Ghana Journal of Education: Issues and Practice
The Ghana Journal of Education: Issues and Practice is an official journal of the College of Education Studies, University of Cape Coast. This peer reviewed journal aims to provide a credible platform for educational researchers to share their research and other scholarly works. The Ghana Journal of Education: Issues and Practice is published by College of Education Studies, University of Cape Coast, Ghana, West Africa
College of Education Studies, University of Cape Coast
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Corporate Governance as a Tool for Effective School Management in Senior High Schools in Ghana
This study enriched the discourse on improving governance practices in Ghana’s Senior High Schools (SHSs) by promoting transparency, accountability, and efficiency in school management. It examined the state of Corporate Governance (CG) within SHSs, identified key challenges, and proposed strategic interventions. A qualitative research design was adopted, involving a review of policy documents, academic literature, and semi-structured interviews with stakeholders from four senior SHSs across the Greater Accra, Ashanti, and Northern Regions. Participants included headmasters, assistant headmasters, and officials from the Ghana Education Service and the Public Services Commission. Purposeful sampling guided case selection. The findings revealed significant deficiencies such as outdated CG regulations, ambiguous board oversight roles, weak disclosure practices, and limited stakeholder engagement. Recommended interventions included strengthening regulatory frameworks, promoting participatory governance, and implementing capacity-building initiatives. These measures aimed to enhance governance efficiency, financial transparency, and institutional accountability. The study contributed to the broader conversation on governance reform in Ghana’s education sector and underscored the importance of sound governance in achieving sustainable school management and institutional excellence.
Copyright (c) 2025 Ghana Journal of Education: Issues and Practice (GJE)
Effect of Big Five Personality Types on Students Learning Outcomes among Senior Secondary Schools in Edo State, Nigeria
This study researched the relationship between personality type and learning outcomes among senior secondary school students in Edo State, Nigeria. It sought to show how each of the big five personality dimensions of Openness, Conscientiousness, Extraversion, Agreeableness, and Introversion would predict cognitive, psychomotor, and affective learning outcomes. This was a quantitative study. The design used was a survey involving 117 secondary school students and 16 teachers. The main instrument used was a questionnaire. Multiple regressions were performed when analyzing the collected work. Results showed that openness to experience, extraversion, introversion are significantly positively associated with cognitive and affective learning outcomes, while conscientiousness is significantly negatively related to cognitive learning outcome, and agreeableness is significantly negatively related to the cognitive learning outcome but is not significantly related to psychomotor and affective outcomes. These results appear to support the findings that personality types do make a remarkable difference in the reasons for the learning outcomes among secondary school students. Educators and policymakers need to consider directing their programmes toward personality-related interventions, including personality tests for the students, as these may play a role in enhancing the student learning outcomes. Personalized learning approaches should be provided based on the student's personality type, and self-awareness about personality weaknesses and strengths. Future research should find out how the longitudinal effects of personality on the learning outcome could be influenced by personality in terms of some subjects or skills.
“To be or not To be?” Reasons for Engaging in Commercial Sex Work in the Cape Coast Metropolis, Ghana
The practice of commercial sex work exists in many parts of Ghana. However, research is scanty on its nature and its associated activities. This study was designed to examine the reasons why commercial sex workers in the Cape Coast Metropolis of Ghana choose to venture into the sex business. Using a nested concurrent mixed method design, a sample of 364 participants (356 commercial sex workers and eight key persons) were reached for the study. A questionnaire and an interview guide were used to collect data for the study. Frequencies, percentages, and thematic analysis were used to analyze the data. The study found that most of the respondents ventured into the practice due to the socio-economic challenges confronting them and the need to make money to resolve those challenges. The study concluded that the commercial sex business in the study area is a thriving one because it is a business which does not demand any technical know-how or specialized skills and competencies to get engaged in. Furthermore, institutionalized systems and mechanisms, particularly enforcement of laws and regulations banning the practice were found to be woefully inadequate. The study recommended that key stakeholder institutions such as the Department of Social Welfare and Community Development, the Cape Coast Metropolitan Assembly, and Oguaa Traditional Council jointly formulate and operationalize interventional schemes and educational programmes to help effectively mitigate the practice.
