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Open Access February 04, 2025

The Use of Differentiated Instruction to Achieve Culturally Responsive Teaching

Monica Gakii Ituma

Open Journal of Educational Research 2025, 5(1), 13-30. DOI: 10.31586/ojer.2025.1234

Abstract With an increasing diversity of learners in today’s educational set-ups, there is an insurmountable need to cater for individual differences including the cultural variations among learners. It is therefore necessary for educators to develop culturally responsive teaching that enhances intercultural competencies of learners. As educators strive to provide inclusive learning environments in which [...] Read more.

With an increasing diversity of learners in today’s educational set-ups, there is an insurmountable need to cater for individual differences including the cultural variations among learners. It is therefore necessary for educators to develop culturally responsive teaching that enhances intercultural competencies of learners. As educators strive to provide inclusive learning environments in which learners from diverse cultural backgrounds learn equitably, differentiated instruction becomes a practical tool. This paper explores how differentiated instruction can support and enhance culturally responsive teaching by examining how tailored instructional approaches can bridge cultural gaps and enhance educational outcomes. The aim is to provide a comprehensive understanding of how educators can effectively integrate differentiated instructional methodologies to achieve the goals of Culturally Responsive Teaching. The study used a descriptive survey design to determine the use of differentiated instruction by junior school teachers in Kenya and a systematic review of literature, practical examples, and studies on teachers’ practices in culturally responsive teaching. The study outcomes indicated that teachers used various differentiated instructional strategies with flexible grouping being the most commonly used strategy. However, there arises a concern, that teachers were not very familiar with cultural variations of learners in their classrooms even as they developed their differentiated instructional strategies. Literature provided the principles and practices of culturally responsive teaching. The combination of these results were used to formulate a conceptual framework for Culturally Responsive Differentiated Instruction (CRDI) that provides insights for practitioners to develop and implement culturally responsive differentiated instructional strategies. The study recommends that a framework to support teachers in the implementation of inclusive and equitable curriculum through CRDI be developed, CRDI be integrated into the teaching processes and the teachers be trained on providing for learner differences through CRDI.

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Article

Open Access November 26, 2024

Impact of Classroom from the Primary Level of the Acquisition of English as a Second Language in Bangladesh

Jannatul Ferdous, Budrunnesa Shuchi, Musanna Afrin

Universal Journal of Literature and Linguistics 2024, 4(1), 83-94. DOI: 10.31586/ujll.2024.1122

Abstract This paper examines the impact of primary level classroom environments on the acquisition of English as a second language (L2) in Bangladesh, comparing English-medium and Bangla-medium schools. The study investigates how different instructional approaches and early exposure to English influence language proficiency among students. Through a mixed-methods approach, including surveys, interviews, [...] Read more.

This paper examines the impact of primary level classroom environments on the acquisition of English as a second language (L2) in Bangladesh, comparing English-medium and Bangla-medium schools. The study investigates how different instructional approaches and early exposure to English influence language proficiency among students. Through a mixed-methods approach, including surveys, interviews, and proficiency tests, the research reveals significant differences in language acquisition outcomes between the two educational settings. Findings indicate that students in English-medium schools, who are exposed to Natural approach methods of language learning and immersive English-speaking environments, demonstrate higher proficiency in speaking and listening skills compared to their Bangla-medium counterparts, who primarily receive grammar-focused instruction. The study highlights the critical role of early exposure to English, with students who begin learning the language at a younger age showing better phonological and syntactic development. Additionally, the integration of technology in language teaching emerges as a valuable tool for enhancing language learning, particularly in contexts with limited classroom exposure. The research suggests that Bangla-medium schools could benefit from adopting more interactive, student-centered teaching methods and integrating digital tools to support practical language use. The study's findings have significant implications for educational policy, advocating for a shift towards more immersive and communicative teaching practices to improve English language acquisition in Bangladesh. This research contributes to the broader understanding of SLA and offers practical recommendations for enhancing language education in similar contexts.

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Article

Open Access October 27, 2024

Learners' Initial Conceptions in Science and School Performance

MEDOUGA MBALA Félicité Victorine

Open Journal of Educational Research 2024, 4(6), 336-352. DOI: 10.31586/ojer.2024.1095

Abstract The theme of the study that catches our attention is the initial conceptions of learners in Science and school performance; this theme is based on the competency-based approach in force in Cameroon, which is implemented in several African countries. Insofar as learning is not the accumulation of new knowledge but a cognitive reorganization of old knowledge experienced, it is therefore a question [...] Read more.

The theme of the study that catches our attention is the initial conceptions of learners in Science and school performance; this theme is based on the competency-based approach in force in Cameroon, which is implemented in several African countries. Insofar as learning is not the accumulation of new knowledge but a cognitive reorganization of old knowledge experienced, it is therefore a question of knowing what is the influence of initial conceptions on the academic performance of learners in science. The objective of this research was to show that taking into account the initial conceptions of learners, Biology “SVT” has a lasting influence on learning and thus on the academic performance of learners. To achieve this objective, the study uses the mixed and quasi-experimental method, where two groups of learners were used: a control group and an experimental group. The experimental group was subjected to the teaching-learning system designed for this purpose, and in which the initial conceptions of the learners were taken into account according to do with or go against. In the light of the different hypotheses adopted and the different results of this study, it can be observed that the didactic consideration of the learners' initial conceptions improves their academic performance through the data of the experimental group. In relation to the field of education, this study shows that in order to enable learners to learn and build knowledge in the long term, their initial conceptions must be taken into account in concrete didactics; Otherwise, learning will be sporadic, learners' conceptions will be significant, which will lead to a learning defect perceptible by school failure.

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Open Access March 08, 2024

Analysis of Toxic Contaminants in Agriculture: Educational Strategies to Avoid Their Influence on Food

Ana Cano-Ortiz, José Carlos Piñar Fuentes, Eusebio Cano

Research Journal of Ecology and Environmental Sciences 2024, 4(1), 1-15. DOI: 10.31586/rjees.2024.718

Abstract A diagnosis of the current state of the crops is made regarding the control of weeds, use of pesticides, fungicides; with an assessment of the state of the plant covers in the crop, and its control by different types of herbicides, and we detected a high loss of biological diversity; and some of these compounds are mentioned due to their high toxicity. Similarly, the use of pesticides and [...] Read more.

A diagnosis of the current state of the crops is made regarding the control of weeds, use of pesticides, fungicides; with an assessment of the state of the plant covers in the crop, and its control by different types of herbicides, and we detected a high loss of biological diversity; and some of these compounds are mentioned due to their high toxicity. Similarly, the use of pesticides and fungicides is discussed due to their repercussions on health. In order to avoid the unhealthiness caused by the applications of these products, phytosanitary and educational control strategies are proposed; promoting the inspection of fruit and vegetable markets, and modifying the contents in higher professional and university education. To this end, we propose an active teaching methodology, through which the student acquires skills and responsibility for the use of chemical agents in agriculture, which serves to prevent the entry of these contaminants into the food chain. Of the different polluting chemical agents, in the case of herbicides we highlight Oxyfluorfen and Glyphosate with high toxicity and whose consumption is very high. In the case of pesticides and fungicides, among others are Organochlorine compounds, which have been detected in blood, and Carbon Tetrachloride and Chloroform, considered potent hepatotoxic and neurotoxic. The basic objective of this study is the awareness and acquisition of knowledge by future teachers about polluting agents, which will subsequently have an impact on society.

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Article

Open Access December 12, 2023

Threatened Wildlife for an Instructional Approach about Biodiversity Conservation

Antonio J. Mendoza-Fernández, Leticia Arnao, Candelaria Carretero, Fabián Martínez-Hernández, José M. Sánchez Robles

Research Journal of Ecology and Environmental Sciences 2023, 3(1), 47-60. DOI: 10.31586/rjees.2023.693

Abstract Biodiversity is related to a global problem: its destruction, a fact supported by scientific authorities. It is not trivial that educational dimension has been contemplated as one of the strategies for its conservation. Since 1992 global initiatives such as the Convention on Biological Diversity postulates concepts that linked education and nature conservation. The main objective of this research work is to test the level of assimilation of extracurricular scientific knowledge by primary school pupils. The method chosen for the content was, on the one hand, a master class intervention with an interactive presentation on a digital whiteboard. Third cases were chosen. Each case consisted of a presentation of the current status of a species of fauna present in Spain. On the second part, students were asked to write an essay and to illustrate the experience during the presentation. Regarding the essays, students showed that they were more attracted to the first species that was presented (Iberian lynx) in a proportion of over 45% of cases. The “Endangered species” concept appeared in more than 77% of the texts reviewed. In terms of drawings, almost 55% of the responses seem to devote more attention to the second species described (Testudo graeca [...] Read more.

Biodiversity is related to a global problem: its destruction, a fact supported by scientific authorities. It is not trivial that educational dimension has been contemplated as one of the strategies for its conservation. Since 1992 global initiatives such as the Convention on Biological Diversity postulates concepts that linked education and nature conservation. The main objective of this research work is to test the level of assimilation of extracurricular scientific knowledge by primary school pupils. The method chosen for the content was, on the one hand, a master class intervention with an interactive presentation on a digital whiteboard. Third cases were chosen. Each case consisted of a presentation of the current status of a species of fauna present in Spain. On the second part, students were asked to write an essay and to illustrate the experience during the presentation. Regarding the essays, students showed that they were more attracted to the first species that was presented (Iberian lynx) in a proportion of over 45% of cases. The “Endangered species” concept appeared in more than 77% of the texts reviewed. In terms of drawings, almost 55% of the responses seem to devote more attention to the second species described (Testudo graeca). An attempt was made to offer rigorous, structured information related to different aspects of natural reality in order to contemplate the broadest possible vision. The example of an instructional intervention presented here aims to be an alternative to other transmissive teaching models. Likewise, the linking of abstract concepts with socio-cultural reality proved to be a successful strategy to reinforce knowledge about natural biodiversity, endangered species or threat factors.

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Open Access October 11, 2023

Quality of Life Assessment of Health Record Professionals Working in a Tertiary Health Facility, during the COVID 19 Pandemic in South Western Nigeria

Oluwaseun Emmanuel ODIPE, Mela DANJIN, Lateef Olabisi OKELEJI, Oluwayemisi Hope ADEWOLE

Current Research in Public Health 2023, 3(2), 128-138. DOI: 10.31586/crph.2023.741

Abstract Background: There is paucity of data on health-related quality of life (HRQoL) among Health Information Managers/Health Record Officers (HROs) in the Nigeria health system. Hence, this study investigated the impact of the COVID-19 pandemic on health-related quality of life (QoL) among HROs in Obafemi Awolowo University Teaching Hospital Complex (OAUTHC), Ile-Ife, Nigeria. Methods: A [...] Read more.

Background: There is paucity of data on health-related quality of life (HRQoL) among Health Information Managers/Health Record Officers (HROs) in the Nigeria health system. Hence, this study investigated the impact of the COVID-19 pandemic on health-related quality of life (QoL) among HROs in Obafemi Awolowo University Teaching Hospital Complex (OAUTHC), Ile-Ife, Nigeria. Methods: A cross-sectional study was conducted in the University Hospital, where a total of 52 health record officers were purposively sampled. Relevant data were collected using the Short Form survey (SF-36v2) questionnaire. One-way ANOVA was used to determine mean group differences across the nine and the two QoL (physical and mental) summary domains based on respondents’ socio-demographics, while level of significance was set at 0.05. Results: All the QoL sections of the instrument used yielded an α-Cronbach’s score of > 0.70. Analysis of some QoL physical component dimensions showed that; Bodily pain (BP) was found to be significantly (P=0.032) associated with marital status, Physical functioning (PF) with gender (P=0.023), and general health (GH) with age group (P=00.025) and highest level of education (P=0.023). On the other hand, mental health component analysis revealed that Social Functioning (SF) was associated with age group (P=014), Role limitation (RE) with marital status (P=0.048), highest level of education (P=0.048) and years of service (P=0.015) etc. Conclusion: The QoL among HROs studied was generally above average, and demographic characteristics such as age, gender and marital status significantly influence QoL. Health managers and stakeholders should consider some of the factors identified in managing HROs.

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Article

Open Access September 17, 2023

Knowledge and practice of diabetic foot prevention among diabetic patients attending Edward Francis Small Teaching Hospital, Banjul, The Gambia: an institutional-based cross-sectional study

Lamine Tinkiano, Amadou Barrow, Ayodeji Matthew Adebayo

Current Research in Public Health 2023, 3(2), 67-89. DOI: 10.31586/crph.2023.762

Abstract Background: The increasing prevalence of Diabetes Mellitus (DM) is closely tied to complications, particularly diabetic foot ulcers, which significantly raise the risk of lower extremity amputations due to infected, non-healing ulcers. This study aimed to assess diabetic foot prevention knowledge, practices and associated factors among patients at the Edward Francis Small Teaching Hospital [...] Read more.

Background: The increasing prevalence of Diabetes Mellitus (DM) is closely tied to complications, particularly diabetic foot ulcers, which significantly raise the risk of lower extremity amputations due to infected, non-healing ulcers. This study aimed to assess diabetic foot prevention knowledge, practices and associated factors among patients at the Edward Francis Small Teaching Hospital (EFSTH), Banjul. Methods: In this cross-sectional study, we employed a convenience sampling technique to enroll 357 diabetic patients, both inpatients and outpatients, who were under the care of EFSTH. Data on diabetic foot prevention were collected through semi-structured interviews conducted by trained interviewers. Statistical analyses were carried out using SPSS, encompassing descriptive analysis, chi-square, Fisher exact tests, and logistic regression. Statistical significance was set at p<0.05, with a 95% confidence interval. Results: The mean age of the respondents was 47.3 years (±10.5), with women comprising 55.2% of the study population and 94.4% were married. About 73% demonstrated good knowledge of diabetic foot care and prevention, while 25.8% exhibited fair knowledge. A significant association was observed in bivariate analysis with patients’ educational level (P = 0.032). Specifically, patients with Madarasa (Arabic) education had a 68% lower likelihood 【aOR: 0.320, 95% CI: (0.103, 0.992), p = 0.048】 of practicing diabetic foot care and prevention compared to those with tertiary education. Conclusion: The study revealed that participants’ knowledge of preventing diabetic foot was high. However, the practice was poor. Therefore, there is a need for more health education on the practices that would emphasize diabetes management among diabetes patients.

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Open Access April 06, 2022

Geobotanical field activities for learning landscape interpretation concepts and methods for university students

Ana Cano Ortiz, José C. Piñar Fuentes, J.M.H. Ighbareyeh, Ricardo Quinto Canas, Carmelo M. Musarella, Eusebio Cano

Research Journal of Ecology and Environmental Sciences 2022, 2(2), 11-22. DOI: 10.31586/rjees.2022.206

Abstract The objective of this work is to materialize the learning of geobotanical concepts, and a methodology for the interpretation of the landscape, which allows the student to acquire practical knowledge, to obtain sufficient autonomy that allows him to join the labor market. Regarding the methodology, 100 field samples are taken for 3 years, and the participation of 60 students. The evaluation is [...] Read more.

The objective of this work is to materialize the learning of geobotanical concepts, and a methodology for the interpretation of the landscape, which allows the student to acquire practical knowledge, to obtain sufficient autonomy that allows him to join the labor market. Regarding the methodology, 100 field samples are taken for 3 years, and the participation of 60 students. The evaluation is carried out through reports on the field study. The landscapes of various areas of southern Spain are studied. For this we rely on the methodology previously established by other researchers, through which a complete diagnosis of a territory is reached, since the series and geoseries of vegetation are revealed. Being a study of natural reality, the abstract character presented by concepts such as sigmetum, sinassociation, series, geoseries, climatophilous, edaphoxerophilous, chain; it is perfectly clarified to the student, which makes the student progress efficiently, coming to the fore the acquisition of practical knowledge compared to theoretical ones. For this reason, practical teaching acquires preponderance, since it not only provides knowledge, but also development of cognitive and psychomotor skills, which are essential in the acquisition of skills and development of the individual's personality.

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Innovation Article

Open Access May 31, 2021

Design of a Movement Therapy in the form of Taekwondo and its Effectiveness on Easement of Clinical Symptoms in Boys Suffering from Deficit Attention and Hyper Activity Disorder

Rahmatollah Azimi, Morteza Tarkhan, Seyed Reza Mirmehdy

Open Journal of Psychology 2021, 1(1), 1-7. DOI: 10.31586/ojp.2021.010101

Abstract This research deals with Design of a Movement Therapy in the form of Taekwondo and its Effectiveness on Easement of Clinical Symptoms in boys suffering from Deficit Attention and Hyper Activity Disorder [ADHD]. In terms of objective, it is a practical research and in terms of how it gathered data it is a half-pilot research of pre & post-test encompassing test and control groups. Samples were [...] Read more.

