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.

Extracurricular activities and academic performance are connected in every aspect of the education system. Daffodil International University is one of the top universities in Bangladesh that focuses on student improvement through extracurricular activities. Extracurricular activities help students improve skills like leadership, teamwork, and analytical abilities. Do extracurricular activities help English as a Foreign Language (EFL) students improve their academic performance? This evaluation aims to find out this question among Daffodil International University students. The study focused on both qualitative and quantitative data. Therefore, the data analysis followed a mixed method. The quantitative data focused on the students' participation in extracurricular activities. Respectively, the comparison between their participation and EFL course improvement. On the other hand, the qualitative data focused on the interviewee's experience. However, it's been proven that though extracurricular activities help students improve their other soft skills, they actually don't have as much impact on improving their EFL course curriculum performance.

Studies have highlighted the benefits of frequent quizzing in class. Frequent quizzing can promote more student attendance, engagement, practice and review, and achievement. Conversely, the opponents of frequent quizzing suggest that too frequent testing might hinder learning by frustrating anxious students and inhibiting larger units of instructional material. Notably, most studies have used degree examinations to evaluate the impact of quizzes on student learning and performance, yet little is known about whether quizzes can reinforce student performance in the in-course assessments (ICAs) despite ICA importance in student learning. The present study aimed to test the hypothesis that administration of weekly MCQ quizzes can enhance the leaning outcomes and performance of biomedical science students in assessment methods such as essay and oral presentation that can directly measure and provide information about student learning. It was therefore limited to in-course assessments. We found that the performance of the weekly quiz student group is remarkably better than that of the control student group in both the essay and oral presentation ICAs, which are two measures and indicators of student learning, suggesting improved student learning outcomes and performance after administrating weekly MCQ quizzes that also promoted student attendance in classrooms. The findings of this research study have implications for students, teachers, and curriculum designers in higher education.

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.

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.

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.

Background: Smoking cessation interventions are critical for underserved populations, particularly among low-income individuals who may benefit from tailored support. However, the effectiveness of different intervention formats remains unclear, particularly as virtual and hybrid models gain popularity. Aims: This study compares the effectiveness of three smoking cessation intervention arms in a quasi-experimental design: Self-help group (Arm 1), In-person group (Arm 2), and Virtual/hybrid group (Arm 3). The primary outcome was the rate of successful quit across these different intervention modalities. Methods: The study utilized a community-based intervention approach, controlling for potential confounders. The communities were randomized, and this process was blinded. The effectiveness of the In-person group and the Virtual/hybrid group was compared to the Self-help group. The odds ratio (OR) for successful quit rates was calculated for each group, with corresponding 95% confidence intervals (CIs). Results: Participants included 50.4% of women, 82.8% were Black Americans, 11.6% Whites, and 3.4% other races. In-person group (Arm 2) showed a higher rate of successful quit compared to the Self-help group (OR = 2.67, 95% CI = 1.05, 6.79). Virtual/hybrid group (Arm 3) was not associated with a significantly higher quit rate compared to the Self-help group (OR = 1.48, 95% CI = 0.57, 3.83). Conclusion: The In-person group, which utilizes the CEASE curriculum and incorporates peer motivation, proved to be significantly more effective than both the Self-help and Virtual/hybrid groups. The findings suggest that low-income, underserved smokers may not be fully prepared to benefit from virtual interventions, or the current curriculum may need adaptation to better serve their needs in a virtual format.

The benefits of physical activity are immense and indisputable; however, the inclusion of Physical Education Activity Programs (PEAP) within the college setting, specifically the University Undergraduate Core Curriculum, is largely disregarded and viewed as unnecessary. Increased physical activity has shown to have a positive relationship throughout the human development process. Health promotion programs should target people of all ages, since the risk of chronic disease starts in childhood and increases with age. In addition to the physical activity benefits associated with human development, decrease disease rate, and extended lifespan, physical activity has also been thoroughly researched and documented to have positive effects on academic achievement. Despite the evidence identified through the results of the research, PEAP at the college level are consistently being ignored and removed from university undergraduate core curriculum. The purpose for university exclusion of PEAP is unknown; however, addressing the gap within the literature may provide justification for re-installment; research has not yet identified the impact of PEAP on the academic achievement of undergraduate students. A positive outcome could be gained by increasing the curricular value of compulsory PK-12 health and physical education requirements.

Whereas Physical Education and Sports (PES) have been reported to be crucial to learners, such claims have often been made without empirical support. Given this, this paper reports on a systematic review of the relevance of PES to learners. The review involved 20 empirical studies. Most studies were conducted in the United States, using quantitative research design and focusing on preschool to high school. The studies also demonstrated that PES improves academic performance, motivation, attention, and behaviour. It is recommended that PES be taken seriously at all levels of academics and integrated into the curriculum. While the studies reviewed did not involve higher educational institutions, the benefits can be extended to higher education institutions such as colleges of education and universities.

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.

Over the past decades, quality assurance has received significant prominence in higher education management across the world. While the concept is pertinent to all areas of higher education management, nowhere is it considered more crucial than in curriculum development, given the importance of curriculum in supporting students to achieve the needed learning outcomes. In this study, we explored how quality is ensured in curriculum development in Ghana, using a STEM university, University of Mines and Technology (UMaT), as a case study. We specifically examined the procedure for curriculum development in the university, how quality assurance is ensured during the process, and the challenges associated with the process. We explore the case using qualitative techniques, particularly in-depth interviews. Fourteen (14) participants were purposively sampled from four (4) functional levels responsible for curriculum development in the university. The study found that the quality of curriculum in UMaT is largely determined by both national and institutional quality assurance frameworks. The major challenges that hamper quality assurance are the need to design curriculum at a shorter notice to fulfil accreditation requirement, lack of experts to support curriculum development, and less consultation with other relevant stakeholders as required by the regulator, Ghana Tertiary Education Commission (GTEC).

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.

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.

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.

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.

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.

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.

Monitoring and supervision in schools is a very important aspect in the educational process. The purpose of the study was to examine monitoring and supervision of curriculum delivery in the Junior High Schools in Ejisu-Juaben Municipality of Ghana. Mixed method research approach was adopted for the study. The population f or this study was made up of teachers, head-teachers and the deputy director in charge  of supervision in the Ejisu-Juaben Municipality. Purp osive and convenient sampling techniques were employed to select the one-hundred and eighty-four respondents for the study. The main instruments for data collection were questionnaire and observation. The study revealed that monitoring and supervision was more or less just conformance to stipulated regulations and that teachers and head-teachers must comply without necessarily ensuring staff development to reduce limitations. The study also indicated that there is high level of impact of monitoring and supervision on Junior High Schools’ curriculum implementation in Ejisu-Juaben Municipality over the past years. It is recommended that, f or good performance, appraisal should be done at least by the end of every school term to ascertain staff performance on their j ob. It is also recommended that, for improvement of curriculum implementation, school heads should improve on; frequency coordination of all departments of the organization of visiting less on sessions, checking teachers’ less on notes, inviting teachers to observe him/her teach and checking students’ assignments, class exercises and pupils project work to ensure regular marking of exercise takes place.

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.