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.

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.

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.

Education stratum of India as well as world are worst-hit by Covid-19 and has imposed lockdown originating deleterious effect on academic life. A sheer number of learners ceased moving educational institutions and all pedagogies halted in India. Catastrophe has behaved as a stimulant for the educational institutions to cultivate and choose for platforms with technologies which were previously noviced. Education sector has been challenging to weather the crux with alternative strategy and digitizing the challenges to hoover the menaces of the pandemic. Hypothesis of digital study has prognosis to impact the ventures of higher education for eon. Findings evince that despite digital learning is a nice adventure for little skills, varying illiberalities partake. Learners are crunched and academy also exclusively in unstable job. It has yet to be established the scope whereupon digital study would climactically cover for conventional study. Covid-19 conundrum has divulged prefacing dilemma and disparities clamoring synergetic attempt to contemplate even so pandemic’s approach. This deliberate paper illuminates sparse impeccable education in India and has discussed the positive and negative impacts of Covid-19. The paper also contributes a methodical substantiation of the experience and lessons digested from the impact of the pandemic on the transitional education panorama, and the dissemination and acceptance of e-learning in education. To end, few suggestions along with policy recommendations have been made to meet didactics during the pandemic contingency.

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.

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.

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.

The study examined teachers' perception of inclusive education in the three educational circuits in Tamale Metropolis in the Northern Region of Ghana. Research paradigms underpinning the study are Positivism, Interpretivism, and Pragmatism. The study adopted a cross-sectional survey research design. The study population comprised 81 teachers from the Gumbihini Educational Circuit, 100 from the Hospital Educational Circuit, and 72 from the Salaga Road Educational Circuit. The study population was from a pool of two hundred and fifty-three (253) teachers. The census method was used as a sampling technique for three (3) educational circuits and two hundred and fifty-three (253) teachers. The main instrument for data collection was a questionnaire. The data were analysed with descriptive statistics to determine the frequencies, percentages, mean and standard deviation scores for the response from the questionnaire and hypothesis. On the level of knowledge teachers in Tamale Metropolis have about inclusive education, Even though the study revealed that teachers know how to meet the needs of learners with learning disabilities and use varied learning activities to engage a diverse range of learners, knowledge in meeting the needs of learners who are gifted most teachers do not know to meet the needs of learners with speech and language, or communication disorder. Again, the findings revealed that teachers need to learn about meeting the needs of learners who are seen as having behavioural difficulties. Teachers were also found to not know about meeting the needs of learners who are blind or have low vision. Furthermore, the study revealed that teachers do not know how to assess, test, or evaluate the learning of children with disabilities. In the statistical analysis, special educators were found to possess a higher level of knowledge among primary school teachers who were studied than their general/regular educators' counterparts, even though the difference was not statistically significant. On the level of knowledge teachers in Tamale Metropolis have about inclusive education, regular in-service education and refresher courses will help improve and reorient teachers' knowledge towards performing their duties in inclusive education. The study, therefore, recommends that the Tamale Metropolis Directorate of Ghana Education Service collaborate with bare school heads in assisting teachers through the implementation of professional development/training programmes to employ adaptive instructional strategies to help children with disabilities.

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.

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.

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.

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.

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.

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.

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.

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.

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.

The purpose of this study was to assess safety conditions of learners in Kindergarten schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality in the Central Region of Ghana. The qualitative research approach and the Instrumental Case Study Design were adopted for the study. The population of the study comprised public kindergarten teachers and schools in Komenda Edina Eguafo Abirem municipality in the Central Region of Ghana. Convenient and purposive sampling techniques were used to select sixteen (16) public kindergarten teachers and eight (8) kindergarten schools for the study. The semi-structured interview and observation checklist were the instruments utilized in the data collection for this study. The data were analysed and interpreted thematically using online qualitative software, Taguette version 1.3. The study indicated that, most kindergarten school buildings in the KEEA municipality pose threats to both learners and teachers as result of over-aged or poorly constructed buildings and isolated and bushy environment which attracts animals like lizards, wall geckos and poisonous snakes and psychological and emotional threat to both teachers and learners. It is recommended that, the Ministry of Education in collaboration with the Ghana Education Service should set up a School Supervision for Safety Department (SSSD) to control and oversee safety issues in the kindergarten schools in Ghana. The School Supervision for Safety Department should create awareness advocacy for school safety so that school safety becomes a nationwide concern. It is also recommended that, the School Supervision for Safety Department must liaise with other stakeholders to enforce frequent assessment of school buildings, infrastructure and materials for safety.

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.