This study was conducted to assess the effect of visual aids in teaching science lessons in the Junior High Schools (JHS) in Ghana. The quantitative research method was chosen for this study. A Purposive sampling technique was used to select 245 JHS 2 students and seven (7) science teachers (1 from each selected school) from seven (7) selected JHS in Enchi Municipal under Aowin District in the Western North Region of Ghana. The main instrument for data collection for this study was a questionnaire and a test. The data analysis was done using the SPSS statistical package, where a questionnaire was analysed to determine the frequency and percentages of responses from selected science teachers and test analysis was done using a Pair Sample t-test to determine any significant differences between pre-test and post-test of the respondents. This study found that the use of visual aids in teaching science encouraged learners to develop interest and participate actively in the lessons which resulted in improved student performances and developed interest during the lesson. The study recommended that Ghana Education Service (GES) and headmasters at the JHS should endeavour to provide enough visual aids for their schools to enable the teaching and learning of science better and to be learner-centred, practical learning and for learners to develop interest and positive attitude towards learning science to improve performances and appreciate the need to learn science to the highest level for self-development and the development of the country.Full article

The emphasis on adapting learner-centric education and inclusive pedagogies to promote learning effectiveness is part of the paradigm shift in teaching. By maximizing variability, differentiated education methodologies ensure individualized instruction and equal academic success for all students. Based on this justification, this study sought to investigate Ghanaian pre-tertiary teachers' adaption of differentiated instruction strategies during the teaching and learning processes. Pre-tertiary teachers within the Kwahu Ridge of the Eastern Region of Ghana were sampled to respond to the close-ended questionnaire. A multi-pronged approach was employed in the data analysis. Respondents possessed knowledge of the differentiated instruction strategies, however, there were some disparities between first and second-cycle teachers. Significant factors influenced the range of diversity in the classroom and knowledge and experience, with the latter showing an unexpected negative influence, possibly due to experienced teachers' preference for traditional methods of teaching. Notwithstanding, a perfect alignment of instructional techniques, activities and assessment practices to accommodate the heterogeneity of students stimulate active participation, interest and readiness to learn. It is recommended that educational stakeholders should recognize the dynamic nature of the learning environment and better provide pre-tertiary teachers with the tools and support needed to employ differentiated instruction techniques successfully to ensure inclusive, individualized and intensive instruction in the classroom.Full article

The purpose of this study was to examine the contributions of Beach Resorts to the development of coastal communities in the Central Region of Ghana. A mixed-method approach was adopted for the study. The population for this study comprised five communities selected from two municipalities and a district in the Central Region of Ghana (Brenu Akyinim and Elmina in the Komenda/Edina/Eguafo/Abrem Municipality (KEEA), Moree in Abura/Asebu/Kwamankese District (AAK) as well as Anomabo and Ekumfi Otuam in the Mfantseman Municipal Assembly) Sample Random and Purposive sampling techniques were used to select the communities’ and respondents (Community members, Government agencies, and Resort management) for the study. The main instruments used for the study were questionnaires, Focus Group discussions and interviews. 240 questionnaires were administered, 40 by tourists and 200 by the inhabitants of the study area. Eighteen opinion leaders and management leaders in the study areas were also interviewed. The quantitative data entry and analysis were done by using the SPSS software package. The qualitative data was analysed by the use of the interpretative technique based on the themes arrived at during the data collection from the focus group discussions. It was realized that beach Resorts are a force to reckon with because the communities benefit a lot from job creation, income, infrastructure development, improvement in aesthetics, improved sanitation and many more. Education and skill training of the youth in the coastal communities is very crucial if they are to be employed and be paid well. Some of them need foreign exposure to enlighten them about the need of foreign tourists to help manage the resort facilities very well and to make their services more competitive with beach resorts in other coastal regions in Ghana and Africa at large. It is recommended that the District Assemblies and Ghana Tourist Authority should institute policies to ensure that the education of the youth in the coastal communities (study areas) are given priority and also access to financial support be made available to the local investors. Beach resort owners should liaise with Ghana Tourism Authority and the Chiefs to establish a training institution to train and update the skill of those who work in the tourism sector.Full article

The purpose of this study was to use an activity-based method to enhance the teaching and learning of Redox reactions among senior high school learners at Christ the King at Obuasi in the Ashanti Region, Ghana. Quantitatively, the study employed an action research design. The population of the study comprised all final-year elective chemistry students of Christ the King Senior High School (CKC) in the Ashanti region of Ghana. A purposive sampling technique was used to select thirty-five (35). The instruments used in the study were tested. Percentages of students who responded correctly to the pre-test items were compared to percentages of students who responded correctly to the post-test items. The pre-test and post-test mean scores were compared to see if there was any difference in their mean scores. The use of an activity-based teaching method in teaching chemistry appears to be used effectively in imparting the content knowledge of chemistry to students to become successful in their learning. Regarding the benefits of the activity-based method. The use of activity-based teaching methods in redox reaction motivates students to be self-learners and improves performance. It is also evident from the findings of this study that the use of the activity-based method of teaching could enhance student performance in a redox reaction. It is recommended that activity-based methods of teaching should be encouraged to be used by chemistry teachers in the Senior High Schools of Ghana in teaching redox reaction concepts to enhance students’ performance in redox reactions. It is also recommended that the Ghana education service should collaborate with the chemistry teachers’ Association of Ghana to organize professional development programs, seminars, and workshops for chemistry teachers on activity-based to improve their knowledge of teaching skills.Full article

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

The objective of this study was to assess the knowledge and training on Disaster Risk Reduction among Social Studies teachers’ trainees’ in the Selected Colleges of Education in Ghana. Embedded mixed method and a cross-sectional design was used for the study. The population of the study comprised Social Studies teacher trainees in St. Monicas, Berekum, Tamale, and John Bosco Colleges of Education. Homogenous purposive sampling technique was used to the four (4) Colleges of Education, convenient sampling technique was used to sample three hundred and nineteen (319) for the quantitative data while homogenous purposive sampling technique ten participants for the qualitative data. The main instrument used for data collection were close-ended questionnaire and interview guide. Legitimation process was adopted to ensure validity and reliability of the data collection instrument. The findings of the study revealed that Social Studies teacher trainees possessed low level of disaster risk reduction kits in their schools. The study also indicated that there was low level of extracurricular activities through which DRR knowledge could be impacted, such logistics should be provided by the various college authorities to help them mitigate disasters.. It is therefore recommended that clubs and Social Studies associations on disasters should be formed in the colleges by the college authorities. Discussions and programmes to be carried out in such associations will enable teacher trainees acquire the necessary knowledge and training needed for disaster risk reduction. It is also recommended that discussions should be tailored to reflect the types of risks and disasters which are not only common to all the colleges of education, but also peculiar to each of them.Full article