAccess to learning resources in higher education is a prerequisite for effective learning. The purpose of this study is to investigate how marketing of library resources can influences library usage of students from the University of Education Winneba and University of Cape Coast in Ghana.Design/methodology/approachThe study was grounded in the pragmatic paradigm and guided by the mixed methods research approach. The sequential explanatory design was used in that, quantitative data was collected first, followed by the collection of qualitative data. The respondents were selected using the multi-stage and purposive sampling techniques. A total of 1,170 students were involved in the quantitative study, and the qualitative study comprised 12 students and 6 librarians. The quantitative data were analysed descriptively using the Statistical Package for the Social Sciences (SPSS), while the qualitative data were analysed thematically.FindingsThe study found that the marketing of library resources and services increased awareness and motivates students from the University of Education Winneba and University of Cape Coast to use them. In addition, the study found no relationship between competencies in information literacy and the use of library resources and services beyond developing students’ capacity to use library resources The study further established a positive relationship between improved learning activities and the use of library resources and services by students at the University of Education Winneba and University of Cape Coast in Ghana.Originality/valueThe study is unique in its scope and focus and will lead understanding to the use of library services and resources to achieving positive learning outcomes in Ghanaian distance learning institutions. Thus, the expanded benefit to students’ use of library services not only will improve their academic activities, performances, retention, programme completion, employment opportunities and lifelong learning but also is important for institutions to increase students’ enrolments, increase university world-wide visibility and influence national development.

Strategies for Academic Improvement in the University of Education, Winneba, Ghana

Reputable universities worldwide are centres of academic excellence. In the same vein, the University of Education, Winneba (UEW) per its vision statement aspires to become an internationally reputable institution of teacher education and research. Additionally, one of the core values of UEW is academic excellence. This paper focuses on ways through which students can attain academic excellence in the University. The paper achieves its aim by discussing some measures of academic excellence from the point of view of previous literature and the experiences of the author. The paper suggests several interventions for the Management of UEW to adopt and implement which is believed would go a long way to improve the academic achievement of its students, now and in the future. Among the key interventions to be considered for implementation is mandatory/voluntary enhanced tutorials in Communicative Skills, data analysis and deeper insight into research methods as well as the organisation of two week preparatory classes for failed students in a paper. Regarding the funding of the mandatory/voluntary tutorial classes that are to be held on weekends, the faculties and departments could bear the costs on their own or from a proposed corporate social responsibility fund to be set up by the University if it deems that appropriate and feasible.

Internship Supervision Training: Perception and Experiences of Supervisors in Tertiary Institutions in Ghana

The study focused on the perception and experiences of internship supervisors in tertiary institutions, specifically, University of Education, Winneba (UEW), regarding internship supervision training they served as participants. Using a descriptive quantitative survey, a sample of 179 out of 315 faculty members were conveniently sampled for the study. The perception and experiences of respondents were measured using an adapted scale developed by De Vellis (2012). The data collected were analyzed descriptively and inferentially. The study revealed that internship supervisors had positive perception and experiences about internship supervision training. However, their perception and experiences were not influenced by their gender. Therefore, it was concluded that internship supervisors had positive perception and experiences about the need for internship supervision training. It was recommended that tertiary institutions in Ghana, specifically, UEW which is mandated to provide schools with quality professional teachers, make internship supervision training a core component of selecting supervisors to assess interns during internship so that the best and most qualified faculty member can be used for this vital activity.

New Media Technologies and Students' Creativity: An Analysis of Portfolio Website Concept Generation

This study analyses concept generation for portfolio websites using new media technologies for a third-year Web Design and Development course at the Department of Graphic Design, University of Education, Winneba (UEW). The focus was to examine the effects of technologies used to develop portfolio websites on students' creativity. Using New Heuristic Framework for Creativity Measurement (NHFCM) as a lens, the study analyses the developmental stages of hundred portfolio websites carried out by a hundred third year Graphic Design students at the Department of Graphic Design, UEW. The study from its findings revealed that the technologies used to develop the portfolio websites offered the Graphic Design students the digital platform to plan, record, refine and implement their ideas with no limitation. There was evidence to suggest that the Graphic Design students circumvented some of the concept generation processes for generating portfolio websites with technology. The study recommends the continuous use of new media technology by Graphic Design students to hone their creative skills since it supports concept generation. The study suggests against the circumvention of concept generation processes with technology by Graphic Design students to enable them to gain the total learning outcomes of the process. Keywords: Creativity, New Media, Concept Generation DOI: 10.7176/ADS/100-04 Publication date: April 30 th 2022

Students’ and lecturers’ perceptions about the effectiveness and challenges of online mathematics instruction during the Covid-19 partial lockdown