This research deals with Design of a Movement Therapy in the form of Taekwondo and its Effectiveness on Easement of Clinical Symptoms in boys suffering from Deficit Attention and Hyper Activity Disorder [ADHD]. In terms of objective, it is a practical research and in terms of how it gathered data it is a half-pilot research of pre & post-test encompassing test and control groups. Samples were 32 children of 6-12 years of age who were ensured to have been suffering from ADHD as diagnosed by psychiatric clinics in Tehran. Sampling was made through easy method and test/control groups were formed randomly from among samples (each group containing16 members). ADHD was evaluated in samples using Conner’s teaching questionnaire pre & post-test questionnaire. To test group a 12-session long practice of movement therapy was prescribed in the form of Taekwondo. Findings were then analyzed using covariance analysis system. Results revealed that there is a meaningful relationship between movement therapy in the form of Taekwondo and easement of ADHD clinical symptoms in reliability of P<0.01). Therefore, difference of averages can persuade us that movement therapy in the form of Taekwondo is effective on easement of clinical symptoms of ADHD.

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Open Access February 13, 2026

Influence of Religious Literacy and Multicultural Teaching Competence on Religious and Moral Education Teachers’ Self-Efficacy: Empirical Evidence from Public Basic Schools in the Kumasi Metropolis

Andrews Acquah

Universal Journal of Social Sciences and Humanities 2026, 6(1), 1-26. DOI: 10.31586/ujssh.2026.6263

Abstract The focus of this study was to determine the influence of religious literacy and multicultural teaching competence on the teaching self-efficacy of Religious and Moral Education (RME) teachers in public basic schools within the Kumasi Metropolis. The research employed a cross-sectional survey design with a sample of 308 RME teachers selected through the stratified sampling technique from 165 basic [...] Read more.

The focus of this study was to determine the influence of religious literacy and multicultural teaching competence on the teaching self-efficacy of Religious and Moral Education (RME) teachers in public basic schools within the Kumasi Metropolis. The research employed a cross-sectional survey design with a sample of 308 RME teachers selected through the stratified sampling technique from 165 basic schools across 14 circuits. Data were collected using questionnaires and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that religious literacy significantly and positively influenced teachers’ self-efficacy (β = 0.487, p < 0.05), accounting for 23.7% of the variance. Similarly, multicultural teaching competence demonstrated a strong positive effect on teaching self-efficacy (β = 0.711, p < 0.05), explaining 50.6% of the variance. Finally, the study found that religious literacy and multicultural teaching competence together contributed 52.2% to RME teachers' teaching self-efficacy (SD = 0.692, p < 0.05, R² = 0.522). The study recommended that the Ghana Education Service (GES) and the National Council for Curriculum and Assessment (NaCCA) should design and mandate regular in-service training programmes focused specifically on religious literacy for RME teachers. Also, it was recommended that pre-service and in-service training should emphasise awareness of personal biases, deep knowledge of learners’ cultural and religious backgrounds, and practical skills for culturally responsive pedagogy.

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Open Access November 10, 2025

Teaching in a Diverse Society: Influence of Religious Literacy and Multicultural Teaching Competence on the Self-Efficacy of Religious and Moral Education Teachers in the Accra Metropolis, Ghana

Andrews Acquah

Open Journal of Educational Research 2025, 5(4), 128-154. DOI: 10.31586/ojer.2025.6190

Abstract The ultimate goal of this study was to determine the influence of religious literacy and multicultural teaching competence of RME teachers on their teaching self-efficacy in the Accra Metropolis. Grounded in culturally responsive teaching and self-efficacy theory, this study employed a cross-sectional survey design. All 441 RME teachers in the eight (8) circuits in the Metropolis which has [...] Read more.

The ultimate goal of this study was to determine the influence of religious literacy and multicultural teaching competence of RME teachers on their teaching self-efficacy in the Accra Metropolis. Grounded in culturally responsive teaching and self-efficacy theory, this study employed a cross-sectional survey design. All 441 RME teachers in the eight (8) circuits in the Metropolis which has seventy-two (72) basic schools were involved in the study through the census method. Data were collected using a questionnaire and analyzed using descriptive statistics and partial least squares structural equation modeling (PLS-SEM). Findings revealed that RME teachers reported high levels of RL, MTC, and TSE. Religious literacy and multicultural teaching competence jointly explained 44.2% of the variance in TSE, with a statistically significant positive effect (p < 0.05). It was recommended that, the curriculum for training RME teachers should include in them topics on RL and MTC.

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Open Access May 15, 2025

Teaching Social Studies in an Integrated Manner: The Lived Experience of Out-Of-Field Social Studies Teachers

Isaac Atta Kwenin

Open Journal of Educational Research 2025, 5(2), 89-101. DOI: 10.31586/ojer.2025.6100

Abstract This study investigated the pedagogical implications of out-of-field teaching in Social Studies. The Out-of-field Social Studies teachers could encounter several challenges in their preparation and the implementation of the integrated Social Studies curriculum. This study sought the lived experiences of the out-of-field teachers concerning the causes of out-of-field teaching in social studies, [...] Read more.

This study investigated the pedagogical implications of out-of-field teaching in Social Studies. The Out-of-field Social Studies teachers could encounter several challenges in their preparation and the implementation of the integrated Social Studies curriculum. This study sought the lived experiences of the out-of-field teachers concerning the causes of out-of-field teaching in social studies, problems encountered by the out-of-field teachers and the mechanisms they employ to cope with the teaching of Social Studies. The study chose the qualitative phenomenological research design. Data were collected from all the 17 out-of-field Social Studies teachers through in-depth structured interview. Data were transcribed and analysed, through the inductive thematic analysis approach, unveiling of themes and concepts from the narratives of the research participants. The study revealed that out-of-field teaching in Social Studies occurs as a result of teacher shortage in integrated social studies programme. It is also caused by the perception that any teacher could teach Social Studies irrespective of the teachers’ qualification. Out-of-field teacher encounter problems such as inadequate content and pedagogical knowledge, lack of classroom managerial techniques and inability to deliver lessons through the integrated approach. Engaging in professional development courses, peer coaching, in-service training and workshops were some of the mechanisms employed by out-of-field teachers to cope with the teaching of Social Studies. The pedagogical implications of this phenomenon are that when teaching the Social Studies, the out-of-field teachers place more emphasis on aspects of the Social Studies curriculum where they have much knowledge and skip or put less emphasis on other aspects they lack in-depth knowledge, thus, the integrated approach to teaching Social Studies is not adopted effectively by out-of-field teachers. This waters down the content of Social Studies at the Senior High School level. Addressing the problem of out-of-field teaching in Social Studies requires training and recruiting more teachers who have background training and experience in the integrated approach to the teaching of Social Studies.

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Review Article

Open Access October 26, 2024

Exploring the Relationship between Teacher Training and Challenges in Delivering Effective Sex Education

Anaadumba Helen-Zilfah

Open Journal of Educational Research 2024, 4(6), 323-335. DOI: 10.31586/ojer.2024.1138

Abstract This study aimed to explore the relationship between teacher training and challenges in delivering effective sex education in the Sagnarigu district in the Northern region of Ghana. The Social-cultural theory underpins the study. A descriptive survey research design was adopted for the study. The population of this study comprises teachers, head teachers and a School Improvement Support Officer [...] Read more.

This study aimed to explore the relationship between teacher training and challenges in delivering effective sex education in the Sagnarigu district in the Northern region of Ghana. The Social-cultural theory underpins the study. A descriptive survey research design was adopted for the study. The population of this study comprises teachers, head teachers and a School Improvement Support Officer (SiSo) in basic schools in the Gumani/Nyanshegu circuit in the Sagnarigu district of the Northern Region. This study adopted multi-sampling methods to select respondents. Random and purposive sampling techniques were used to select the study's 10 basic schools and 83 respondents. The main tools used for the data collection were the questionnaire and interview. The data was analysed using Statistical Package for Social Scientists (SPSS) software version 23 tools. Descriptive Statistical tools such as frequencies were used to gauge the number of occurrences of the studied variables. The qualitative data was also further analysed in line with the research questions to establish patterns of similarities and variations. These were then validated with the quantitative data for any possible contradictions in the findings. The study concludes that people's socio-cultural and religious beliefs and practices affect the teaching of sex education in school. It was observed that sex education could be misconstrued as an encouragement to young people to engage in early sexual promiscuity. Finally, the study concludes that there cannot be effective sex education without the appropriate logistics such as T.L.M.s, syllabus and time allocation for the subject. The study also acknowledges that the availability of these materials must go along with appropriate capacity building for teachers to be well-positioned to teach the subject. It is recommended that Sexuality education should be included in the curricular and academic calendar of basic schools, along with the provision of adequate T.L.M.s and the proper collaboration with appropriate agencies for the effective teaching of the subject. Sex education needs to be given maximum attention, just as any of the life skills subjects, with adequate investment and motivation to both teachers and pupils to ensure a meaningful impact. There should be regular monitoring, supervision, and assessment of the training of teachers and its influence on the teaching of the subject, as well as ensuring that ethical considerations regarding cultural and religious sensitivities and individual privacy issues are upheld.

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Open Access October 21, 2024

Sexual Harassment in Ghanaian Tertiary Institutions: Reality or Perception

Wahab Sualihu, Mohammed Zakaria, Victor Owusu

Universal Journal of Social Sciences and Humanities 2024, 4(2), 74-88. DOI: 10.31586/ujssh.2024.1085

Abstract This article assesses the realities of sexual harassment (SH) in selected tertiary educational institutions in Ghana. Using multiple data collection techniques, three areas that are related to SH were assessed. These are knowledge of what constitutes SH, the nature and incidence of SH, and strategies/procedures for handling issues of SH in tertiary educational institutions. The findings from the [...] Read more.

This article assesses the realities of sexual harassment (SH) in selected tertiary educational institutions in Ghana. Using multiple data collection techniques, three areas that are related to SH were assessed. These are knowledge of what constitutes SH, the nature and incidence of SH, and strategies/procedures for handling issues of SH in tertiary educational institutions. The findings from the perspective of teaching and non-teaching staff strongly suggest that knowledge of SH was high among teaching staff but low among non-teaching staff. Staff could not relate very well to the reporting systems and procedures of SH in their institutions. Issues of SH were left in the hands of only a few staff while newly recruited staff showed little understanding of the reporting systems and procedures. From the perspective of students, knowledge of what constitutes SH was high. Students were able to indicate the various SH reporting systems/procedures in the tertiary educational institutions and further indicated that the institutions have provided a safe environment and appointed designated people to handle sexual harassment complaints. Surprisingly, the incidence of sexual harassment was low, and this affected sexual harassment reporting.

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Open Access October 13, 2024

Developing Learning and Teaching Repository as a Resource to Improve Biological/Biomedical Science Teaching and Education

Alireza Golestani, Ahmed HK El-Hashash

Open Journal of Educational Research 2024, 4(6), 306-309. DOI: 10.31586/ojer.2024.1089

Abstract Making students efficiently and flexibly understand and master the knowledge of biological/biomedical sciences by prompting active learning and critical thinking and making biomedical science courses form an integrated system are critical for more successful and effective student education, future and career. However, the current biological/biomedical education system worldwide tends to produce [...] Read more.

Making students efficiently and flexibly understand and master the knowledge of biological/biomedical sciences by prompting active learning and critical thinking and making biomedical science courses form an integrated system are critical for more successful and effective student education, future and career. However, the current biological/biomedical education system worldwide tends to produce graduates best suited for postdoctoral training, and academic careers, in highly specialized areas. Many institutions worldwide currently favor densely packed curricula with fast-paced instruction focused on detailed subject matter, with little room left for skill training in both active learning and critical thinking, creative problem solving, professional skills, putting what was learned into a larger context that creates meaning, and teaching students with different learning styles, despite their significance. In this article, we will discuss the current defects in biological/biomedical science education and the need to reform biomedical science teaching and education. We will also describe some suggestions and approaches to improve biological/biomedical science learning and education, including the establishment of a more effective learning/teaching repository.

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Editorial

Open Access September 18, 2024

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Eric Mensah, Isaac Obiri Ampem, Martin Owusu

Open Journal of Educational Research 2024, 4(5), 275-295. DOI: 10.31586/ojer.2024.1051

Abstract The study aimed to establish the effect of Multicultural Teaching Competency (MTC) on the Culturally Responsive Teaching (CRT) of RME teachers in Cape Coast. The cross-sectional survey design was used. All 150 RME teachers in the 54 schools in Cape Coast were involved in the study through the census method and a 33-item close-ended structured questionnaire was used for the data collection exercise. Data were analysed using descriptive and inferential (Factorial ANOVA and PLS-SEM) statistics. Results revealed that RME teachers have a high level of MTC and CRT even though the students seem not to show interest in the subject leading to them failing in their final examinations. There was a statistically significant effect of RME teachers’ sex, academic qualification, teaching experience, and professional qualification on their MTC F (30, 4) = 7.142, p = .000, partial ƞ2 =.643 and CRT, F (30, 4) = 3.874, p = .000*, partial ƞ2 = .494 [...] Read more.

The study aimed to establish the effect of Multicultural Teaching Competency (MTC) on the Culturally Responsive Teaching (CRT) of RME teachers in Cape Coast. The cross-sectional survey design was used. All 150 RME teachers in the 54 schools in Cape Coast were involved in the study through the census method and a 33-item close-ended structured questionnaire was used for the data collection exercise. Data were analysed using descriptive and inferential (Factorial ANOVA and PLS-SEM) statistics. Results revealed that RME teachers have a high level of MTC and CRT even though the students seem not to show interest in the subject leading to them failing in their final examinations. There was a statistically significant effect of RME teachers’ sex, academic qualification, teaching experience, and professional qualification on their MTC F (30, 4) = 7.142, p = .000, partial ƞ2 =.643 and CRT, F (30, 4) = 3.874, p = .000*, partial ƞ2 = .494. The result showed that RME teachers' MTC substantially explained 61.2% of the variation in their CRT. It was recommended that GES and the Metropolitan Education office should provide ongoing professional development opportunities specifically focused on translating MTC principles into actionable strategies.

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Open Access August 08, 2024

Challenges and Strategies: Usage of Multimedia Resources in Teaching Social Studies Concepts in the Junior High Schools of Ghana

Anthony Bordoh, Isaac Eshun, Stephen Aboagye, Amponsah Stephen Tetteh, Dickson Appiah Koranteng

Universal Journal of Social Sciences and Humanities 2024, 4(2), 48-64. DOI: 10.31586/ujssh.2024.1040

Abstract Access to and the availability of digital infrastructure remains the most significant issue influencing teachers' use of multimedia technology in teaching and learning processes. Qualitatively, the study focused on a case study research design. The study population consisted of five (5) Social Studies teachers at Presbyterian University College of Education Demonstration Junior High School in the [...] Read more.

Access to and the availability of digital infrastructure remains the most significant issue influencing teachers' use of multimedia technology in teaching and learning processes. Qualitatively, the study focused on a case study research design. The study population consisted of five (5) Social Studies teachers at Presbyterian University College of Education Demonstration Junior High School in the Akuapem North Municipality of the Eastern Region of Ghana. A purposive sampling technique was used to select all the Social Studies teachers for the study. The main instruments for data collection were an interview guide and observation protocols. The data was analysed using the interpretative 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 participants. The study indicated that more resources are needed to use multimedia resources effectively in social studies instruction. Limited access to computers and the internet, unreliable power supply, time constraints for teachers, and a lack of necessary competencies all contribute to this challenge. Although multimedia has become crucial to education, teachers often need more training to utilise these resources fully. The government must collaborate with other organisations to procure ICT resources to address these challenges rather than shouldering the sole responsibility for financing education. Establishing a school-based ICT policy framework to guide technology implementation in teaching and learning is essential.

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Open Access August 03, 2024

Facilities Audit in the Kindergarten Schools in Yendi Municipality of Ghana

Peter Munyi Nigal

Open Journal of Educational Research 2024, 4(4), 174-186. DOI: 10.31586/ojer.2024.1033

Abstract This study aimed to examine the school facility quality on children's social achievement in Kindergarten in the Yendi Municipality of the Northern Region. The study adopted a mixed-method approach. The study population comprised twenty-five (25) teachers and five (5) head teachers from all kindergarten schools in five circuits in the Yendi municipality. A purposive sampling technique was used to [...] Read more.

