This experimental study was carried out to evaluate the effect of three selected pollinator-friendly practices on the African eggplant (Solanum aethiopicum) at Mankessim in the Central region of Ghana. The study focused on determining how the practices affect the production and yield of garden eggs. The three pollinator-friendly practices were the use of mulch, cassava hedgerow/marigold plants and controlled pesticide application in garden egg farms. Experimental-control group design was used. Mulching positively influenced the number of flowers, fruits and height of garden eggplants. Cassava hedgerow/marigold plants influenced the number of flowers, but had no significant effect on the number of fruits and plants’ height. There was no effect on the number of flowers, fruits, and height of garden eggplants when pesticide application was controlled or uncontrolled. No significant influence was observed in fruit weight in all treatment and control plots. The growth and yield trends observed in this research indicated that practicing the three pollinator-friendly practices may encourage flower visitors leading to effective pollination and increased yields. It is recommended that mulching be practised in garden egg farming to increase the growth and productivity of garden eggplants.

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.