Open Journal of Educational Research https://www.scipublications.com/journal/index.php/ojer <p><em><strong>Open Journal of Educational Research</strong></em> is a peer-reviewed open access journal, OJER provides an international forum for the publication of outstanding full papers from all areas of education and related fields. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. Contributions that are fundamental to the development of education and its applications are accepted.</p> en-US Open Journal of Educational Research 2770-5552 Assessment of Free Sanitary Pad Intervention Programme for Girls’ Education and School Retention in Tolon District in the Northern Region of Ghana https://www.scipublications.com/journal/index.php/ojer/article/view/511 <p>The purpose of this study was to examine the Free Sanitary Pad Intervention Programme for Girls’ Education and School Retention in Tolon District in the Northern Region of Ghana. Quantitatively, a descriptive cross-sectional research design was adopted for the study. The study population consist of female menstruating school adolescent girls from these five St, Monica’s R/C, Nyankpala D/A, Nizamia E/A, Islamia E/A and Nawaria E/A junior high schools between the ages of 10 to 22 years who were beneficiaries of CAMFED intervention programmes in the Tolon district. A homogeneous purposive sampling technique was used to select the five junior high schools and the one-hundred and fifty (150) adolescent girls in their menstrual cycle stage. The main instrument for data collection was a semi-structured questionnaire. The data entry and analysis were done by using the SPSS version 20 software package. The data was edited, coded and analysed into frequencies, percentages with interpretations. The study concluded that<u>,</u> there were frequent distribution of free sanitary pads among the beneficiaries’ schools. The study also indicated that the education given to the respondents during the distribution of the free sanitary pads led to improved menstrual hygiene management practices. It is recommended that, schools within the Tolon district should put in place the necessary and adequate toiletry and disposal systems to ensure menstrual hygiene among students especially, girls, during that time of the month. It is also recommended that, Government should make it a priority to provide every school with some sanitary products and drugs to cater for the female student taken by surprise with her monthly flow or the pain associated with mensuration not interfering with her academic work.</p> Fauzia Yarim Laar Naomi Kuokor Neequaye Salma Heskaya Suhuyini Copyright (c) 2022 Open Journal of Educational Research 2022-11-03 2022-11-03 313 325 Evaluation of Social Studies Nature, Goals, and Objectives: Teachers Knowledge in Lesson Presentations https://www.scipublications.com/journal/index.php/ojer/article/view/493 <p>The purpose of the study was to evaluate of Social Studies Teachers Knowledge in Nature, Goals, and Objectives in the Lesson Presentations The study adopted qualitative research approach. Data were collected through the use of individual interviews, observation and focus group discussions for triangulation purposes. Purposive, convenient and simple random sampling techniques were used to select the schools, teachers for the study. In all, seventeen (17) Social Studies teachers were selected from six (6) Senior High Schools. The study revealed that teachers were grossly deficient about the goals of Social Studies. To improve this system, it is recommended that the researchers suggests that the highest priority should be given to the training and development of a new breed of educator who are vocationally competent and academically sound. This can be done by heads of institutions to allow teachers who specialise in their respective areas to teach those subject areas at the various levels of education particularly Social Studies at the High school level.</p> Nicholas Aning Boadu Francis Tetteh-Osei Collins Appiah Theophilus Kweku Bassaw Copyright (c) 2022 Open Journal of Educational Research 2022-11-03 2022-11-03 301 312 Teachers’ Cognition of Rewards and Punishments to Improve Discipline in the General Classrooms of Ghana: A case of Yiadom Boakye Demonstration Junior High School (JHS) in Berekum https://www.scipublications.com/journal/index.php/ojer/article/view/458 <p>The purpose of the study was to examine the use of rewards and punishment to improve discipline in Yiadom Boakye Demonstration Junior High School students (JHS) in Berekum of Ghana. A qualitative approach was adopted for the study. A case study research design was used to analyse the study. The population for the study consisted of all the eight (8) teachers in the Yiadom Boakye Demonstration Junior High School (JHS). A purposive sampling technique was used to select the eight teachers and school for the study. The main instrument used for the study was an interview. The study concluded that rewards and punishment lead to a change in the behaviours of the students affecting their academic performance their courses. The study also concluded that reward policies are needed in teaching to improve student learning by fostering enthusiasm in learning; it arouses students’ interest in learning, and change their personality traits and posture in class. The study revealed that a good punishment minimises bad behaviour, once is not having any bases on the student academic life, then it will not worsen the plight of his or her academic life. It is recommended that the colleges of education in Ghana should collaborate with Ghana Education Service and National Teaching Council to organise workshops and seminars on the use of rewards and punishments in the classroom situation.