This study aimed to examine the school facility quality on children's social achievement in Kindergarten in the Yendi Municipality of the Northern Region. The study adopted a mixed-method approach. The study population comprised twenty-five (25) teachers and five (5) head teachers from all kindergarten schools in five circuits in the Yendi municipality. A purposive sampling technique was used to select the study participants. The main instruments for data collection were structured questionnaires and observation checklists. The data were statistically analysed using simple frequencies and percentiles presented on a simple frequency table. The study reveals that inadequate access to essential resources, such as textbooks, teaching and learning materials, and proper classroom environments, adversely affects teacher effectiveness and student engagement. The findings indicate that while some facilities, such as restrooms and playgrounds, are available, many need to be updated or more to meet the needs of the children. To enhance the educational experience for young learners, stakeholders, including the government, educational authorities, and the community, must collaborate to improve the infrastructure and resources available in these schools.

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Open Access June 30, 2024

Education as a health tool: Adulterations and falsifications in natural medicine

Ana Cano-Ortiz, José C. Piñar Fuentes, Catarina Rodrigues Meireles, Eusebio Cano

Research Journal of Ecology and Environmental Sciences 2024, 4(1), 43-49. DOI: 10.31586/rjees.2024.819

Abstract The teaching-learning relationship of natural medicine is key to avoid health problems in the population; adulterations and falsifications of frequently used plants are evident. The aim of this study is to raise public awareness and to urge institutions to incorporate contents in the student's curriculum. The curricula of different educational levels are analyzed to check the level of knowledge on [...] Read more.

The teaching-learning relationship of natural medicine is key to avoid health problems in the population; adulterations and falsifications of frequently used plants are evident. The aim of this study is to raise public awareness and to urge institutions to incorporate contents in the student's curriculum. The curricula of different educational levels are analyzed to check the level of knowledge on the use of medicinal plants, as well as some regulations on quality controls. Of the wide range of species that are consumed by the population, some are detected in which adulterations and falsifications occur, although there is no danger in some cases, such as chamomiles, if a falsification occurs when consuming the whole plant instead of the flowering tops, which is where the properties reside. In other cases, adulteration occurs, generally unintentional, but very dangerous to health, such as horsetail. For a more effective quality control, we need public awareness and highly specialized personnel, with the capacity to inspect crops, markets and companies.

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Review Article

Open Access June 30, 2024

Methodological analysis of teaching English vocabulary on the basis of developing professional competence of students

Misirov Sokhibjon Abdupattayevich

Universal Journal of Social Sciences and Humanities 2024, 4(1), 43-47. DOI: 10.31586/ujssh.2024.953

Abstract This article is focus on the features of teaching English vocabulary on the basis of developing professional competence of students, methodological analysis of teaching active, passive, real and novocabular vocabulary in English, the ways of teaching English vocabulary.

This article is focus on the features of teaching English vocabulary on the basis of developing professional competence of students, methodological analysis of teaching active, passive, real and novocabular vocabulary in English, the ways of teaching English vocabulary.

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Review Article

Open Access May 22, 2024

Clinical evaluation of periodontitis types affected cumulative and annually radiographic periodontal alveolar bone loss using the treatment of Sandwich’s technique

Guey-Lin Hou

World Journal of Dental Sciences and Research 2024, 1(1), 27-33. DOI: 10.31586/wjdsr.2024.929

Abstract The aim of the present study was to assess the cumulative radiographic periodontal attachment loss (CRPAL) and annually radiographic periodontal attachment loss (ARPAL) of different disease groups over 5 years or more. A total of 53 subjects, who had taken two sets of full-mouth standarized paralleling radiographs with separated periods of 5 years or more in teaching hospital during 1981-2001, [...] Read more.

The aim of the present study was to assess the cumulative radiographic periodontal attachment loss (CRPAL) and annually radiographic periodontal attachment loss (ARPAL) of different disease groups over 5 years or more. A total of 53 subjects, who had taken two sets of full-mouth standarized paralleling radiographs with separated periods of 5 years or more in teaching hospital during 1981-2001, were collected for the past 20 years. The radiographic periodontal attachment levels at mesial and distal surfaces of teeth were assessed by measuring the distance between cement-enamel junction and the bone crest using an electronic digital caliper (EDC) under a 10X magnified radiographs. The results revealed that mean CRPAL was highest in the generalized aggressive periodontitis (GAgP) group (-5.523.27 mm), then the chronic periodontitis (CP) group (-4.823.47 mm), and the localized aggressive periodontitis (LAgP) group (-4.473.47 mm) followed, and lowest in the periodontal healthy (PH) group (-1.050.59 mm). The mean ARPAL was highest in the LAgP group (-0.260.25 mm/yr.), then the GAgP group (-0.200.13 mm/yr.), and the CP group (-0.120.09 mm/yr.) followed, and lowest in the periodontal healthy group (0.070.06 mm/yr.). Conclusions showed that mean CRPAL was highest in the generalized aggressive periodontitis group, then the CP group, and the LAgP group followed, and lowest in the periodontal healthy group. In addition, there existed a strong statistical significance (p<0.0001) in both CRPAL and ARPAL (mm) among individuals affected GAgP, LAgP, CP, and PH groups among mild, moderate, and severe periodontitis using paired t-test.

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Open Access May 03, 2024

Congruence Between Intended and Observed Transactions in the Implementation of the Senior High School (SHS) Social Studies Curriculum in Ghana

Prince Opoku-Afriyie, Anthony Bordoh, Isaac Eshun

Open Journal of Educational Research 2024, 4(2), 78-99. DOI: 10.31586/ojer.2024.921

Abstract This study aimed to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s) or not, using Stake’s Countenance Evaluation Model. The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the [...] Read more.

This study aimed to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s) or not, using Stake’s Countenance Evaluation Model. The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and unstructured interview), observation and documentary analysis. Quantitative data were tabulated, organised, analysed and interpreted to draw sound conclusions and generalisations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study looked at the congruence between what was intended to occur and what was observed before and during the implementation of the curriculum in the Asante Akim North District. On the transactions, it was revealed that teachers in the district communicate the problem the topic seeks to address and the specific objectives to the learners during instruction. Also, teachers varied their teaching methods, techniques and strategies. However, teachers failed to take students out on field trips. Also, they failed to use video documentaries to deliver their lessons inhibiting students’ creativity as they are denied the opportunity to explore and get first-hand information to build up knowledge and develop the needed attitudes and values. From the findings, it is therefore recommended that the National Council for Curriculum and Assessment should increase the time allotted to the teaching of Social Studies at the SHS level from 3-periods of 40 minutes a week to 5-periods of 40 minutes a week to give teachers and learners ample time to discuss, debate, digest and solve problems during instructional hours to enable the goal of the subject attained.

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Open Access May 01, 2024

Challenges Affecting the Teaching and Learning of Social Studies in the Colleges of Education in Ghana

Eric Osei Yaw

Open Journal of Educational Research 2024, 4(2), 54-65. DOI: 10.31586/ojer.2024.920

Abstract The purpose of this study was to examine the challenges affecting the teaching and learning of Social Studies in the Colleges of Education in the Ashanti Region. Qualitatively, the study adopted a case study research design. The population of the study comprised fifteen (15) Social Studies teachers in the Ashanti region of Ghana. A purposive sampling technique was used to select the colleges and [...] Read more.

The purpose of this study was to examine the challenges affecting the teaching and learning of Social Studies in the Colleges of Education in the Ashanti Region. Qualitatively, the study adopted a case study research design. The population of the study comprised fifteen (15) Social Studies teachers in the Ashanti region of Ghana. A purposive sampling technique was used to select the colleges and Social Studies teachers. The main instrument for data collection was an unstructured open-ended interview guide. Four criteria proposed by Lincoln and Guba in 1985 used to measure the trustworthiness of data collected are credibility, transferability, dependability and confirmability. Data obtained from the study were subjected to thematic analysis using themes developed from the data collected based on the research question. The findings of this study indicate that adequate textbooks, availability of teaching and learning materials such as projectors, the ability of tutors to engage in research, and the ability to vary teaching techniques are some factors that affect the teaching and learning of Social Studies in Colleges of Education. Students can remember a greater percentage of what was taught when techniques used by teachers are in their interest. It is recommended that T-TEL and Universities to which Colleges of Education are affiliated should continue to provide seminars and sessions to tutors in areas of material, resource development and research. This will continue to ensure that tutors are competent in their field of specialization. It is also recommended that the government should conduct a nationwide programme evaluation exercise on Social Studies to identify the loopholes needed to ensure the effectiveness of the subject.

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Open Access March 23, 2024

An Attitude of Staff and Students towards Littering in Second-Cycle Schools in Sefwi Wiawso Municipality in the Western North of Ghana

Simon Nipah, Alexander Kingsford Otoo, Anthony Bordoh, Isaac Eshun

Universal Journal of Social Sciences and Humanities 2024, 4(1), 20-34. DOI: 10.31586/ujssh.2024.709

Abstract The growing unconcern and poor attitude of some Ghanaians towards environmental protection and sanitation practices has become very endemic in Ghanaian Societies. Littering especially is considered a major environmental problem within the setting of this study. This study employed the mixed-method approach in integrating qualitative and quantitative research data. The study adopted a convergent parallel research design. The population for this study consisted of all teaching staff and students of Sefwi Wiawso Senior High Technical School and St. Joseph Catholic Senior High School in Sefwi Wiawso municipality in the Western North Region of Ghana. Purposive, simple random, and convenient sampling techniques were used to select the schools, teachers and students for the study. A sample size of one hundred and ninety-eight (198) consisting of one hundred eighty-eight (188) students and ten (10) teachers were selected for the study. The two main instruments used for data collection were questionnaires and interview guides. The quantitative data obtained from the questionnaire were coded with numerical values and keyed into the data view of the SPSS version 23. The qualitative data was analysed through content analysis and was further transcribed into themes for analysis with a side-by-side comparison with the quantitative data. The qualitative data gathered and presented, were organised and analysed manually using emerging themes. The study revealed that littering is currently caused by irresponsible behaviour among some staff and students coupled with other factors such as lazy attitudes among people, inadequate waste bins on campus, and more seriously, less sensitization of people on littering in the various senior high schools. The study also indicated that provisions of adequate waste bins at vantage points in the various campuses, awarding prizes to individual students and groups with good waste management practices on campus, implementing rules and regulations on littering, as well as educating, and sensitizing students and staff on littering on campuses formed the possibilities on how schools can shape up staff and student’s attitudes towards healthy environment by avoid littering. It is recommended that Students with good waste management practices should be rewarded to encourage others in Senior High Schools. It is also recommended that sustainable waste management practices (collection, transportation, and treatment) should be employed in all the Senior High Schools [...] Read more.

The growing unconcern and poor attitude of some Ghanaians towards environmental protection and sanitation practices has become very endemic in Ghanaian Societies. Littering especially is considered a major environmental problem within the setting of this study. This study employed the mixed-method approach in integrating qualitative and quantitative research data. The study adopted a convergent parallel research design. The population for this study consisted of all teaching staff and students of Sefwi Wiawso Senior High Technical School and St. Joseph Catholic Senior High School in Sefwi Wiawso municipality in the Western North Region of Ghana. Purposive, simple random, and convenient sampling techniques were used to select the schools, teachers and students for the study. A sample size of one hundred and ninety-eight (198) consisting of one hundred eighty-eight (188) students and ten (10) teachers were selected for the study. The two main instruments used for data collection were questionnaires and interview guides. The quantitative data obtained from the questionnaire were coded with numerical values and keyed into the data view of the SPSS version 23. The qualitative data was analysed through content analysis and was further transcribed into themes for analysis with a side-by-side comparison with the quantitative data. The qualitative data gathered and presented, were organised and analysed manually using emerging themes. The study revealed that littering is currently caused by irresponsible behaviour among some staff and students coupled with other factors such as lazy attitudes among people, inadequate waste bins on campus, and more seriously, less sensitization of people on littering in the various senior high schools. The study also indicated that provisions of adequate waste bins at vantage points in the various campuses, awarding prizes to individual students and groups with good waste management practices on campus, implementing rules and regulations on littering, as well as educating, and sensitizing students and staff on littering on campuses formed the possibilities on how schools can shape up staff and student’s attitudes towards healthy environment by avoid littering. It is recommended that Students with good waste management practices should be rewarded to encourage others in Senior High Schools. It is also recommended that sustainable waste management practices (collection, transportation, and treatment) should be employed in all the Senior High Schools across the country.

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Open Access January 30, 2024

Perceptions and Attitudes of Social Studies Teachers in the Usage of Multimedia Resources in Teaching and Learning of Social Studies Concepts

Cynthia Anim

Open Journal of Educational Research 2024, 4(1), 27-41. DOI: 10.31586/ojer.2024.897

Abstract Qualitatively, the study focused constructivist [...] Read more.

Qualitatively, the study focused constructivist research paradigm. A case study research design was adopted for the study. The study population comprised all six (6) Social Studies teachers, the headmaster and the School Improvement Support Officer (SISO). Purposive and convenient sampling techniques were used to select the participants for the study. The main instrument for data collection was a semi-structured interview guide and observation protocol. The data were analysed using the interpretative technique based on the themes arrived at during the data collection from the semi-structured interview. The study revealed that multimedia usage is a quality enhancer in educational settings for teaching Social Studies concepts. It also indicated that teachers perceived their incompetence when using technology as they feel less in control of their classes and are unlikely to explore new possibilities that utilise technology when planning their lessons. They learn the theoretical aspect and practice and perceive the teacher’s role in the classroom changes from an instructor to a facilitator, which changes the teaching method to student-centred (constructive methodology) which aids content absorption by the learner through learning by doing. The study also indicated that teachers perceived their incompetence when using technology as they felt less in control of their classes and were unlikely to explore new possibilities that utilised technology when planning their lessons. It is recommended that the Ministry of Education and National Teaching Council collaborate with Ghana Education Service to set up Social Studies training centres in all the district capitals equipped with competent staff to periodically organise in-service training for teachers to build their capacity on how to pedagogically incorporate multimedia resources in their instructions to improve students learning outcomes.

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Open Access March 01, 2024

Challenges Learners Face in Using the Flipped Classroom Model in the Teaching and Learning of Religious and Moral Education in the Nzema East Municipality of the Western Region of Ghana

Solomon Appiah

Universal Journal of Social Sciences and Humanities 2024, 4(1), 12-19. DOI: 10.31586/ujssh.2024.892

Abstract Challenges are part and parcel of human activities. Quantitatively, a relational survey model research was adopted for the study. The population for this study comprised all Junior High School (JHS) Religious and Moral Education (RME) students in Bokro M/A JHS and the Eziom Methodist JHS in the Nzema-East Municipality of the Western Region. Purposive and random sampling techniques were used to [...] Read more.

Challenges are part and parcel of human activities. Quantitatively, a relational survey model research was adopted for the study. The population for this study comprised all Junior High School (JHS) Religious and Moral Education (RME) students in Bokro M/A JHS and the Eziom Methodist JHS in the Nzema-East Municipality of the Western Region. Purposive and random sampling techniques were used to select the schools and respondents for the study. The main instruments for data collection were a test and a questionnaire. The data from both the control and experimental groups on the challenges learners face in using the flipped classroom model in RME were analysed using means and standard deviations. The study indicates the challenges learners face by employing the flipped classroom model to learn include lack of data to access the internet, frequent light outs, lack of technological devices to access contents, frequent power outages, and difficulty in comprehending some of the materials given to them. Given that learners face frequent power outages during periods that they watch videos assigned to them by their teachers, it is recommended that the government and the Electricity Company of Ghana ensure that there is a constant flow of power to allow learners trying to use the flipped classroom to learn are without any hindrance. It is also recommended that the Ghana education service should organise continuing professional development for RME teachers on effective uses of technology in teaching and learning subject concepts. The government should also supply the basic schools with all the needed technological devices to promote effective teaching, learning and assessment.

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Open Access February 15, 2024

Influence of Televangelism on Ghanaian Women

Nicholas Asmah-Sey

Universal Journal of Social Sciences and Humanities 2024, 4(1), 1-11. DOI: 10.31586/ujssh.2024.880

Abstract The purpose of this study was to examine the influence of new religious movements’ televangelism on women in Dunkwa-on-Offin in the central region of Ghana. The study adopted the sequential explanatory mixed-methods approach. The study population was important because they make up a bigger share of individuals who attend mainline churches and are constantly exposed to televangelism in their daily [...] Read more.