This study sought to assess the nature of online mathematics teaching and learning, the associated challenges and the support system put in place for students due to COVID-19 at the University of Education, Winneba (UEW), Ghana. The study employed concurrent mixed method design. A sample size of 507 comprising 490 students and 17 lecturers respectively were used for the study. In the study, proportionate stratified sampling, and list-based sampling frame were employed by the researchers to select the sample of mathematics students whereas census was used to include lecturers. Data for the quantitative phase were garnered using questionnaire while interview was used for collecting data for the qualitative phase. Descriptive statistics and thematic analysis were used to analyse the quantitative and qualitative data respectively. From the study it was deduced that, among the challenges facing students and lecturers in the online teaching and learning of Mathematics are; high cost of internet data bundle, unreliable internet connection, unfamiliarity with some online platforms, difficulty in accessing some online platforms using smartphones, and difficulty in teaching some topics online. In addressing the issue of encountering difficulty in teaching some topics online, we recommend the University’s Management to partner with agencies that host learning resources platforms to provide mathematics contents to help students explore. Again, we recommend that University’s Management commences discussions with telecom providers to allow zero charges on the use of smartphones for content download from the university’s learning sites.

Technological Remedy for Music Practical Lessons Amidst Covid-19 Restrictions in the Department of Music Education, University of Education Winneba

The Department of Music Education, University of Education Winneba (UEW), trains students to acquire the skill of playing some Western instruments such as the keyboard, guitar, winds and orchestral strings. Furthermore, students also receive training in playing Ghanaian traditional instruments such as the atenteben and the various traditional drums of the existing ensembles. This practical teaching also include singing, dancing and ensemble making to allow all students perform their instruments in an ensemble. Unexpectedly, training in these instruments and ensembles was despaired by measures to contain the spread of Covid-19 pandemic. While theory courses in music were conducted via platforms such as Moodle, Google Classroom, the University’s Virtual Class (VClass) and Zoom, the exploratory case study design was used to seek technological means to conduct practical lessons which almost came to a halt as a result of its face-to-face teaching nature. Reviewing literature on technologies for teaching and Covid-19, the study which was based on Technological Pedagogical Content Knowledge (T-PACK) model unearthed means to conduct practical lessons. Lecturers, instructors, technicians and students of the Department were interviewed to organize their opinions on how to conduct practical lessons amidst Covid-19 restrictions. The study divulged innovative technological means to situate software programmes and applications such as Zoom, Google Classroom, Moodle, Microsoft Meet, Team Viewer, WhatsApp and Facebook for practical lessons.

Factors affecting teaching and learning of Mathematics in the undergraduate mathematics students. A case study at the University of Education, Winneba

The purpose of the study was to investigate the factors that affect teaching and learning of mathematics in the undergraduate students of University of Education, Winneba (UEW) in the Department of Mathematics Education.

Experiences of Distance Education Students with Their Study Modules: The Case of University of Education, Winneba (UEW), Ghana

Design of distance education course materials is the single most important aspect of any distance education program. In recent times, many have questioned the experiences of the learners in the use of their course modules. The purpose of this phenomenological study was to find out the experiences of the distance education students in their use of the course modules (learner-content interaction), to see how it has been engaging, effective and efficient in their distance learning journey. Five graduates of the UEW distance education programme were chosen at random for this study and the in-depth interview guide was used to gather data. The four major themes that emerged from the phenomenological reduction process of the learners’ experiences with the distance education course modules were the user experience; module content; interactivity of the modules; and assessments. The findings of the study were that respondents had positive experiences in user experiences, module content, and interactivity of the modules. They however had not so good experiences with the assessment practices of their program. The findings only confirm the importance of learner-content interactions in distance education, it also adds to the limited literature on learner-content interaction in distance education in the developing countries like Ghana.

Students’ Perspectives on Satisfaction with Distance Education in Ghana: A Cluster Analysis

This study sought to categorise students based on the preferences that influenced their choice of distance education program in Ghana. Questionnaires were used to collect data from 120 students taking part in the University of Education, Winneba (UEW) distance education (DE) programme at the Kumasi Girls Senior High School [SHS] Study Center. Respondents were segmented into three clusters (highly, moderately, and least satisfied) based on four preferences (price, quality, packaging, and social boding) that influenced their satisfaction with the distance education programme. Results from both hierarchical and non-hierarchical cluster analysis with squared Euclidean distance and Ward’s method showed that the highly satisfied cluster was driven by the quality of service and the competitive fees structure of the UEW distance education programme. Further analysis of the differences between the clusters indicated that satisfaction with the UEW distance programme significantly differs across the three segments.

Information Technology Integration Perception on Ghanaian Distance Higher Education: A Comparative Analysis

This study examined students’ perception on the integration of Information Technology (IT) in Ghanaian distance Education, and provided a comparative analysis of the levels of integration among public universities in Ghana. The research was conducted at the distance learning centres of the 4 major public universities, namely: University of Ghana (UG), University of Cape Coast (UCC), University of Education, Winneba (UEW) and Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were used to collect data from a sample of 297 students, using a cluster sampling technique and the data were analysed using One-Way ANOVA and chi-square statistics. The study showed that although computer literacy among distance learners was high, technology integration was low and varied among the institutions. Smart phones were the major internet access devices. The online learning tools for self-efficacy were vital to IT integration. Based on the gathered results, recommendations such as implementing a robust national IT infrastructure, among others, were provided for reflection by higher education institutions offering distance education in Ghana.