This study investigated adolescent students‟ knowledge of sexually transmitted infections (STIs) in eastern region schools for the deaf in Ghana. A descriptive survey design was used for the study. The researchers used HIV- The knowledge Questionnaire to assess the knowledge of respondents on STIs. Stratified sampling and simple random sampling techniques were employed. Proportional representation was used to select a sample of ninety-five (95) adolescent students with deafness from JHS2 and JHS3 between the ages of 13 and 24 years. Data were analyzed descriptively into frequencies and percentages. The results of the study indicated that the students knew of some of the types of STIs such as Gonorrhea, Syphilis, and HIV/AIDS. They, however, had inadequate knowledge of STIs such as Hepatitis B and Chlamydia.

This paper conceptualizes as well as theorizes how Professional Learning Communities (PLCs) demonstrate democratic principles using John Dewey’s philosophy of education and democracy. The study reviewed the meaning of democracy and its characteristics and highlighted PLCs as social spaces for building democracy in schools. Also, the study explored whether a relationship existed between PLCs and democracy as ideally conceived. The reason behind this exploration was to ascertain whether the environment created in schools and the activities of teachers in their PLC groups serve as core components of establishing PLCs. The study revealed that the formation and implementation of PLCs truly illuminate democratic principles because all teachers take an active part in discussions and deliberations in matters affecting them; members remain committed to the course of the group and the school system because they feel as part; respect and tolerate the views of others, especially minority views and; take part in the decision-making process of the group. The nurturing of these ideals develops informed democratic citizens who would be capable of influencing local, state, and national level decisions and policies. These principles could also be passed on to their students.

The purpose of the study was to assess Academic achievement of Low- Social-Economic-Status (SES) of Junior High School Students in Ghana. The study employed a descriptive, cross-sectional survey design. The population for the study comprised all JHS students and teachers in the Aboom Circuit of the Cape Coast Metropolis. Krejcie and Morgan (1970) sampling table, Purposive and randomly sampling techniques were used to select schools, teachers and students for the study. The sample frame for the study was all students and teachers in the five selected JHS of the Aboom Circuit of the Cape Coast Metropolis. The sample size for the study was 350 for students and 30 for teachers. The main instrument for data collection for the study as questionnaire. Research question was analysed using mean and standard deviation; hypothesis was analysed using Pearson Product Moment Correlation. The study revealed that continued, consistent and persistent presence of these student-related factors such as hunger, lack of self-motivation, poor study habit, watching TV, laziness, and students’ truancy or absenteeism negatively affect students’ academic achievement. The results of the study also indicated that there was a moderate, negative correlation between student-related factors and students’ academic achievement with high levels of perceived student-related factors with low levels of students’ academic achievement. It is recommended that, the role of guidance and counseling session in schools is to assists students to be focused on their studies. Therefore, guidance and counseling sessions in various schools should be effectively organised to prevent students’ truancy. It is also recommended that School administrators in partnership with PTA leadership and NGOs should educate students on the relevance of education and give social support to students from low socio-economic backgrounds and motivate them in their studies.