The purpose of this study was to examine the influence of new religious movements’ televangelism on women in Dunkwa-on-Offin in the central region of Ghana. The study adopted the sequential explanatory mixed-methods approach. The study population was important because they make up a bigger share of individuals who attend mainline churches and are constantly exposed to televangelism in their daily lives. A multi-stage sampling technique (purposive and simple random sampling techniques) was used to select two hundred (200) women for the study. Krejcie and Morgan's table determined the two women population of 400 (for both churches). The main instruments for data collection were questionnaires and interview guides. Quantitative data was analysed with the use of the IBM SPSS statistics software version 23, to compute frequency distributions, percentages, tables and cross-tabulation. Descriptive statistics and inferential analysis were employed in the analysis of the data. Qualitative data was analyzed thematically by identifying relevant information, coding, classification and summaries. The study revealed that televangelism has influenced women to follow televangelists rather than the teachings of their churches. Also, the activity has influenced the youth and women to follow false teachings, prosperity and vain promises of travelling. The findings of the study revealed that televangelists’ messages are geared towards obtaining money and raising unrealistic hopes. It is recommended that the government should also establish and enforce policies and regulations that encourage genuine televangelism programming and deter televangelists who are driven by fraud and self-gain by registering all the churches and holding them accountable for their actions.

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Open Access January 07, 2024

Textuality in Text: A Discourse Analysis of Nelson Mandela‘s I Am the First Accused

Abudulai Rauf, Emmanuel Kwesi Asiedu, Dela Amenyedzi

Universal Journal of Literature and Linguistics 2024, 4(1), 7-21. DOI: 10.31586/ujll.2024.857

Abstract The thrust of this paper is to delve into the cohesive devices of political discourse as it pertains to Nelson Mandela‘s I Am the First Accused. The text was codified and the lexico-grammatical resources were examined in terms of semantic ties through the lens of Discourse analysis. The text was analysed based on Halliday and Hasan’s, 1976 five major cohesion classification categories: reference, demonstrative references, substitution, conjunction and lexical cohesion [...] Read more.

The thrust of this paper is to delve into the cohesive devices of political discourse as it pertains to Nelson Mandela‘s I Am the First Accused. The text was codified and the lexico-grammatical resources were examined in terms of semantic ties through the lens of Discourse analysis. The text was analysed based on Halliday and Hasan’s, 1976 five major cohesion classification categories: reference, demonstrative references, substitution, conjunction and lexical cohesion. The research indicated that there were sufficient phenomenon-example relationships within the text. In other words, there was adequate justification for claim statements within the text. There are also adequate cause-consequential relations in the text. Anaphoric references were commonplace in the text. It was also found out that cataphoric reference was sparingly used in the text. Analysis of the data also revealed that there were 30 instances of personal references, 21 demonstrative references, 3 instances of comparative references, and 6 instances of substitution. There were no instances of ellipsis. There were 7 instances of conjunction as a semantic link. There were 15 instances of repetition, 5 examples of synonyms and 3 instances of antonyms. It is recommended that public speakers and media practitioners take cognisance of cohesive devices and make their write-ups and speeches more cohesive and coherent for their audience and readers to decode meaning. Teachers of English as a second language should give serious attention to the teaching of cohesion as a semantic link within a text since cohesion and coherence aid the readability of a text. Cataphoric references sustain the interest of listeners and readers since they expect information yet to be given. Therefore, it is recommended that teachers of English as a second language should encourage their students to use some cataphors in their essays to create some kind of suspense in their readers. Critical Discourse Analysis (CDA) could also be used as an analytical tool to examine how power plays within the text.

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Open Access October 02, 2023

Effects of Visual Aids in Science Lessons in Some Selected Junior High Schools in Enchi in the Aowin Municipality

Georgina Esinam Fianoo, Simon Abedi Opare, Joan Danquah, Frank Osei Manu

Open Journal of Educational Research 2023, 3(3), 200-214. DOI: 10.31586/ojer.2023.785

Abstract 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 [...] Read more.

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.

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Open Access September 18, 2023

An Empirical Study of Challenges and Management Supports in Teaching and Learning of Social Studies in the Public Senior High Schools of Ghana

Cynthia Anim

Universal Journal of Social Sciences and Humanities 2023, 3(2), 69-79. DOI: 10.31586/ujssh.2023.780

Abstract The purpose of this study was to examine the challenges and management supports in teaching and learning of Social Studies in Public Senior High Schools in Akuapem South and North Districts in the Eastern Region of Ghana. Quantitatively, the study adopted a cross-sectional survey using a descriptive correlational research design to assess Challenges and Management Supports Teaching and Learning of [...] Read more.

The purpose of this study was to examine the challenges and management supports in teaching and learning of Social Studies in Public Senior High Schools in Akuapem South and North Districts in the Eastern Region of Ghana. Quantitatively, the study adopted a cross-sectional survey using a descriptive correlational research design to assess Challenges and Management Supports Teaching and Learning of Social Studies in Public Senior High Schools of Ghana. The population of the study comprised social studies teachers and students in the Akuapem South and Akuapem North Districts of the Eastern Region of Ghana. Purpose and probabilistic sampling procedures were used to select senior high schools, teachers and students for the study. The main instrument for data collection was a structured questionnaire (SQ). Data was collected from 261 final year students from five Senior High Schools and 33 Social Studies teachers using structured questionnaire. Data was analysed using SPSS Version 24. Descriptive statistics (mean, SD) was conducted to summarise the data and t-test was applied to establish if there is a statistically significant difference in the perceptions of students and teachers on the school-based drivers and effective teaching and learning of social studies. The results of the study revealed that the key school-based drivers influencing the teaching and learning of social studies in the two districts relate to classroom environment; lack of management supports in terms of resource provision for practical lessons, lack of supportive physical environment such as large class size (t = 32.881, mean difference = 6.2422, p<0.05)- thus preventing teachers from engaging students in practical work and individualising their assignments (t-statistics=37.563, mean difference= 3.0920, p<0.05); and teachers inability to use diagnostics assessment tools to unraveled students difficulties and support them. The conclusion is that, the key drivers influencing effective teaching and learning of social studies are school-based and policy driven. The study therefore recommends that the government should support the teaching of Social Studies through provision of adequate resources to help teachers improve their output. Again, the student-teacher ratio should be reduced.

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Open Access September 06, 2023

An empirical Study on Tutors’ and Students’ Perceptions and Sustenance of Networking in Food and Nutrition Education in the Colleges of Education in Ghana

Pamela Alikem Afua Nyadroh

Open Journal of Food and Nutrition 2023, 1(1), 64-73. DOI: 10.31586/ojfn.2023.765

Abstract Networking has become more common in recent years because it provides structural support and consistent avenues for contact among experts. The purpose of the study was to examine tutors’ and students’ perceptions and sustenance of networking in Food and Nutrition education in the Colleges of Education of Ghana. Quantitatively the study employed a cross-sectional survey research design. The population of the study comprised tutors and students in the Colleges of Education in Ghana offering Food and Nutrition. Purposive, stratified and simple random sampling techniques were used to select colleges of education, 16 tutors and 256 students for the study. The main instrument used for data collection was a questionnaire. The data collected were processed and analysed with the aid of Statistical Package for Social Sciences (SPSS) version 23.0. All statistical analyses were tested at a 5% level of significance. Levene's Test for Equality of Variances [...] Read more.

Networking has become more common in recent years because it provides structural support and consistent avenues for contact among experts. The purpose of the study was to examine tutors’ and students’ perceptions and sustenance of networking in Food and Nutrition education in the Colleges of Education of Ghana. Quantitatively the study employed a cross-sectional survey research design. The population of the study comprised tutors and students in the Colleges of Education in Ghana offering Food and Nutrition. Purposive, stratified and simple random sampling techniques were used to select colleges of education, 16 tutors and 256 students for the study. The main instrument used for data collection was a questionnaire. The data collected were processed and analysed with the aid of Statistical Package for Social Sciences (SPSS) version 23.0. All statistical analyses were tested at a 5% level of significance. Levene's Test for Equality of Variances was computed to determine the significant difference in the perception of networking in Food and Nutrition education between tutors and students. It can be concluded that both tutors and students are in favour of networking in Food and Nutrition education. The tutors and students believed networking education can foster collaboration, help implement new ideas to improve the quality of teaching, create an environment conducive to teaching and learning; and help students in sharing vital information. Since there is a positive perception on the use of networking, it is recommended that the tutors should foster collaboration, and create a conducive environment to enhance the positive perception and smooth implementation of networking in Food and Nutrition education at Colleges of Education in Ghana. The study indicated that in order to sustain networking education, teachers need to be more cognizant of their interactions and the influence they have on students. It is therefore recommended that teachers maintain contact with students, and ensure a spirit of unity in diversity among the students.

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Open Access August 23, 2023

Investigating Ghanaian Pre-Tertiary Teachers' Adaption of Differentiated Instructional Strategies

Ernest Sarpong Akore, Philemon Afutor, Anthony Kwadwo Badu-Domfeh, Clarke Ebow Yalley

Open Journal of Educational Research 2023, 3(3), 187-199. DOI: 10.31586/ojer.2021.759

Abstract 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 [...] Read more.

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.

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Open Access July 24, 2023

Use of Activity-Based Method to Evaluate the Teaching and Learning of Redox Reactions among Senior High School Students

Peter Bilatam Mayeem, Laud Yinsaya Somarid, Richard Nwinnaalu Abu

Open Journal of Educational Research 2023, 3(3), 153-170. DOI: 10.31586/ojer.2023.730

Abstract 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 [...] Read more.

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.

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Open Access June 27, 2023

Teachers’ Knowledge Base in Community Resources Used in Assessing Social Studies Concepts

Emmanuel Brew

Open Journal of Educational Research 2023, 3(2), 105-121. DOI: 10.31586/ojer.2023.711

Abstract 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 [...] Read more.

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.

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Open Access May 15, 2023

Social Studies Teachers' Authentic Assessment Practices, Tools and Challenges in Assessing Students' Learning Outcomes

George Asante, Nelson Kojo Brany, Seth Senyo Osafo, George Boateng

Universal Journal of Social Sciences and Humanities 2023, 3(1), 23-34. DOI: 10.31586/ujssh.2023.696

Abstract Assessment is a vital aspect of curriculum practice. The study adopted explanatory mixed-method approach and sequential research design. The population for the study comprised all Social Studies teachers in Junior High Schools in the Ayensuano District. Convenient sampling techniques and census method were used to select the district, and all the one hundred and twenty-seven (127) teachers who [...] Read more.

Assessment is a vital aspect of curriculum practice. The study adopted explanatory mixed-method approach and sequential research design. The population for the study comprised all Social Studies teachers in Junior High Schools in the Ayensuano District. Convenient sampling techniques and census method were used to select the district, and all the one hundred and twenty-seven (127) teachers who teach Social Studies in the junior high schools in the district. The main instruments used for data collection and analysis were questionnaire and interview guide. The quantitative data was analysed both descriptive and inferential statistical tools. The qualitative data was transliterated and coded based on themes. Pre-set themes were used to generate the transcript (text) data based upon the research questions and discussed. The study concluded that authentic assessment practices by Social Studies teachers included the occasional guidance they give to their students about how to interpret topics and situations into relevant tasks with a clearly defined goal, and how to relate their knowledge in practical challenges. The study also revealed that refined essays, oral presentations, interviews, case study discussions, and live performances as authentic assessment strategies or tools Social Studies teachers used in assessing their students' learning outcomes in lessons. The study indicated that large class size, traditional assessment (examination) system, insufficient logistics and infrastructure, a paucity of funds to begin various activities and programs, a lack of motivation from school administrators, time constraints and difficulty in developing some authentic assessment tasks coupled with assessing some lessons using authentic assessment method are some of the criteria that influence the effectiveness of authentic assessment execution in teaching Social Studies courses. It is recommended that educational leaders should provide the resources to motivate Social Studies teachers to use authentic assessments for students’ learning in the classroom situation. It is also recommended that, Colleges of Education, Universities and National Teaching Council should organise professional development workshops and seminars to build the capacity of trained Social Studies teachers on the effective uses of authentic assessment practices.

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Open Access February 26, 2023

Teachers Supervisory Practices in the Kindergarten Schools in Ghana: A Case of Komenda Edina Eguafo Abirem Municipality

Isaac Awortwe, Regine Kwaw, Emmanuel Adom Ashun

Open Journal of Educational Research 2023, 3(1), 45-58. DOI: 10.31586/ojer.2023.642

Abstract 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. The purpose of this study was to assess teachers’ supervisory practices of learners in Kindergarten schools in Komenda Edina Eguafo Abirem municipality. (K.E.E.A) Municipality in the Central [...] Read more.

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. The purpose of this study was to assess teachers’ supervisory practices of learners in Kindergarten schools in Komenda Edina Eguafo Abirem municipality. (K.E.E.A) Municipality in the Central Region of Ghana. The study employed the qualitative research approach using the interpretivism paradigm. The instrumental case study design was adopted for this study. Population of the study comprised public kindergarten schools in KEEA Municipality. A multi-stage purposeful random sampling technique was used to select sixteen (16) respondents for the study. The semi-structured interview and observation checklist were the main instruments employed in the data collection for this study. The qualitative data was analysed by the use of the interpretative 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. These were based on question on the semi-structured interview. The study indicated that, kindergarten teachers do not supervise their learners during out-door activities or at playground, thinking it is the available time to relax after learners are out to play. The study also revealed that, kindergarten teachers do not pay close attention to learners and their physical environment to detect danger and threats. Also, in relation to proximity in supervision, the study found that, kindergarten teachers do not maintain physical closeness supervision of their learners to promptly salvage them from occurring danger during supervision. It is recommended that, the Ministry of Education (MoE), Ghana Education Service (GES), and other Agencies in Education (AiE) should strategically and periodically organize workshop trainings and seminars on teacher supervision and safety for kindergarten teachers. It is also recommended that, Tertiary institutions like the teaching universities and colleges of education should mount courses specifically for Teachers Supervision and School Safety for pre-service teachers and school administrators.

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Open Access February 21, 2023

Religious and Moral Education Teachers’ Usage of the Flipped Classroom Model and its Influence on JHS Students’ Academic Performance in the Nzema-East Municipality, Ghana

Solomon Appiah

Open Journal of Educational Research 2023, 3(1), 28-44. DOI: 10.31586/ojer.2023.613

Abstract The purpose of this study was to examine Religious and Moral Eduction teachers’ usage of the flipped classroom model Model and its Influence on JHS Students’ Academic Performance in the Nzema-East Municipality of Ghana.The study adopted the quasi-experimental research design. The population for this study comprised all JHS Religious and Moral Education students and teachers within the [...] Read more.

The purpose of this study was to examine Religious and Moral Eduction teachers’ usage of the flipped classroom model Model and its Influence on JHS Students’ Academic Performance in the Nzema-East Municipality of Ghana.The study adopted the quasi-experimental research design. The population for this study comprised all JHS Religious and Moral Education students and teachers within the Nzema-East Municipality of the Western Region. With the help of the Krejcie and Morgan’s sample determination table, a sample of 110 comprising 10 teachers and 100 students were selected for the study through multi-stage sampling. The instruments used for data collection were tests and questionnaires. The study indicated that, the flipped classroom is a very potent method of teaching RME. This is so because the study provides enough evidence that the flipped classroom significantly improves the performance of learners more than the traditional approaches to teaching. This is even more appropriate in a technological era such as ours. The study also revealed that, teachers have a positive view of the use of the flipped classroom in teaching RME. Junior High School RME teachers are ready to adopt the flipped classroom model in their teaching provided challenges students face are eliminated. It is recommended that, School Improvement Support Officers and Headteachers should ensure that teachers use the flipped classroom to bring variations in lesson delivery so as to improve the academic achievements of learners. It is also recommended that government should provide technological devices to schools and teachers and ensure that teachers employ the various technological devices at their disposal to the benefit of their students.

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Open Access February 20, 2023

Mainstreaming Disaster Risk Reduction in the Curricular of Colleges of Education in Ghana

Nana Sika Ntim

Open Journal of Educational Research 2023, 3(1), 17-27. DOI: 10.31586/ojer.2023.627

Abstract The purpose of this study was to examine Mainstreaming Disaster Risk Reduction in the Curricular of Colleges of Education in Ghana. Mixed method approach and cross-sectional research design were employed in the study. Population of the study comprised all Social Studies teacher trainees, Principals and tutors of the Colleges of Education, officers of the Ghana Education Service and NADMO [...] Read more.