</p> Charles Akuoku Boateng Eric Appiah-Kubi Denteh Rapheal Copyright (c) 2022 Open Journal of Educational Research 2022-10-07 2022-10-07 283 288 Effects of Teachers’ Supervision on the Safety of Kindergarten Pupils in the Central Region of Ghana https://www.scipublications.com/journal/index.php/ojer/article/view/542 <p>The supervisory role of kindergarten teachers is primarily concerned with supervising and managing the efforts of their learning environment to create safe, positive learning environments for all learners, as well as ensuring that no child is left alone or unsupervised by teachers or caregivers while under their supervision. The purpose of this study was to examine the effects of teachers’ supervision on the safety of kindergarten pupils in Komenda Edina Eguafo Abirem (K.E.E.A.) Municipality in the central region of Ghana. Qualitatively, the Instrumental Case Study Design was employed in this study to gather information on the participants. The population consisted of 227 Kindergarten teachers in the KEEA Municipality of Ghana. Convenience sampling technique was used to select sixteen (16) public kindergarten teachers for the study. The main instrument used for data collection was semi-structured interview guide. The data were analyzed thematically. The analysis of the data was done with the help of online qualitative software, Taguette version 1.3, Using the Taguette, the researchers highlighted quotes and phrases from the interviews that were significant to the study. The study supported that, establishing a well-conducive school environment enhance teachers’ supervision which goes a long way to ensures learners’ comfortability and safety; maximize learners’ academic performance; lessen fear in learners; promote teaching and learning; and support learners’ participation in play experiences. It is recommended that, key players in education such as Ministry of Education and Ghana Education Service should investigate the effect of teacher supervision on learners’ safety vis-a-vis with its educational implications. It is also recommended that, kindergarten teachers should be encouraged to supervise their learners to guarantee positive outcomes of promoting learners’ comfortability and safety; maximizing learners’ academic performance; promoting teaching and learning; and contributing to support learners’ participation in play experiences.</p> Charles Fosu-Ayarkwah Gordon Gyeabour Fosu Isaac Awortwe Copyright (c) 2022 Open Journal of Educational Research 2022-11-25 2022-11-25 355 366 An evaluation of Monitoring and Supervision in the Junior High Schools Curriculum Delivery in Ghana https://www.scipublications.com/journal/index.php/ojer/article/view/529 <p>Monitoring and supervision in schools is a very important aspect in the educational process. The purpose of the study was to examine monitoring and supervision of curriculum delivery in the Junior High Schools in Ejisu-Juaben Municipality of Ghana. Mixed method research approach was adopted for the study. The population f or this study was made up of teachers, head-teachers and the deputy director in charge of supervision in the Ejisu-Juaben Municipality. Purp osive and convenient sampling techniques were employed to select the one-hundred and eighty-four respondents for the study. The main instruments for data collection were questionnaire and observation. The study revealed that monitoring and supervision was more or less just conformance to stipulated regulations and that teachers and head-teachers must comply without necessarily ensuring staff development to reduce limitations. The study also indicated that there is high level of impact of monitoring and supervision on Junior High Schools’ curriculum implementation in Ejisu-Juaben Municipality over the past years. It is recommended that, f or good performance, appraisal should be done at least by the end of every school term to ascertain staff performance on their j ob. It is also recommended that, for improvement of curriculum implementation, school heads should improve on; frequency coordination of all departments of the organization of visiting less on sessions, checking teachers’ less on notes, inviting teachers to observe him/her teach and checking students’ assignments, class exercises and pupils project work to ensure regular marking of exercise takes place.</p> Mary Nana Aba Mensah Copyright (c) 2022 Open Journal of Educational Research 2022-11-21 2022-11-21 326 334 An Assessment into Parental Factors that Motivate Female Students to Complete Formal Education https://www.scipublications.com/journal/index.php/ojer/article/view/471 <p>Qualitatively the study adopted a case study research design to examine the parental factors that motivate female students to complete formal education in Tolon District. The population for this study comprised of all females in the Tolon District who have successfully completed formal education. A purposive sampling technique was used to select ten (10) females who have successfully completed formal education and are now working in the Tolon District. The main instrument used for data collection was interview. Data were analysed by the use of the Interpretive Method based on the themes arrived at during the data collection. The themes were related to the research question and interpreted on the number of issues raised by respondents. The study revealed that, financial support of parents was vital to enrolment, sustenance and ultimate completion of the education of females. The study also indicated that parents give support in the form of guidance and counseling as well as moral support through encouragement of the Girl-Child played a key role to their successful education. It is recommended that, parents still need more advocacies on the importance of educating the girl child in order to enhance their interest in sending or motivating the girl child in school. It is also recommended that parents should discouraged early marriages to help girls to fully complete their formal education.