The purpose of the study was to design and develop performance-based tasks to assess laboratory observing skills of biology students in senior high schools. The target population was all students in the nine schools within Sekondi-Takoradi Metropolis reading biology as an elective subject. The accessible population was 753 SHS 2 biology students in six schools. 261 students were randomly selected from each of the six schools. These schools were of three different types, single-sex males, single-sex females, and mixed. Mean, standard deviations, frequencies, and percentages were calculated while independent sample t-tests were performed. No significant difference was noticed in levels of proficiency shown for males and females in the various schools surveyed. It is recommended that students from all types of schools and both sexes must be given an opportunity to engage in more activities at the SHS level to sharpen their observing skills.Full article

The social aspect of education is an important part of the learning process. In this study two research questions were asked to explore this idea. Social network analysis provided multiple measures of AP Physics 1 students’ network centrality. These measures were used to predict physics achievement. Further, survey results measuring extroversion (EPI, alpha=.84-.94), motivation (PGOS, alpha=.64-.83), and self-efficacy (SOSESC, alpha=.94) were used to determine students’ personality characteristics. These personality results were used as moderators for the moderation analysis. The sample consisted of 106 students from a large, Midwestern, suburban high school taking AP Physics 1. Numerous centrality measures significantly correlated with physics achievement. Extroversion and self-efficacy increased the effect of centrality in most cases, whereas motivation did not change the centrality-achievement relationship. In most cases, having many, high quality connections was beneficial to learning physics, but personality characteristics must also be included in pedagogical decisions. Based on the results, teachers are strongly advised to account for personality and student connections when forming groups.Full article

The purpose of this study was to examine teachers’ knowledge base in community resources used in assessing Social Studies concepts in the University of Education Practice Junior High School (JHS), Winneba. The case study design was employed as the study's qualitative methodology. The population comprised two Social Studies teachers in the University Practice JHS, Winneba. Purposive and convenient sampling techniques were used to select the teachers and school for the study. The main instrument for data collection was the interview guide. The two teachers were interviewed because they were in a position to give all the relevant information required for the research. They were also readily available at the time of the research. The study revealed that even though the Social Studies teachers were aware of community resources, they did not involve them often in their lesson delivery. However, in the only case where a teacher took the learners round the school compound to look at the various types of rocks, the learners were excited and willing to learn. The assessment results also showed that almost all learners, both low and high achievers had high scores. Evidence from the inquiry also shows that teachers used only traditional forms of assessment in Social Studies. Teachers give multiple choice and essay type of assessment items to learners. Teachers did not involve community resources in the assessment of Social Studies concepts because of challenges like inadequate time allocated for the teaching of the subject, financial constraints, bureaucratic processes involved in obtaining permission and the need to meet the requirements of external examinations. It is recommended that the Ghana Education Service (GES) should design appropriate policies to ensure that provision is made in the school academic calendar for field trips and community resource engagement for Social Studies education. Social Studies teachers should also be trained on the full range of assessment techniques suggested in the 2012 syllabus. Emphasis should be laid on authentic/alternate assessment practices. At the school level, heads of Social Studies department should organise periodic in-service training for the teachers to ensure that the curriculum, instruction and assessment practices are aligned to ensure that the subject attains its intended goals and outcomes.Full article

The purpose of this study was to examine the effectiveness of environmental solid waste management policies and practices for sustainable development in Komenda-Edina-Eguafo-Abrem Municipality in the Central Region of Ghana. The case study research design was adopted for the study. Using the simple random sampling procedure, 425 respondents comprising of 380 residents and 45 Zoomlion staff were involved in the study. The data were analysed through the computation of frequencies, percentages, as well as means and standard deviations. On the waste management strategic action plan for sustainable development, it can be concluded that, regular monitoring system should be in place to ensure that households adhere to the solid waste management practices; and education/training programmes on solid waste management should be provided for employees so that they can appreciate the need for sustainable development practices. It can also be concluded that, most of the environmental management policies and practices of solid waste management were not effective in the KEEA Municipality because the residents were uncertain about the effectiveness of the environmental policies that have been put in place. Perhaps, the Assembly does not conduct regular monitoring to find out solid waste management practices of the various households. It could be that the Assembly does not enforce bye-laws on sanitation on appropriate solid waste management practices. It is recommended that, the Environmental Protection Agency (EPA), and the Assembly should conduct regular monitoring system in order to ensure that residents adhere to the solid waste management practices. Again, the Assembly should make available a reliable data on solid waste generation for households in the Municipality. It is also recommended that, the Environmental Protection Agency (EPA) and the Assembly should ensure proper enforcement of the bye-laws on sanitation on appropriate solid waste management practices. Residents of the KEEA Municipality should be encouraged by the Environmental Protection Agency (EPA) to consider reuse and recycling as important activities.Full article

Effective Inclusive education experiences can be built through structured interventions. The purpose of the study was to assess the impact of inclusive education experiences on teacher-trainees with sensory impairment in the Ghana Colleges of Educations of Ghana. The study was based on pragmatist philosophy. The study adopted convergent parallel mixed-methods approach. The population involved all 66 students with sensory (visual and hearing) impaired in the three (3) CoEs (PCE, Akropong Akwapim, WESCO, Kumasi and NJA, Wa) that practice inclusive education (IE) during the 2018/19 academic year. Purposive and census sampling techniques were used to select the three (3) colleges of education and sixty-six students for the study. The main instruments for data collection were questionnaire and focus group discussion. The quantitative data items were coded for input into the Statistical Product and Service Solutions (SPSS) version 23 software and analysed using means and standard deviations. The qualitative extracts collected into themes that were coded, analysed and interpreted. The study revealed that teacher-trainees had varied experiences on campus, while they felt welcomed into the inclusive institution; they also felt the Colleges were not well prepared to meet their needs. The physical environment was not conducive for the VI on campus. It is recommended that, College authorities should work with the MoE and agencies concerned with disability issues in the society to provide comfortable environment on College campuses for TTSI. It is also recommended that, providing a comfortable environment should include facilities and resources needed for the TTSI to learn effectively. It also involves physical arrangement of the campus environment. The TTSI, regardless of their disabilities, should be provided with an environment where their movement, their studies, their interactions with their peers and tutors are made easier to help them graduate successfully.Full article