The purpose of this study was to examine Mainstreaming Disaster Risk Reduction in the Curricular of Colleges of Education in Ghana. Mixed method approach and cross-sectional research design were employed in the study. Population of the study comprised all Social Studies teacher trainees, Principals and tutors of the Colleges of Education, officers of the Ghana Education Service and NADMO officials. Purposive sampling technique was used to select 319 Social Studies teacher trainees (99 students from St. Monicas, 67 from Berekum, 73 from Tamale and 80 from John Bosco) Eight (8 Social Studies tutors, four (4) principals, four (4) personnel from the human resource unit of GES of each district, and four (4) NADMO officials. The main instruments used for data collection were questionnaires and interview guide. The study revealed that the extent of the coverage of DRR issues in the curricula of the colleges of education was low. This development leads to a low level of usage of DRR kits and the organization of extracurricular activities on DRR for students. The study also concluded that both teacher trainees and the officials of the Ghana Education Service appreciate the low level of the coverage of DRR in the teaching curricula and the need to take pragmatic measures to address the gaps. It is recommended that, NaCCa, Universities mentoring the colleges of education in Ghana, the Ministry of Education, through the GES, should consider mainstreaming DRR in the curricula of the colleges of education by developing a full subject on DRR for students. This will give teacher trainees and the pupils they teach an in-depth knowledge about disasters and how they could be mitigated. Emphasis should also be placed on how teacher trainees will impact the knowledge to students through the use of logistics and field work.

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Open Access January 15, 2023

Proposal for Didactic Innovation through the Monitoring of Threatened Biodiversity

Antonio J. Mendoza-Fernández, Fabián Martínez-Hernández, Esteban Salmerón-Sánchez, Francisco J. Pérez-García, Encarna Merlo, Juan Mota

Research Journal of Ecology and Environmental Sciences 2023, 2(2), 60-68. DOI: 10.31586/rjees.2023.495

Abstract Biodiversity Conservation is a priority issue for the scientific community, and a main subject in the Biology and Geology curriculum at secondary school level in Spanish Educational System. In the present didactic proposal, we use the demographic monitoring of an endangered plant species to illustrate a research tool for estimates of biodiversity loos in nature, the local endemic Astragalus tremolsianus [...] Read more.

Biodiversity Conservation is a priority issue for the scientific community, and a main subject in the Biology and Geology curriculum at secondary school level in Spanish Educational System. In the present didactic proposal, we use the demographic monitoring of an endangered plant species to illustrate a research tool for estimates of biodiversity loos in nature, the local endemic Astragalus tremolsianus Pau. The aim of the proposal is to bring students closer to a real experience, which brings together knowledge of Biology, Algebra and Trigonometry, through Information and Communication Technologies (ICTs). Showing a census to monitor the populations of a threatened high mountain flora species into the classroom is an innovative teaching activity that combines and uses knowledge from different disciplines, as well as demonstrating a real application of the knowledge acquired. The use of mathematical tools encompasses a number of skills that require the application of mathematical principles and processes in the scientific context. The introduction of the structure of scientific texts is another positive aspect of this didactic experience.

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Open Access December 12, 2022

Students’ Perceptions and Attitudes Towards Techniques Used in Teaching and Learning of Social Studies in the Colleges of Education in Ghana

Eric Osei Yaw, Sylvia Takyiwaa Donkor, Joseph Yeboah, Collins Appiah

Universal Journal of Social Sciences and Humanities 2022, 2(4), 259-272. DOI: 10.31586/ujssh.2022.567

Abstract The purpose of the study was to examine Colleges of Education students’ attitudes toward the teaching and learning of Social Studies in the Ashanti region. Quantitatively, descriptive survey research design was employed for the study to examine the attitudes of Colleges of Education students toward the teaching and learning of Social Studies in the Ashanti region. The population for the study [...] Read more.

The purpose of the study was to examine Colleges of Education students’ attitudes toward the teaching and learning of Social Studies in the Ashanti region. Quantitatively, descriptive survey research design was employed for the study to examine the attitudes of Colleges of Education students toward the teaching and learning of Social Studies in the Ashanti region. The population for the study comprised all the second year (form 2) Social Studies students from the four (4) selected Colleges of Education in the Ashanti Region. Purposive and simple random sampling techniques were used to select four (4) Colleges of Education (St. Louis, Wesley, St. Monica's and Offinso Colleges of Education), and two-hundred seventy-seven (277) second year Social Studies students for the study. The main instrument used for data collection was questionnaire. The quantitative data obtained was coded into Statistical Product for Service Solution (SPSS) (version 26.0) and analyzed using descriptive statistics involving tables, frequencies and percentages for each item. “Strongly Agree”, “Agree”, “Strongly Disagree”, “Disagree” were all used in the analysis for easy presentation and understanding. The study revealed that students were able to dedicate much time to studying the subject in order to acquire relevant knowledge, positive attitudes and skills as well as solve societal problems stems from their ability to have good perception of the subject. The study also concludes that varying techniques of teaching is a key factor in enabling students to develop keen interest in Social Studies. It arouses and sustain students’ interest in the subject, they must not neglect employing methods that are student-centered. It is recommended that teachers should vary their methods of teaching to focus more on the use of child-centered techniques of teaching. It is also recommended that, teaching universities and colleges of education should collaboration with Ministry of Education, T-TEL and other Non-governmental educational organizations to organise workshops, and seminars to help Social Studies teachers on the use of vary teaching techniques in evaluating students learning.

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Open Access December 08, 2022

Teachers’ Use of Field Trip to Evaluate Social Studies Lessons in the Senior High Schools of Ghana

Theophilus Kweku Bassaw, Frank Ato Tabil, Sylvia Takyiwaa Donkor, Slyvanus Kofie, Anthony Bordoh

Universal Journal of Social Sciences and Humanities 2022, 2(4), 219-233. DOI: 10.31586/ujssh.2022.558

Abstract The purpose of the study was to assess teachers’ use of field trips in evaluating Social Studies lessons in Winneba Senior High School in Effutu Municipality in the Central Region of Ghana. Qualitatively, a case study research design was employed for the study. The population of this study comprised all the four (4) Social Studies teachers and Social Studies Association president in Winneba Senior [...] Read more.

The purpose of the study was to assess teachers’ use of field trips in evaluating Social Studies lessons in Winneba Senior High School in Effutu Municipality in the Central Region of Ghana. Qualitatively, a case study research design was employed for the study. The population of this study comprised all the four (4) Social Studies teachers and Social Studies Association president in Winneba Senior High School. Convenient and purposive sampling techniques were used to select the municipality, Winneba Senior High School and Social Studies teachers and Social Studies Association president for the study. The main instrument for data collection was semi-structured interview guide. The data was analysed through the use of the interpretative method on the themes identified during the data collection. The study indicated that the use of field trips in the teaching and learning of Social Studies has the potential to influence the understanding levels of students and teachers. Therefore, field trips have the potential to help students and teachers to gain new knowledge that may not have been obtained through theoretical learning in the classroom. The study also revealed that organisation of field a trip has some challenges, such as, time as the main factor, financial problems, inadequate support from School Management, Parents and some teachers, nature of the curriculum, the behaviour of students outdoor were related to the research questions and interpreted on the number of issues raised by respondents. It is recommended that procedures for seeking permission be outlined by the Ghana Education Service to facilitate easy permission processes and to reduce the stress associated with seeking permission for organizing field trips for teachers and students in Senior High Schools. It is also recommended that students should be educated more and more by their Social Studies teachers on the importance of embarking on field trips to eliminate the lukewarm attitudes of some of the students. It is recommended that the Regional and District directors of education should ensure constant and effective supervision of teachers to encourage the use of field trips as a teaching strategy for the evaluate Social Studies lessons.

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Open Access November 30, 2022

An Appraisal of Junior High School Learners Perception in Using Flipped Classroom Model in Learning Social Studies Lessons

George Ebanyenle Ackah, Hippolyt Dickson Angbing, Selina Gyamfuah

Universal Journal of Social Sciences and Humanities 2022, 2(4), 210-218. DOI: 10.31586/ujssh.2022.545

Abstract Abstract: The purpose of this study was to examine the perception of Junior High School learners in using flipped classroom model in learning Social Studies in Aowin Municipality in the western north region of Ghana. Qualitatively, descriptive survey design was used for this study. The population of the comprised junior high school students of Enchi Methodist School. Convenient and [...] Read more.

Abstract: The purpose of this study was to examine the perception of Junior High School learners in using flipped classroom model in learning Social Studies in Aowin Municipality in the western north region of Ghana. Qualitatively, descriptive survey design was used for this study. The population of the comprised junior high school students of Enchi Methodist School. Convenient and purposive sampling techniques were used to select both the school and fifty (50) respondents for the study. The main instrument used for data collection was questionnaire. The questionnaire was made up of four-point Likert closed-ended statements that required learners to tick, where appropriate, their responses. The data were analysed using the SPSS software package. The data was edited, coded and analysed into frequencies, percentages with interpretations. The study concluded that, Junior High School Social Studies learners have a generally positive perception regarding the use of the flipped classroom model to learn Social Studies. This implies that, students positively respond to the use of flipped classroom as a teaching method. Since learners have a general positive perception of the use of the flipped classroom, it is recommended that teachers use the flipped classroom as a teaching method while parents are also encouraged to provide their wards with the necessary support such as phones and data to facilitate students’ learning.

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Open Access November 25, 2022

Effects of Teachers’ Supervision on the Safety of Kindergarten Pupils in the Central Region of Ghana

Charles Fosu-Ayarkwah, Gordon Gyeabour Fosu, Isaac Awortwe

Open Journal of Educational Research 2022, 2(6), 355-366. DOI: 10.31586/ojer.2022.542

Abstract 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’ [...] Read more.

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.

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Open Access November 01, 2022

An Analysis of the South African History of the Culture of Teaching and Learning

Dickson Mdhlalose, Zandile Fakude, John Ramaphakela

Open Journal of Educational Research 2022, 2(6), 289-300. DOI: 10.31586/ojer.2022.499

Abstract Purpose: 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. Design / Method / Approach: The information in this research came from outside sources (secondary sources). Journal articles (after peer review), [...] Read more.

Purpose: 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. Design / Method / Approach: 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. Findings: 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. Theoretical implications: 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. Practical implications: Findings from this research will advance the science behind the culture of teaching and learning in South Africa. Originality / Value: 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. Research Limitation & Implications: This research was constrained by the quantity and quality of published secondary sources at the time of writing.

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Open Access October 28, 2022

Traumatic Hyphaema: A Case Report

Noha Soliman

Global Journal of Medical Case Reports 2022, 2(1), 25-31. DOI: 10.31586/gjmcr.2022.483

Abstract Hyphaema is the presence of blood in the anterior chamber (AC) of the eye and is commonly caused by a blunt ocular trauma. In this case report, we discuss a case of a 29-years-old African man presented to the emergency department with severe right ocular pain and blurry vision following a blunt injury. This is a teaching case report aimed to discuss the management options, potential complications [...] Read more.

Hyphaema is the presence of blood in the anterior chamber (AC) of the eye and is commonly caused by a blunt ocular trauma. In this case report, we discuss a case of a 29-years-old African man presented to the emergency department with severe right ocular pain and blurry vision following a blunt injury. This is a teaching case report aimed to discuss the management options, potential complications and visual prognosis of this particular case.

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Open Access October 28, 2022

Giant Cell Arteritis: A Case Report

Noha Soliman

Global Journal of Medical Case Reports 2022, 2(1), 16-24. DOI: 10.31586/gjmcr.2022.482

Abstract Giant cell arteritis (GCA) with ocular involvement is an emergency condition, and treatment with glucocorticoids should be provided immediately upon clinical suspicion of GCA to prevent potential blindness. In this case report, we discuss a case of a 70-years-old Caucasian male presented to the emergency department with one day sudden onset of double vision. This is a teaching case report aimed to [...] Read more.

Giant cell arteritis (GCA) with ocular involvement is an emergency condition, and treatment with glucocorticoids should be provided immediately upon clinical suspicion of GCA to prevent potential blindness. In this case report, we discuss a case of a 70-years-old Caucasian male presented to the emergency department with one day sudden onset of double vision. This is a teaching case report aimed to discuss the management options, potential complications and visual prognosis of this particular case.

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Open Access October 07, 2022

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

Charles Akuoku Boateng, Eric Appiah-Kubi, Denteh Rapheal

Open Journal of Educational Research 2022, 2(6), 283-288. DOI: 10.31586/ojer.2022.458

Abstract 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 [...] Read more.

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.

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Open Access October 07, 2022

Technological Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative Assessment Practices in Social Studies Lessons

Anthony Bordoh, Isaac Eshun, Alhaji Waziri Ibrahim, Theophilus Kweku Bassaw, Akosua Baah, Joseph Yeboah

Universal Journal of Social Sciences and Humanities 2022, 2(4), 201-209. DOI: 10.31586/ujssh.2022.459

Abstract The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies [...] Read more.

The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

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Open Access September 10, 2022

Pedagogical Knowledge Base of Religious and Moral Education Teachers in Assessing Students’ Academic Performance

Solomon Appiah

Open Journal of Educational Research 2022, 2(5), 262-273. DOI: 10.31586/ojer.2022.421

Abstract This study aimed to examine the pedagogical knowledge base of Religious and Moral Education teachers in assessing students’ academic performance. The research design used for this study was the correlational research design. 159 basic schools were selected to participate in the study. The population of the study comprised Religious and Moral Education (RME) teachers and second-year students in [...] Read more.

This study aimed to examine the pedagogical knowledge base of Religious and Moral Education teachers in assessing students’ academic performance. The research design used for this study was the correlational research design. 159 basic schools were selected to participate in the study. The population of the study comprised Religious and Moral Education (RME) teachers and second-year students in basic schools in the Komenda Edina Eguafo Abirem Municipality in the Central Region of Ghana. Purposive and random sampling techniques were used to select basic schools, Religious and Moral Education (RME) teachers, and students for the study. In all one hundred and seventy-five (175) RME teachers and three hundred and fifty-seven (357) students were selected for the study. The main instruments employed in the study were questionnaires and observation. The data was analysed through the computation of frequencies, percentages, mean of means distributions, and the calculation of correlation coefficient. Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables. This was done with the use of computer software called Statistical Product for Service Solutions (SPSS). The study concluded that teachers possessed adequate knowledge about the use of pedagogy or instructional methods when it comes to the teaching of RME. However, as observed, teachers use of the existential approach and the life theme approach only, and, teachers did not make use of the concept cracking approach to teaching RME probably because they lacked adequate information about how to use them. It is recommended that the Ministry of Education, Ghana Education Service, and the National Council for Curriculum and Assessment should organise in-service training for teachers to be abreast with some of these contemporary pedagogies for the teaching of RME in Basic Schools and also make modules available for use at the Colleges of Education to train our upcoming teachers at the Basic Schools.

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Open Access September 08, 2022

Case Fatality Rate and Prognosis of Stroke Hospitalized Patients: A retrospective hospital-based study at the Korle Bu Teaching Hospital

Charles Ofei-Palm, Anthony Osei, Henry Obuobi, Daniel Ankrah

Global Journal of Cardiovascular Diseases 2022, 1(1), 13-22. DOI: 10.31586/gjcd.2022.313

Abstract Introduction: Stroke is associated with high mortality. It is the main neurological cause of mortality and the most important cause of disability worldwide. In the year 2007, Stroke was the third cause of admission at the Korle-Bu Teaching Hospital, and the number one cause of death. Objective: To determine the probability of survival (case-fatality rates) of stroke patients admitted [...] Read more.

Introduction: Stroke is associated with high mortality. It is the main neurological cause of mortality and the most important cause of disability worldwide. In the year 2007, Stroke was the third cause of admission at the Korle-Bu Teaching Hospital, and the number one cause of death. Objective: To determine the probability of survival (case-fatality rates) of stroke patients admitted at the Korle- Bu Teaching Hospital during the period 2007. Method: A Retrospective descriptive study of Surgical/Medical Emergency, SME and the Medical wards admissions and discharges from 1st January 2007 to 31st December, 2007. Results: A total of 250 hospitalized stroke patients were identified, of which 68(27%) were from the SME and 182(72%) from the medical wards. The mean age (SD) was 57.6(14.7) and 52% were males. Case fatality rate was 52% at the SME versus 35% at the Medical wards) whilst the risk of death in males expressed as risk ratio (RR) was 2.1, (95% CI 0.70-5.6) vs. RR=1.3, (95% CI 0.73-2.5) in females and the median survival time was 2days (95% CI 1.5-2.4) versus 7 days (95% CI 6.3-7.6) at the SME and Medical respectively. The type of admission and stroke outcome was significant P=0.01 (95%CI 0.02-0.14). Conclusion: Stroke was associated with high mortality. The risk of dying from stroke was higher at the SME Findings were independent of stroke subtype, stroke onset and any associated co-morbidities.

