Digital forensics in cloud computing environments presents significant challenges due to the distributed nature of data storage, diverse security practices employed by service providers, and jurisdictional complexities. This study aims to develop a comprehensive framework and improved methodologies tailored for conducting digital forensic investigations in cloud settings. A pragmatic research philosophy integrating positivist and interpretivist paradigms guides an exploratory sequential mixed methods design. Qualitative methods, including case studies, expert interviews, and document analysis were used to explore key variables and themes. Findings inform hypotheses and survey instrument development for the subsequent quantitative phase involving structured surveys with digital forensics professionals, cloud providers, and law enforcement agencies, across the globe. The multi-method approach employs purposive and stratified random sampling techniques, targeting a sample of 100-150 participants, across the globe, for qualitative components and 300-500 for quantitative surveys. Qualitative data went through thematic and content analysis, while quantitative data were analysed using descriptive and inferential statistical methods facilitated by software such as SPSS and R. An integrated mixed methods analysis synthesizes and triangulates findings, enhancing validity, reliability, and comprehensiveness. Strict ethical protocols safeguard participant confidentiality and data privacy throughout the research process. This robust methodology contributed to the development of improved frameworks, guidelines, and best practices for digital forensics investigations in cloud computing, addressing legal and jurisdictional complexities in this rapidly evolving domain.

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.