</p> Regine Kwaw Joseph Mfum-Appiah Naa Korkor Larbi-Appiah Iddrisu Bintu Copyright (c) 2022 Open Journal of Educational Research 2022-10-05 2022-10-05 274 282 An Evaluation of Gender Mainstreaming Efforts in a Public University in Ghana: A Case Study of University of Education, Winneba (UEW) https://www.scipublications.com/journal/index.php/ojer/article/view/434 <p>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.</p> Eva Annan Copyright (c) 2022 Open Journal of Educational Research 2022-11-29 2022-11-29 367 380 An Assessment of Safety Conditions in Kindergarten Schools in Ghana https://www.scipublications.com/journal/index.php/ojer/article/view/539 <p>The purpose of this study was to assess safety conditions of learners in Kindergarten schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality in the Central Region of Ghana. The qualitative research approach and the Instrumental Case Study Design were adopted for the study. The population of the study comprised public kindergarten teachers and schools in Komenda Edina Eguafo Abirem municipality in the Central Region of Ghana. Convenient and purposive sampling techniques were used to select sixteen (16) public kindergarten teachers and eight (8) kindergarten schools for the study. The semi-structured interview and observation checklist were the instruments utilized in the data collection for this study. The data were analysed and interpreted thematically using online qualitative software, Taguette version 1.3. The study indicated that, most kindergarten school buildings in the KEEA municipality pose threats to both learners and teachers as result of over-aged or poorly constructed buildings and isolated and bushy environment which attracts animals like lizards, wall geckos and poisonous snakes and psychological and emotional threat to both teachers and learners. It is recommended that, the Ministry of Education in collaboration with the Ghana Education Service should set up a School Supervision for Safety Department (SSSD) to control and oversee safety issues in the kindergarten schools in Ghana. The School Supervision for Safety Department should create awareness advocacy for school safety so that school safety becomes a nationwide concern. It is also recommended that, the School Supervision for Safety Department must liaise with other stakeholders to enforce frequent assessment of school buildings, infrastructure and materials for safety.</p> Isaac Awortwe Naa Korkor Larbi-Appaih Regine Kwaw Mary Nana Aba Mensah Copyright (c) 2022 Open Journal of Educational Research 2022-11-25 2022-11-25 335 354 An Analysis of the South African History of the Culture of Teaching and Learning https://www.scipublications.com/journal/index.php/ojer/article/view/499 <p><strong>Purpose: </strong>The aim of this study is to the analysis of the South African history of the culture of teaching and learning. This study was driven by the desire for effective teaching and learning within the South African context. <strong>Design / Method / Approach: </strong>The information in this research came from outside sources (secondary sources). Journal articles (after peer review), dissertations (both published and unpublished), internet sources, and textbooks were used as informational resources. <strong>Findings: </strong>Teachers believe they have no say in the development of the educational system but are expected to execute its policies and procedures. Fear of change can lead to inappropriate behaviour. For a country to have globally competent citizens it needs to review its curriculum. South Africa has undergone a substantial educational change since the mid-1990s, but its efforts to implement new curricula have been problematic. After the dawn of democracy, concerns were raised about the decline of a positive culture of teaching and learning, especially in disadvantaged township schools. <strong>Theoretical implications: </strong>there is a lack of theory on an analysis of the South African history of the culture of teaching and learning. Thus, this study seeks to expand the theory. <strong>Practical implications: </strong>Findings from this research will advance the science behind the culture of teaching and learning in South Africa. <strong>Originality / Value: </strong>This research will shed light on the development of South Africa's teaching and learning culture, provide suggestions gleaned from its findings, and point the way toward other avenues of inquiry. <strong>Research Limitation &amp; Implications: </strong>This research was constrained by the quantity and quality of published secondary sources at the time of writing.</p> Dickson Mdhlalose Zandile Fakude John Ramaphakela Copyright (c) 2022 Open Journal of Educational Research 2022-11-01 2022-11-01 289 300