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Open Access August 20, 2022

Perceptions and Challenges in the Implementation of the In-In-Out Programme in the Selected Colleges of Education in Ghana

Enyonam Mansah Attimu-Eshun, Kennedy Ameyaw Baah, Grace Donkor, Peter Anytime

Open Journal of Educational Research 2022, 2(5), 222-232. DOI: 10.31586/ojer.2022.370

Abstract The purpose of the study was to assess the perceptions and challenges facing in the implementation process of the IN-IN-OUT programme in selected colleges of education in the Ashanti Region of Ghana. The descriptive cross-sectional survey was employed as the research design in this study. The population was made up of supervisors, mentors, and mentees from St. Louis and Wesley Colleges of [...] Read more.

The purpose of the study was to assess the perceptions and challenges facing in the implementation process of the IN-IN-OUT programme in selected colleges of education in the Ashanti Region of Ghana. The descriptive cross-sectional survey was employed as the research design in this study. The population was made up of supervisors, mentors, and mentees from St. Louis and Wesley Colleges of education who have been posted to various communities in the Ashanti Region of Ghana to practice teaching. Purposive and random Sampling techniques were used to select tutors, teacher-trainees, mentors and assemblymen in the practicing communities. The study's main data collection tools were questionnaires and interview and classroom observation protocols. The data collected were scored and analyzed using the Statistical Package for Social Scientists (SPSS) computer software. Frequencies, percentages, and other measures of central tendencies were calculated. The study revealed that teacher-trainees, mentors, and assemblymen in the two (2) communities saw the IN-IN-OUT programme as useful to a large extent, even though they had varied opinions. While some say the program was merely useful, some see it as very useful and others saw the program as extremely useful. The study also revealed that the challenges faced by the various teacher trainees, mentors, and supervisors include social problems, financial difficulties, and time constraints. It is recommended that teacher trainees are posted to the rural and peri-urban communities, one can be sure that after their certification they will be fully prepared to face the challenges ahead of them. It is also recommended that the government and stakeholders should as a matter of urgency commit more money to this programme.

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Open Access July 30, 2022

The Impact of Instructional Materials in Teaching and Learning of Biology in the Colleges of Education in the Central Region of Ghana

Sabina Amos, Mark Prince Kwamena Eghan, Eric Oppong

Open Journal of Educational Research 2022, 2(5), 213-221. DOI: 10.31586/ojer.2022.400

Abstract The purpose of the study was to examine the impact of instructional materials in teaching and learning biology in the Colleges of Education in the Central Region of Ghana. Qualitatively, a case study research design was selected for the study. The population of the study consists of three Biology tutors in the three Colleges of Education in the Central Region. The purposive sampling technique was [...] Read more.

The purpose of the study was to examine the impact of instructional materials in teaching and learning biology in the Colleges of Education in the Central Region of Ghana. Qualitatively, a case study research design was selected for the study. The population of the study consists of three Biology tutors in the three Colleges of Education in the Central Region. The purposive sampling technique was chosen to select all the three colleges and three Biology tutors for the study. The interview guide was the main instrument for the data collection. Data were analysed using the interpretative technique based on the themes arrived at during the data collection from the respondents. The study concluded that instructional materials boast students’ cognitive abilities and arouse their interest in the lesson by helping them to reason critically during teaching and learning. The study also revealed that the competencies level of tutors helps them in the assessment of the subject, selecting relevant materials for each concept. Their pedagogical skills depend on their competencies in the classroom instructions. The study also concluded that a good presentation of a lesson has a substantial impact on teaching and learning situations, as well as the vast amount of information available to students, to supplement their instruction and the principles for appropriate use of instructional materials. It is recommended that professional development should be organised for the Biology tutors in their respective colleges to have competencies in using relevant instructional materials in assessing students in Biology lessons. It is also recommended that Ghana Tertiary Education Commission (G-TEC), National Teaching Council (NTC), and universities should collaborate with the colleges to organise workshops and seminars for tutors teaching Biology to update their knowledge in the use of digital instructional materials in lesson presentation.

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Open Access August 02, 2022

Causes, Effects and Management of Science Anxiety among Senior High School Students in Old Tafo Municipality of Ghana

Stephen Doh Fia, Charles Fosu-Ayarkwah, Thomas Obuobi-Ayim

Open Journal of Psychology 2022, 2(1), 46-57. DOI: 10.31586/ojp.2022.384

Abstract The purpose of the study was to investigate the causes, effects, and management of science anxiety among Senior High School (SHS) students in the Old Tafo Metropolis of the Ashanti Region of Ghana. The descriptive survey research design was adopted for the study. A sample of 337 students were selected from Osei Kyeretwie Senior High School and Al Azhariya Islamic Senior High School using the [...] Read more.

The purpose of the study was to investigate the causes, effects, and management of science anxiety among Senior High School (SHS) students in the Old Tafo Metropolis of the Ashanti Region of Ghana. The descriptive survey research design was adopted for the study. A sample of 337 students were selected from Osei Kyeretwie Senior High School and Al Azhariya Islamic Senior High School using the stratified random sampling procedure. Data were collected by using the Science Anxiety Scale and analysed using descriptive and inferential statistics. The study revealed that the respondents had some level of science anxiety in relation to doing science homework, having a negative attitude toward the science teacher, having fearful when entering the science classroom as well as solving science problems. The study also revealed that the causes of science anxiety involve the content, lack of infrastructure, and inadequate teaching and learning materials to make the subject easy to understand. The study revealed that science anxiety affected students’ academic performance negatively, reduced their interest in science, prevent them from pursuing science programmes in the future, and also affected school attendance. The study recommended that school heads should provide the necessary infrastructure and teaching materials that will make the teaching and learning of science practical and easy to understand.

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Open Access July 25, 2022

Techniques and Strategies Use in Assessing Social Studies Concepts

Patrick Kwarteng

Universal Journal of Social Sciences and Humanities 2022, 2(3), 144-159. DOI: 10.31586/ujssh.2022.381

Abstract The purpose of the study was to examine techniques and strategies use in assessing Social Studies concepts in the three senior high schools in Sefwi Wiawso Municipality in the Western North Region of Ghana. Qualitatively, the research design for this study was a Case study. The population for this study consisted of all ten (10) Social Studies teachers in three public Senior High Schools (Wiawso [...] Read more.

The purpose of the study was to examine techniques and strategies use in assessing Social Studies concepts in the three senior high schools in Sefwi Wiawso Municipality in the Western North Region of Ghana. Qualitatively, the research design for this study was a Case study. The population for this study consisted of all ten (10) Social Studies teachers in three public Senior High Schools (Wiawso Senior High School, Wiawso Senior/Technical school, and Asawinso senior high school) in Sefwi Wiawso municipality in the Western North Region of Ghana. Purposive and convenient sampling techniques were used to select municipalities, schools, and Social Studies teachers for the study. The main instrument used for data collection was interview. The data were edited before being analyzed in themes and pattern. Being a case study design in qualitative research, the researcher read through the data several times so as to familiarize with the data, making notes, referring back to the research question, making decisions whether to focus on individual responses or on topics. The interview data were interpreted to articulate meaning, making decisions on whether to use direct quotes or the summary of respondents’ responses and reporting the data considering the interest of various audiences. The study revealed that teachers used various teaching techniques such as brainstorming, simulation, discovery-learning, role-play discussion, dramatization, problem-solving, and building a community implies that they believed in child-centered method of the teaching and learning of Social Studies. The study also concluded that Social Studies teachers use techniques and strategies like concept attainment, field trips, and debate co-operative learning in motivating and providing learners with the opportunity to interact with their own community or environment. It is recommended that Social Studies teachers should make effort either to go on field trips or make use of available experts that are in their communities by inviting them into the Social Studies classrooms to tap into their rich knowledge to enhance concept learning. It is also recommended that frequent seminars and periodic or regular in-service training should be organised by the Ghana Education Service to help Social Studies teachers to acquaint themselves with the modern teaching techniques and strategies that promote the teaching and learning of Social Studies concepts.

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Open Access July 13, 2022

Practical Teaching Model in Double Indicator Titration: Influences on Academic Achievement of Chemistry Students

Desmond Adarkwah, Leticia Peace Amenorfe, Delphine Abla Azumah

Online Journal of Chemistry 2022, 2(1), 53-69. DOI: 10.31586/ojc.2022.364

Abstract The purpose of this study was to evaluate a practical model in teaching double indicator titration in chemistry in the senior high schools in Ghana Research design for the study was Action research. The population was made up of chemistry teachers and students. in four senior high schools with two schools located in the Kwaebibirim District and two senior high schools located in the Denkyembuo [...] Read more.

The purpose of this study was to evaluate a practical model in teaching double indicator titration in chemistry in the senior high schools in Ghana Research design for the study was Action research. The population was made up of chemistry teachers and students. in four senior high schools with two schools located in the Kwaebibirim District and two senior high schools located in the Denkyembuo District of the Eastern Region of Ghana. Purposive and simple random sampling techniques were used to select the respondents for the study. The sample comprised of twenty-five (25) chemistry teachers and one hundred and fifty (150) students in the four Senior High schools. The study indicated that Chemistry teachers would improve upon the academic performance of chemistry students in double indicator titration when they use the developed practical teaching model (DEPTEM) more. The main instruments used in this study were classroom observational checklists and questionnaires. Descriptive statistics (frequency, percentage, mean and standard deviation) were used to analyze the data gathered. Coding schemes were developed using Statistical Package for Social Sciences (SPSS) (version 21) to organize the data into meaningful and manageable categories. The study also revealed that the outcome of the post-test indicated that, the DEPTEM impact differently on the academic performance of SHS male and female chemistry students in the Kwaebibirim and Denkyembuo Districts of the Eastern Region. It is recommended that the government and non-governmental organizations should collaborate with the Ministry of Education to sponsor in production of more of the developed practical model (DEPTEM) for teaching chemistry lessons. This in a way would help improve the academic performance of chemistry students in the Kwaebibirim and Denkyembuo Districts of the Eastern Region and the nation at large. It is also recommended that chemistry teachers should consider teaching methods that would equally cater to both male and female chemistry students during chemistry lessons.

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Open Access July 05, 2022

Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers

Desmond Adarkwah, Leticia Peace Amenorfe

Online Journal of Chemistry 2022, 2(1), 39-52. DOI: 10.31586/ojc.2022.358

Abstract The purpose of this study was to examine chemistry teachers' teaching and learning strategies in double indicator titration in Senior High Schools in Ghana. Action research design using a quantitative approach was used for the study. Purposive and simple random sampling procedures were employed to select one hundred and seventy-five (175) participants (teachers and students) for the study. The [...] Read more.

The purpose of this study was to examine chemistry teachers' teaching and learning strategies in double indicator titration in Senior High Schools in Ghana. Action research design using a quantitative approach was used for the study. Purposive and simple random sampling procedures were employed to select one hundred and seventy-five (175) participants (teachers and students) for the study. The classroom observational checklist and questionnaire were the instruments used to collect data in the study. Descriptive statistics tools (frequency, percentage, mean and standard deviation) were used to analyse the quantitative data. The study revealed that Chemistry teachers in the Kwaebibirim and Denkyembuo Districts of the Eastern Region used the lecture method in teaching double indicator titration lessons instead of practical activities and this had negative effects on their academic performance. The study also indicated that the effective model that can be used to improve teaching and learning of double indicator titration is the developed practical teaching model (DEPTEM) as compared to the teachers’ method. It is recommended that in-service training should be organized for chemistry teachers who were already in the field of work to use more of the developed practical model (DEPTEM) in relation to the lecture method. It is also recommended that chemistry teachers should use teaching methods that would allow chemistry students to participate and manipulate equipment/materials using their five senses and other skills instead of teaching in abstract or allowing them to remain less active in their class.

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Open Access July 04, 2022

An appraisal of Social Studies Teachers Perceptions of Teachers’ Pedagogical Content Knowledge

Maxwell Ofori, Shani Osman, Grace Baaba Idun, Edward Asiedu Ofori, Emmanuel Agbenyegah Ayerteye

Universal Journal of Social Sciences and Humanities 2022, 2(2), 106-118. DOI: 10.31586/ujssh.2022.356

Abstract The study objective was to assess the perceptions of Junior High School (JHS) Social Studies teachers in the Yilo Krobo Municipality of the Eastern Region of Ghana on teachers’ Pedagogical Content Knowledge (PCK). The study adopted Shulman's theory of Pedagogical Content Knowledge (PCK) as its theoretical framework. The philosophical approach upon which the study is hinged on is the ideology of [...] Read more.

The study objective was to assess the perceptions of Junior High School (JHS) Social Studies teachers in the Yilo Krobo Municipality of the Eastern Region of Ghana on teachers’ Pedagogical Content Knowledge (PCK). The study adopted Shulman's theory of Pedagogical Content Knowledge (PCK) as its theoretical framework. The philosophical approach upon which the study is hinged on is the ideology of interpretivism and positivism, in other words, pragmatism. The study used a mixed methodological approach as well as a descriptive survey design. A random sampling technique was used for the study. The study participants were JHS social studies teachers in Yilo-Krobo Municipality, Ghana. Eighty (80) out of the one hundred and two (102) representing 78.43% JHS Social Studies teachers were selected from the fifty-four JHSs in the Municipality. Both Questionnaire and interview guide were used for data collection. The survey data was analyzed using descriptive statistics and the interview data was analyzed using content analysis. The study indicated that at the heart of the PCK concept is the idea that 'deep knowledge' of content is essential for effective teaching and cannot be taken for granted; that it has a significant bearing on teaching and student learning, and that it is used as a cadre to define professional teaching knowledge. PCK also provides the uniquely necessary knowledge for the transformation of the different types of knowledge required for Social Studies teaching and evolves over time due to the progressive awareness of students' needs, while a wealth of content knowledge is imperative for the development of a comprehensive pedagogical content knowledge. The paper recommends that the Ghana Education Service (GES) should conduct regular in-service training for teachers on the enhancement of their PCK, to enable them select appropriate TLMs and pedagogical approaches that foster meaningful learning for students.

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Open Access July 02, 2022

An Evaluation of Teachers’ Technological Knowledge and Pupils’ Academic Performance in Religious and Moral Education (RME)

Uriel Amuah

Open Journal of Educational Research 2022, 2(4), 179-187. DOI: 10.31586/ojer.2022.351

Abstract The purpose of this study was to evaluate teachers’ technological pedagogical content knowledge and pupils’ academic performance in Religious and Moral Education (RME) in basic schools in the Ga-South Municipality of Ghana. Correlational research design was used for the study. The population of the study comprised RME teachers and final year pupils in the basic schools in the Ga-South [...] Read more.

The purpose of this study was to evaluate teachers’ technological pedagogical content knowledge and pupils’ academic performance in Religious and Moral Education (RME) in basic schools in the Ga-South Municipality of Ghana. Correlational research design was used for the study. The population of the study comprised RME teachers and final year pupils in the basic schools in the Ga-South Municipality. Krejcie and Morgan table, cluster sampling technique multi-stage sampling technique, proportional allocation of sample size, and purposive sampling were used to select, 532 respondents (159 basic schools 357 pupils and 175 RME teachers) for the study. The main instruments for data collection were questionnaire, observation guide, standardised-achievement-test. The Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables in the data analysis. The study concluded that it was uncertain as to whether teachers possessed adequate knowledge about the use of technology or instructional resources when it comes to the teaching of RME. The study also indicated teachers did not make effective use of the technology or instructional resources as observed, probably because they do not recognize the important role the use of technology plays in the teaching and learning process, they did not know how to use some of these technologies. Besides, some of these technologies were not available for use in the schools. Although, there was a weak positive correlation between teachers’ technological knowledge and pupils’ academic performance, the important role that technology plays in the teaching and learning process cannot be ruled out. It is therefore recommended that, the Ministry of Education, Ghana Education Service and Curriculum Research and Development Division should organise in-service training for teachers, since it turned out during the observation sections that teachers did not make use of audio-visuals (TV and motion pictures) and audio materials (example radio and tape recorders) in the Ga South Municipality.

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Open Access June 20, 2022

Teachers Knowledge in Integrating Affective Domain in Teaching and Learning of Social Studies

Bright Korankye Appau, Sophia Andoh, Eric Kofi Adjei, George Boateng, Sebastian Fynn, Shani Osman

Universal Journal of Social Sciences and Humanities 2022, 2(2), 85-92. DOI: 10.31586/ujssh.2022.337

Abstract The purpose of the study was to assess teachers’ knowledge in integrating affective domain in teaching and learning of Social Studies lessons in the junior high schools in Aowin Municipality. A quantitative approach and survey research design used the study. The study population constituted Social Studies teachers in the 40 Junior High Schools in the Aowin Municipality of the Western North Region [...] Read more.

The purpose of the study was to assess teachers’ knowledge in integrating affective domain in teaching and learning of Social Studies lessons in the junior high schools in Aowin Municipality. A quantitative approach and survey research design used the study. The study population constituted Social Studies teachers in the 40 Junior High Schools in the Aowin Municipality of the Western North Region of Ghana. Simple random and convenient sampling techniques were used to sample the respondents of the study. The sampling technique was to ensure the representativeness of the sample. The study used structured questionnaires to collect the data. Descriptive statistics in the form of percentages was used in this study. SPSS was used to analyse the data. The study concluded that the Social Studies teachers have some level of knowledge of the principles of developing affective test items. The study also indicated that Social Studies teachers in the study area can define affective objectives in behavioural terms and have some level of knowledge of the principles of developing affective test items, they do not teach the affective domain. It is recommended that, Coordinators for junior high schools and the headmasters (academic) should ensure that affective objectives are inculcated in the general lesson objectives of Social Studies teachers. Intensive in-service training should be ran for Social Studies teachers to equip them on the formulation of affective objectives. It is also recommended that in service training should be organised by the education directorate in the municipality to train teachers in the teaching of lessons involving the affective domain. The headmasters, as well as the coordinators for junior high schools, should monitor whether teacher’s qualification reflect in the teaching of the social studies lessons that involve the affective domain.

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Open Access June 18, 2022

Social Studies Teachers’ Competence in Assessing Learning Outcomes in Affective Domain

Bright Korankye Appau, Shani Osman, Mark Gyan Asuah, Emmanuel Kyeremeh, Dorothy Akuffo Boateng

Universal Journal of Social Sciences and Humanities 2022, 2(2), 70-84. DOI: 10.31586/ujssh.2022.334

Abstract The main purpose of this study was to examine Social Studies teachers’ competence in teaching and assessing learning outcomes in affective domain in senior high schools in the Aowin Municipality in Western North Region in Ghana. A quantitative approach was used in this study as it allowed the researchers to carry out an objective analysis and generate factual knowledge through measurement. The [...] Read more.

The main purpose of this study was to examine Social Studies teachers’ competence in teaching and assessing learning outcomes in affective domain in senior high schools in the Aowin Municipality in Western North Region in Ghana. A quantitative approach was used in this study as it allowed the researchers to carry out an objective analysis and generate factual knowledge through measurement. The survey design was used for the study. The study population constituted Social Studies teachers in the 40 Junior High Schools in the Aowin Municipality of the Western North Region of Ghana. Simple random and convenient sampling techniques were used to select the schools and respondents for the study. The simple random sampling was used to select 20 schools to participate in the study. This was to provide an equal opportunity for each school to participate in the study. From these selected schools, a convenience sampling technique was used in selecting forty (40) teachers (two from each school in the Aowin Municipality where Social Studies is offered as a core subject. The main instrument used for the study was structured questionnaire. Descriptive statistics in the form of percentages was used to analysis the data in this study. The study concluded that Social Studies teachers hardly teach and assess directly in the affective outcome, hence the affective domain is neglected in the teaching and learning of the subject. It is recommended that the universities and other training institutions should strengthen the teaching on the use of the techniques for assessing the affective domain. In-service training courses should also be organised regularly for social studies teachers on the use of the techniques for the assessment of affective domain.

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Open Access June 12, 2022

An Appraisal of Teachers’ Intrinsic and Extrinsic Motivation in Ghana: Leadership for Learning

Collins Tetteh Abeni, Penrose Duku Quansah, Mina Ababio Dadzie

Open Journal of Educational Research 2022, 2(3), 126-137. DOI: 10.31586/ojer.2022.329

Abstract The purpose of the study was to examine teachers’ intrinsic and extrinsic motivation in leadership for learning (LfL) in Aboabo Educational Circuit (AEC) in the Ashanti Region of Ghana. The study employed an explanatory correlational quantitative research approach. The population of the study consisted of ten (10) headmasters and forty-two (42) teachers in public Junior High Schools (JHS) of [...] Read more.

The purpose of the study was to examine teachers’ intrinsic and extrinsic motivation in leadership for learning (LfL) in Aboabo Educational Circuit (AEC) in the Ashanti Region of Ghana. The study employed an explanatory correlational quantitative research approach. The population of the study consisted of ten (10) headmasters and forty-two (42) teachers in public Junior High Schools (JHS) of Aboabo Educational Circuit. Convenience, purposive and quota sampling techniques were used to select schools, headteachers and teachers for the study. The main instrument used for data collection was questionnaire. Spearman’s rank order correlation was used to analyse research hypotheses 1 and 2; Wilcoxon test was also used to analyse research hypothesis 3. The study revealed that intrinsic teachers’ motivation is negatively related to Leadership for Learning within the AEC. The study also indicated that extrinsic teachers’ motivation has an insignificant positive association with Leadership for Learning within the AEC. The study also concluded that there is a significant difference between Intrinsic Teacher Motivation (ITM) and Extrinsic Teacher Motivation (ETM) in AEC. Therefore, ITM and ETM plays minimal or no role within AEC. It is recommended that the officers within AEC must not focus only on high pupils’ academic achievement at the detriment of taking appropriate steps to make classroom teaching interesting and attractive. It is also recommended that School Management Committees within AEC must in their small way do their best to boost the extrinsic motivation of teachers within the circuit.

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Open Access June 05, 2022

Teachers’ Knowledge in the Implementation of Social Studies lessons in the Classroom: Formative Assessment Practices

Nicholas Aning Boadu, Francis Hull Adams, Michael Franklin Mensah

Universal Journal of Social Sciences and Humanities 2022, 2(2), 57-69. DOI: 10.31586/ujssh.2022.321

Abstract The purpose of the study was to examine Social Studies teachers’ knowledge in the implementation of Social Studies lessons in formative assessment practices in Asante Akim North Municipality in the Ashanti Region of Ghana. The study employed both descriptive and interpretative techniques. The population for the study consisted of all Social Studies teachers and students in the Senior High Schools [...] Read more.

The purpose of the study was to examine Social Studies teachers’ knowledge in the implementation of Social Studies lessons in formative assessment practices in Asante Akim North Municipality in the Ashanti Region of Ghana. The study employed both descriptive and interpretative techniques. The population for the study consisted of all Social Studies teachers and students in the Senior High Schools in the Asante Akim North Municipality of the Ashanti Region. Purposive, convenient and simple random sampling techniques were used to select the schools, teachers and students for the study in all, seventeen (17) Social Studies teachers and fifty (50) students were selected from six (6) Senior High Schools. The main instrument for data collection observation, interview and focus group discussion. The study revealed that not lessons presented were in line with the general objective of the subject (Social Studies). This affected the students understanding of concepts in the subject in helping them to right wrong their decision making. The study also indicates that teaching and learning Social Studies should not be one-man affair, with the teacher doing all the talking and the students doing all the listening. It is recommended that Ghana Education Service should organise workshops and in-service training for Social Studies teachers at the Senior High School level on how to present and evaluate social Studies lessons in order to realise the goals and objectives envisaged for national development. It is also recommended that teachers who have the exposure of the subject and are equally qualified to teach it at the Senior High Schools but are found teaching at the basic level, should be allowed by the Ghana Education Service to teach the subjects at the Senior High School level. The Government of Ghana should make it a laid down policy for the recruitment of qualified Social Studies teachers to teach at the Senior High School (SHS) level for effective assessment in the classroom.

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Review Article

Open Access June 05, 2022

Learners’ Perceptions of Computer-Assisted Instruction Approach Teaching and Learning of photosynthesis in Biology Lessons

Francis Arthur-Baidoo, Delphine Abla Azumah, Frank Osei-Manu, Michael Kofi Annan

Online Journal of Microbiological Research 2022, 1(1), 8-16. DOI: 10.31586/ojmr.2022.324

Abstract The purpose of the study was to investigate the effect of computer-assisted instruction approach to the teaching and learning of photosynthesis on the performance of second year Senior High School (SHS 2) Biology students in science. The design for the study was a quasi-experimental research. This study was carried out in Sefwi Wiawso SHS and Asawinso SHS all at Sefwi Wiawso Municipal Assembly in [...] Read more.

The purpose of the study was to investigate the effect of computer-assisted instruction approach to the teaching and learning of photosynthesis on the performance of second year Senior High School (SHS 2) Biology students in science. The design for the study was a quasi-experimental research. This study was carried out in Sefwi Wiawso SHS and Asawinso SHS all at Sefwi Wiawso Municipal Assembly in the Western North Region of Ghana. They are all mixed institution. The purposive sampling techniques was used to schools, classes and students for the study. One-hundred one (101) electives biology participants were purposively selected, they consist of SHS 2 Science of (55) fifty-five students from Sefwi Wiawso SHS and SHS 2 Home economics of (46) forty-six students also from Asawinso SHS. The third years were not selected because they were preparing to write their WASSCE. The main instrument for data collection was questionnaire. The study collected only quantitative data and employed quantitative method of data analysis. Data obtained from participants in both experimental and control groups on the Test 2 were analysed statistically using independent-measures t-test. The independent-measures t-Test was used to investigate whether any differences existed between experimental and control groups’ mean scores on the Test 2. The study further revealed that computer-assisted instructions gives feedback to learners to have the opportunity to master computer-assisted instructional package tool used. It is recommended that, computer-assisted instruction method should be encouraged in many Biology classes in Wiawso Municipal Assembly, since it gives students opportunity to see links between concepts, summarise and organise their works, thoughts logically and sequentially. Both genders must be encouraged to use computer-assisted instruction method to studying Biology.

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Article

Open Access May 22, 2022

Students’ Knowledge Base in the Value of Honesty in Senior High Schools

Solomon Appiah, Uriel Amuah, Francis Tawiah

Universal Journal of Social Sciences and Humanities 2022, 2(1), 46-56. DOI: 10.31586/ujssh.2022.310

Abstract The purpose of the study was to examine the knowledge base of students in the Assin Manso Senior High School in the central region of Ghana. A qualitative method was used in this study. The population of the study comprised students from Assin Manso senior high school in the Central Region of Ghana. Purposive sampling technique was employed to select forty (40) respondents for this study. The [...] Read more.

The purpose of the study was to examine the knowledge base of students in the Assin Manso Senior High School in the central region of Ghana. A qualitative method was used in this study. The population of the study comprised students from Assin Manso senior high school in the Central Region of Ghana. Purposive sampling technique was employed to select forty (40) respondents for this study. The forty (40) respondents consisted of all Students Representative Councils (SRC) members in the school. Each class has a representation in the study. The main instrument for data collection was interview guide. The data collection was done using Interpretative Phenomenological Analysis (IPA). The qualitative data was analysed by the use of the interpretative technique based on the themes arrived at during the interview. The themes were related to the research question. The study revealed that honesty is being loyal to a colleague, covering them up and standing by them as well. The study also indicated that honesty depict “we feeling” or “solidarity”, so to them any students who does the opposite is considered to be dishonest. It is recommended that, Students who obey the school rules and regulations should be motivated by the school authorities in order to encourage the other students to do same. It is also recommended that parents and educators, should all advocate the teaching of moral values in our schools to instil in students the benefits that honest brings to them, the school, the family, community and the country as a whole.

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Review Article

Open Access May 18, 2022

Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum

Abu Bakar, Francis Hull Adams, Francis Tetteh-Osei, Benjamin Kwabena Ochour, Philip Owusu Ansah, Isaac Kofi Asabere

Universal Journal of Social Sciences and Humanities 2022, 2(1), 34-45. DOI: 10.31586/ujssh.2022.301

Abstract Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers’ in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used [...] Read more.

Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers’ in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.

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Article

Open Access May 11, 2022

An Appraisal of School-Related Factors that Contribute to the Academic Achievements of Low Social-Economic-Status of Students in Ghana

Esther Aba Quansah

Open Journal of Educational Research 2022, 2(2), 93-101. DOI: 10.31586/ojer.2022.286

Abstract The objective of the study was to examine the school-related factors that contribute to the academic achievements of low- social economic – status of students in the Aboom Circuit of the Cape Coast Metropolis during 2015-2016 academic years. The study adopted descriptive survey research design. Purposive and random sampling techniques were used to select teachers, schools and students. The five [...] Read more.

The objective of the study was to examine the school-related factors that contribute to the academic achievements of low- social economic – status of students in the Aboom Circuit of the Cape Coast Metropolis during 2015-2016 academic years. The study adopted descriptive survey research design. Purposive and random sampling techniques were used to select teachers, schools and students. The five junior high schools (St Nicholas, St. Monica, Aboom Methodist B, Aboom Zion A and Aboom Zion C) were randomly selected from the ten schools in the circuit. A proportional allocation was used to determine and allocate the total number of students from the population to each school. The main instrument for data collection was questionnaire. The data were entered in a pre-designed template in the Statistical Package for Social Science (SPSS) software, version 21. The data were analysed using descriptive (frequency and percentages, mean and standard deviation) and inferential statistics (correlation). The research hypothesis was also analysed using Pearson Product Moment Correlation. The hypothesis was tested at 0.05 level of significance. The study indicated that school-related factors such as school time schedule, resources, school climate, guidance and counselling, school-parents’ relationship may significantly contribute to students’ academic achievement. It is also concluded that when the right atmosphere or conditions are created, students can perform well irrespective of their socio-economic statuses or backgrounds. It is recommended that the Ministry of Education (MOE)/Ghana Education Service (GES) in partnership with school administrators should provide adequate teaching and learning resources and facilities for effective teaching and learning at the school. It is also recommended that in other to ensure effective teaching and learning, the Ministry of Education (MOE) and the Ghana Education Service (GES) should collaborate to implement a class size reduction policy effectively as expected. This means that the student-to-teacher ratio should strictly be adhered to.

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Article

Open Access April 18, 2022

Factors that Influence the Academic Motivation of Female Students

Janet Dansoah Oppong, Lovedale Adzo Tsotovor, Joan Danquah, Iddrisu Bintu

Open Journal of Educational Research 2022, 2(2), 82-92. DOI: 10.31586/ojer.2022.270

Abstract The study used qualitative research approach and a case study research design to explore the factors that motivate females to complete formal education in Tolon District. The population for this study comprised all females in the Tolon District who have successfully completed formal education. A purposive sampling technique was to select ten (10) females who have successfully completed formal [...] Read more.

The study used qualitative research approach and a case study research design to explore the factors that motivate females to complete formal education in Tolon District. The population for this study comprised all females in the Tolon District who have successfully completed formal education. A purposive sampling technique was 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 guide. Data were analysed by the use of the Interpretive Method based on the themes arrived at in the data collection. The themes were related to the research questions and interpreted on the number of issues raised by participants. The study concluded that the Girl–Child requires a conducive learning environment free from limitations to successfully acquire formal education. The presence of an impressive teacher-student relationship in schools contributes immensely to the academic accomplishment of the academic goals of the female student. The study also concluded that the female students need self determination to rise above the socio-cultural limitations encountered in formal education. They obviously have to work hard and persevere enough to achieve their desired academic accomplishment. It is recommended that teachers should be encouraged as part of their teaching responsibility to give equal opportunity to both boys and girls, in answering their questions during classes. Thus, the Girl–Child deserves extra attention to ensure their participation and fair inclusion in curricular and other extra-curricular activities whiles in school. It is also recommended that teachers should sensitize and advise the female students to eschew the habit of associating with men, during the early stage of their life.

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Article

Open Access April 08, 2022

Evaluation of Teacher Support Materials (TSM) in Teaching Titration in the Senior High Schools in Ghana

Justice Kobina Asmah, Frank Osei-Manu, Delphine Abla Azumah, Francis Arthur-Baidoo

Open Journal of Educational Research 2022, 2(2), 49-69. DOI: 10.31586/ojer.2022.265

Abstract A qualitatively, interpretative design was adopted to evaluate type of laboratory practical Teacher Support Materials that could be used to teach practical skills of observation, listening and communication and manipulation of apparatus in titration. The population of the study consisted of three public Senior High Schools (SHS) in Komenda Edina Eguafo Abirem (KEEA) municipality of the Central [...] Read more.

A qualitatively, interpretative design was adopted to evaluate type of laboratory practical Teacher Support Materials that could be used to teach practical skills of observation, listening and communication and manipulation of apparatus in titration. The population of the study consisted of three public Senior High Schools (SHS) in Komenda Edina Eguafo Abirem (KEEA) municipality of the Central Region of Ghana. Each school offers chemistry as a subject to students. Convenient, purposive and simple random sampling techniques were used to sample schools, teachers and students for the study. Six (6) teachers were purposively sampled out of a total of 8 chemistry teachers because they had qualification in Science Education in Chemistry. Five (5) students from each school were randomly selected from each of the three SHS for focal group discussion. The main instrument used for data collection were semi structured interview guide and Observation Checklist (OC). Teachers interview schedule was used to solicit information from the chemistry teachers on how they perceived the use of Practical Skills- based TSMs for teaching practical process skills in titration at the SHS levels. The curriculum profile was used to collect data to answer the research question. For each of the four Lesson Profiles (lesson introduction, skill development, application and closure) of the lesson plan, the total number of scores was divided by the maximum possible scores for the profile and expressed as percentage and qualitatively describing the trends of emerging themes. The study concluded that there has been some improvement in the cognitive experience and pedagogical content knowledge of the teachers as well as the students in the use of the PS-based teacher support material in the laboratory. It is recommended that teachers and educators should thoroughly read and assimilate the contents and the processes described in the PS-based TSMs before they are used in teaching titration so as to develop practical process skills of the students.

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Open Access March 20, 2022

Botanical education for vocational training students and primary and secondary teacher

Ana Cano Ortiz, Carmelo M. Musarella, José C. Piñar Fuentes, Ricardo Quinto Canas, Eusebio Cano

Research Journal of Ecology and Environmental Sciences 2022, 2(2), 1-10. DOI: 10.31586/rjees.2022.183

Abstract A domain of practical learning over the theoretical is provided in this work, for this several places of natural interest have been studied (Natural Parks), a quality pedagogical training is obtained, through which the students of Vocational Training and Primary and Secondary Education Teachers obtain competences in the management of natural spaces, which are of interest for conservation, [...] Read more.

A domain of practical learning over the theoretical is provided in this work, for this several places of natural interest have been studied (Natural Parks), a quality pedagogical training is obtained, through which the students of Vocational Training and Primary and Secondary Education Teachers obtain competences in the management of natural spaces, which are of interest for conservation, competences in flora, plant communities, habitats and interpretation of the landscape. The learning is eminently practical, which allows trained personnel to enter the labor market. The study of natural spaces has been carried out using direct observation techniques, with the participation of specialist teachers in various fields, because the interpretation of vegetation, habitats and landscape requires multidisciplinary techniques. For this, teaching methodologies in Botany are used, how have the phytosociological sampling techniques been; Geology, Edaphology, and Climatology, in the latter case creating future predictive models that allow the student to make decisions about the management of a territory; this study has made it possible to carry out a comprehensive interpretation of the natural environment, with a notable pedagogical improvement in learning.

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Open Access March 11, 2022

Appraisal of Social Studies Teachers’ Conceptions and Efficacy Beliefs in Ghana: Teaching Effectiveness

Francis Nyantakyi, Alexander Kingsford Otoo, Patrick Kwarteng, Cynthia Anim, Francis Hull Adams

Open Journal of Educational Research 2022, 2(1), 32-38. DOI: 10.31586/ojer.2022.190

Abstract The purpose of this study was to examine the effects of Subject Conception and Efficacy Beliefs on the Teaching Effectiveness of Social Studies teachers. The study focused on how teachers’ conception of Social Studies affect their sense of efficacy and ultimately their teaching effectiveness. The study adopted a non-experimental descriptive design to achieve its objective. The population for the [...] Read more.

The purpose of this study was to examine the effects of Subject Conception and Efficacy Beliefs on the Teaching Effectiveness of Social Studies teachers. The study focused on how teachers’ conception of Social Studies affect their sense of efficacy and ultimately their teaching effectiveness. The study adopted a non-experimental descriptive design to achieve its objective. The population for the study comprised of fifty-two (52) JHS Social Studies teachers. In this study the accessible population was the same as the target population. All the fifty-two (52) teachers teaching Social Studies in the Tano South district were used for the study. Purposive sampling technique was used to sample the respondents for the study. The data for the study was collected using the observation guide, questionnaire and teacher sense of efficacy scale adapted from Tschannen-Moran and Hoy, (2001). Mean, percentages, ranges and correlation were used to analyse the data using SPSS. The findings of the study showed that majority of the Social Studies teachers conceived the subject as citizenship education. Teachers’ also rated their sense of efficacy very high. However, the study revealed that most of the Social Studies teachers teaching effectiveness was low. The low teaching effectiveness would affect the realisation of the objectives of Social Studies. Also, there exist low correlation between teacher efficacy and teaching effectiveness as well as subject conception and teaching effectiveness. The correlation between teacher efficacy and effectiveness was weak and as such it is recommended that there should be a concerted effort to update and upgrade teachers’ knowledge with strong pedagogical skills and better understanding of the task of the Social Studies teacher through workshops and short courses.

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Open Access February 23, 2022

Implementation of One Key Question? at an Urban Teaching Hospital: Challenges and Lessons Learned

Alejandrina Canelo Villafana, Ashley Leto, Katherine Chung, Jeanette Rios, Theodore Barrett, Uchenna Nwobu, Kristyn Brandi

Universal Journal of Obstetrics and Gynecology 2022, 1(1), 1-9. DOI: 10.31586/ujog.2022.222

Abstract Introduction: One Key Question® is a patient-centered tool that seeks to understand patient pregnancy intention and counseling. This pilot study aimed to assess implementation of OKQ at an urban healthcare facility and improve understanding of short interpregnancy intervals (IPI). Methods: We describe the implementation of OKQ in our setting using the Diffusion of Innovation Theory [...] Read more.

Introduction: One Key Question® is a patient-centered tool that seeks to understand patient pregnancy intention and counseling. This pilot study aimed to assess implementation of OKQ at an urban healthcare facility and improve understanding of short interpregnancy intervals (IPI). Methods: We describe the implementation of OKQ in our setting using the Diffusion of Innovation Theory as a framework. We broke this up into two phases – the first to assess provider acceptance of the OKQ integration into the clinic workflow and the second to assess how well documentation of OKQ answers occurred in our EMR. Results: Most providers in the first phase reported awareness of the inclusion of OKQ in the EHR, yet most physician providers reported only using OKQ at “some visits” (n=5) compared to the MAs, who reported using OKQ at “every visit” (n=8). Most providers felt that OKQ was an effective method of providing preconception and contraception care for women of reproductive age (n=10). Sixty-four patients completed a survey on OKQ after their visit who identified as young (mean age 28.7), either Black (46.9%) or Hispanic (51.6%) and pregnant (61%). Of those, 83% reported that they were not asked OKQ and 42% reported receiving counseling on optimal IPI. In those patients, 78% had documentation of usage of OKQ in the medical record. Discussion: The implementation of OKQ provided an opportunity to provide standardized preconception and contraception care to our patient population and improve information regarding short IPI. However, challenges existed in implementation which much be overcome to benefit from OKQ. Significance: OKQ has been used successfully in primary care and other settings to assess pregnancy intentions. This article adds to the literature by investigating the implementation of OKQ in a low-resource setting during prenatal and gynecology care. It shares struggles of implementing OKQ in an electronic medical record and how to roll out this program in a setting where pregnancy intention already is including in various forms by our providers.

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Project Report

Open Access February 22, 2022

Attitude towards the Teaching Profession: The Secondary School Teachers’ Outlook

Lydia I. Eleje, Ifeoma C. Metu, Ngozi E. Ezenwosu, Judith C. Ifeme

Open Journal of Educational Research 2022, 2(1), 23-31. DOI: 10.31586/ojer.2022.205

Abstract Investigated in this study is the attitude of secondary school teachers towards the teaching profession. Survey design was adopted for the study and three research questions guided the study. The sample of the study comprises of all the 55 secondary school teachers of Senior Secondary 2 (SS2) in urban and rural schools, in Awka South Local Government Area, Anambra State. The instrument for data [...] Read more.

Investigated in this study is the attitude of secondary school teachers towards the teaching profession. Survey design was adopted for the study and three research questions guided the study. The sample of the study comprises of all the 55 secondary school teachers of Senior Secondary 2 (SS2) in urban and rural schools, in Awka South Local Government Area, Anambra State. The instrument for data collection was a 20 item questionnaire developed by the researchers. The data collected was analyzed by computing mean and standard deviation. The findings of the study revealed that the majority of the secondary school teachers possessed positive attitude towards the teaching profession. It was also found that the female secondary school teachers had more positive attitude towards the profession than the male secondary school teachers. Furthermore, the secondary school teachers in urban areas had higher positive attitude than the secondary school teachers in rural areas. Based on the findings of the study, it was recommended that both the government and teacher organization should see to the training, retraining and motivation of secondary school teachers. If they are well-trained and motivated, they will be more committed and learning will be enhanced.

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Open Access February 17, 2022

Role of Digital Formative Assessment in Improving the Assessment and Monitoring of Students’ Learning and Their Significance During the COVID-19 Pandemic

Ahmed El-Hashash

Open Journal of Educational Research 2022, 2(1), 9-12. DOI: 10.31586/ojer.2022.25

Abstract Digital formative assessments have the features of digital learning environment and can be used by teachers to both empower students’ learning and adapt the next steps in the learning process of their students. They are effective tools that can help lecturers and tutors to both collect and analyze the required information and data for supporting the teaching and learning processes. Importantly, [...] Read more.

Digital formative assessments have the features of digital learning environment and can be used by teachers to both empower students’ learning and adapt the next steps in the learning process of their students. They are effective tools that can help lecturers and tutors to both collect and analyze the required information and data for supporting the teaching and learning processes. Importantly, digital formative assessments have been particularly critical during the COVID-19 pandemic due to increased students’ learning outside traditional classrooms, limited face-to-face classes and other students’ learning and assessment difficulties at many educational institutions worldwide. In this article, we describe the essential features and importance of digital formative assessments and their recently developed communication methods. We also discuss the significance of digital formative assessments in measuring students’ learning and skills in times of global crisis such as the COVID-19 pandemic.

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Mini Review

Open Access September 23, 2021

Examination of the Creation of a Positive Culture of Teaching and Learning through Classroom Management

John Ramaphakela, Dickson Mdhlalose

Open Journal of Educational Research 2021, 1(1), 32-40. DOI: 10.31586/ojer.2021.127

Abstract This study aims to examine the creation of a positive culture of teaching and learning through classroom management to improve learner performance within the Kwa-Mhlanga North-East circuit in Mpumalanga province. This is a qualitative study that uses an inductive approach and a case study. For this study, interviews, observation, and document analysis were used to collect data. This study made use [...] Read more.

This study aims to examine the creation of a positive culture of teaching and learning through classroom management to improve learner performance within the Kwa-Mhlanga North-East circuit in Mpumalanga province. This is a qualitative study that uses an inductive approach and a case study. For this study, interviews, observation, and document analysis were used to collect data. This study made use of thematic content analysis. Three schools were selected out of twenty-five and three participants from each school were representative of the entire population of one thousand one hundred educators in the circuit. Participants were selected purposively. The interviews were done face to face with participants from three sampled schools at scheduled times with each participant. This study found that the schools, namely School A, School B and School C use different policies in creating a positive culture of teaching and learning, policies such as staff attendance policy, assessment policy, learners code of conduct, classroom rules democratically developed, Both educators and learners lack the skill of time management and parents have deserted their responsibilities to guarantee that their children arrive on time at school, attend school daily, do the work given to them in class and discipline their children. The impact of harmonizing the creation of a positive culture of teaching and learning creates an environment where learners feel excited and positive to be part of the school and thus can take initiative. This study contends that there is a positive relationship between the positive culture of teaching and learning and classroom management. This study contributes to the body of knowledge for schools of education and training and development.

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Open Access September 02, 2021

Effective Teaching of Social Studies Concepts in Basic Schools in Ghana

Anthony Bordoh, Francis Nyantakyi, Alexander Kingsford Otoo, Abena Boakyewa, Philip Owusu-Ansah Isaac Eshun

Universal Journal of Social Sciences and Humanities 2021, 1(1), 46-53. DOI: 10.31586/ujssh.2021.095

Abstract The study focused Effective teaching of Social Studies Concepts in Basic Schools in Ghana. The study adopted the descriptive survey design using quantitative approach. The population for the study consisted of all Social Studies teachers in the Junior High Schools (JHS) in the Tano South District. There were fifty-two Social Studies teachers at the JHS level in the district. Non-probability [...] Read more.

The study focused Effective teaching of Social Studies Concepts in Basic Schools in Ghana. The study adopted the descriptive survey design using quantitative approach. The population for the study consisted of all Social Studies teachers in the Junior High Schools (JHS) in the Tano South District. There were fifty-two Social Studies teachers at the JHS level in the district. Non-probability sampling technique (purposive and convenient sampling techniques) was used for the study. Purposive sampling technique was used to select all the fifty-two teachers and forty-one schools in the Tano South District. While the district was conveniently sampled for this study. The main instrument used to gather data was observation guide. The data gathered was analysed using the Statistical Product using Service Solutions (SPSS). The study concluded that, in respect to the teaching effectiveness of Social Studies teachers, the general performance in all the thematic areas assessed indicate that, Social Studies teachers are not at their optimum best in terms of planning and preparation, instructional skills, classroom management, communication skills and assessment skills. It is therefore recommended that, the Ministry of Education through the Ghana Education Service (GES) in collaboration with all the teacher training institutions training Social Studies teachers should fashion out teacher development programmes such as workshops and short courses for Social Studies teachers. In these programmes, the organisers must ensure that teachers have access to high quality content course work in Social Studies.

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Open Access August 25, 2021

Information Literacy, an Investigation into Students’ Access and Use of Information in an Academic Institution in Ghana

Franklina Adjoa Yebowaah, Simon Sanche

Open Journal of Educational Research 2021, 1(1), 1-23. DOI: 10.31586/ojer.2021.109

Abstract In modern times, a lot of light has been thrown on Information literacy by empirical studies due to its significant role in facilitating access to information and use as well as lifetime learning. It is one of the main factors responsible for the information explosion and a key determining factor for students’ success in academics. The study gauged students’ attitudes on the IL programmes of the [...] Read more.

In modern times, a lot of light has been thrown on Information literacy by empirical studies due to its significant role in facilitating access to information and use as well as lifetime learning. It is one of the main factors responsible for the information explosion and a key determining factor for students’ success in academics. The study gauged students’ attitudes on the IL programmes of the University for Development Studies (UDS) using both qualitative and quantitative research approaches. The study discovered that students did not consider the library as a source of academic knowledge and information since their frequency of visiting was low. The study also showed that 43.1% of the respondents go to the library at least once a week while the majority (56.9%) of the respondents either visited the library once a month or not at all. Early Childhood and Basic Education, Development Education, Social Change Communication and Renewable Natural Resources, are the courses pursued by those who utilized the library every day. Alternatively, no student pursuing B. Ed Business Studies made use of the library daily and 48.6% of them did not enter the library at all. The majority (58%) of the respondents had not been oriented on the use of the library. It was realized that 49.8% were knowledgeable of the fact that electronic resources are available in the library. The remaining (50.2%) did not have any knowledge of electronic resources in the library and were unlikely to make use of them. The utilization of electronic resources also varied according to programmes of study. Students who had comparatively higher access to such resources were pursuing Early Childhood and Basic Education. The study also realized that students’ interest in participating in Information Literacy programmes in the university increased and this increased the quality of their information literacy skills. With their awareness and know-how in information literacy, they can use the internet to retrieve the necessary information for academic work. The study makes some recommendations, Principals and Deans should coordinate to organize more Information Literacy Programmes, increased staff participation in the teaching of the IL Programmes and lastly, implementation of Academic Board pronouncements on the IL Programme. This will go a long way to improve access and enhance the use of information in the university.

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Open Access August 24, 2021

The Art of Shoot: The 3D Model Presents a Smart Digital Way Teaching of Basketball

Efthymios Spyridon Georgiou, Iraklis Rafail Georgiou

Journal of Art and Design 2021, 1(1), 11-16. DOI: 10.31586/jad.2021.093

Abstract Sport is an art form. Every athlete thinks, creates, obeys rules, plans, and produces tangible results. Like most art forms, basketball for learning, monitoring, and understanding the sport requires all five senses. With the same logic by which an architect plans to build a building, the basketball team prepares for the game mode, the systems, which they will have in a match. In summary the [...] Read more.

Sport is an art form. Every athlete thinks, creates, obeys rules, plans, and produces tangible results. Like most art forms, basketball for learning, monitoring, and understanding the sport requires all five senses. With the same logic by which an architect plans to build a building, the basketball team prepares for the game mode, the systems, which they will have in a match. In summary the players and the coaching staff think before they do. For this reason, in basketball it is important to create a philosophy and a system of values in the team. Values such as trust, solidarity, cooperation, ambition, consistency are important for building the mindset among stakeholders for the successful course of the team and for titles. Finally, sport produces knowledge. Basketball is an evolving and progressive sport. Adapting to modern requirements, studying, and monitoring new trends. For example, the specialization of players in Shoot, in speed in, power, strong, results in an increase in the ability of players to man-to-man attacks. On the other hand, the defensive function of both individual and team needs to deepen the proper treatment of powerful offensive players.

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