Pre-Service Science Teachers’ Awareness of their Critical Thinking Abilities
Critical thinking, a core 21st century skill, is needed to effectively explore, analyse, and evaluate problems to be able to find sustainable solutions. Hence, the advocacy for its inclusion in school curricula as part of learning outcomes for students with the universal belief that it fosters academic success. This means teachers should possess the ability to develop critical thinking skills in their students. Thus, teacher education programmes should prepare prospective teachers to acquire the skill to enable them to develop same in their future students. Therefore, this study explored prospective science teachers' awareness of their critical thinking abilities through a survey in a Ghanaian university. The results showed that pre-service science teachers had high levels of awareness of their critical thinking abilities. Although no gender differences were found in the pre-service science teachers' awareness of their critical thinking abilities, the final year students had high levels of awareness as compared to the other students. It was concluded that awareness of critical thinking abilities is ultimately influenced by the university course units earned. Teacher education programmes should consciously develop critical thinking skills among students throughout the programme.
Study Habit and Mathematics Anxiety of Secondary School Students in Ogun West Senatorial District, Nigeria
Mathematics is a core subject in Nigeria and most countries of the world. However, one of the attributed causes of poor performance in mathematics is mathematics anxiety. Hence, this study focused on the influence of study habit on the mathematics anxiety of senior secondary school students in Ogun West Senatorial District, Nigeria. The Mathematics Anxiety Rating Scale-revised (MARS-R) of Plake and Perker (1982) and the Study Habit Inventory of Bakare (1977) were used as instruments for the study. Data collected were statistically tested at 0.05 level of significance. The analysis of covariance and t-test were used to analyse data. Results revealed that although there was no significant difference in the effect of different categories of study habit (low moderate and high) on students’ mathematics anxiety, a significant relationship exists between study habit and mathematics anxiety of students in Ogun West Senatorial District.. The study also revealed that students with high study habit had more mathematics anxiety than those with medium and low study habits respectively. In this regard, the Nigerian Educational Research and Development Council (NERDC) should include study habit techniques in the secondary school curriculum. Teachers and counselors should also be more proactive in guiding students to cultivate effective study habits so that their mathematical abilities can be enhanced
Critical Elements in Teacher Candidates’ Success in Teacher Licensure examinations: Some Insights from Ghana
Teacher licensure examinations serve as a crucial gateway to the teaching profession, yet the factors influencing success in these exams remain underexplored in the Ghanaian context. This study investigated the impact of graduation class, gender, and institution type on teacher licensure examination outcomes using binary logistic regression analysis on secondary data from Ghana National Teaching Council on 507 randomly selected teacher candidates. The findings revealed that both graduation class and gender significantly predicted examination success, with lower graduation class obtained increasing the likelihood of failure and male candidates outperforming their female counterparts. However, the type of institution where candidates received their training did not significantly influence pass rates. These findings highlight the need for targeted interventions to support at-risk candidates, particularly those with weaker academic backgrounds and female candidates. The study contributes to the growing body of research on teacher licensure and provides insights for policymakers and teacher education institutions seeking to enhance teacher preparation and licensure outcomes in Ghana.
School-based in-service training programmes: Perceptions of basic school teachers and administrators of East Mamprusi Municipality, North East Region of Ghana
Effective teaching and learning at the basic school have often been linked to good teacher professional knowledge and skills, acquired not only through pre-service teacher education but also participation in in-service training programmes. This paper reports on a study which explored the perceptions of basic school teachers in the East Mamprusi Municipality about in-service training programmes. The concurrent triangulation research design was employed in the study, which included 17 public junior high schools in the study area. A sample size of 72 teachers was obtained using the simple random sampling method, while 17 head teachers were purposively sampled. Questionnaire and interview were used to collect data. Frequency counts and percentages were the descriptive statistical tools used for the data analysis. The study established that in-service training programmes are more effective if schools are empowered to organise such programmes for teachers. Also, the study found that participation in-service training programmes enhanced teachers’ knowledge of content in their respective subject areas. The findings further revealed that in-service training programmes enhanced teachers’ knowledge on pedagogy and increased their motivation at work. It was recommended that basic schools be empowered to organise in-srvice education and training (INSET) and take steps to institutionalise its implementation for the continuous professional development of teachers.
Copyright (c) 2024 Ghana Journal of Education: Issues and Practice (GJE)
Basic school teachers’ attitude and confidence level in teaching the computing common-core programme curriculum in Ghana
This study investigates the attitudes and confidence levels of Basic 7-9 teachers in Ghana regarding the implementation of the Computing Common Core Programme (CCP) curriculum. Utilizing Rogers' Diffusion of Innovations Theory as a framework, the research explores factors influencing teacher confidence, including access to ICT resources and professional development opportunities. A descriptive survey design was employed, involving 287 teachers from public schools across Ghana. The findings reveal a high level of teacher confidence in teaching the CCP curriculum, despite limited access to ICT tools and resources. A positive, albeit insignificant, correlation was found between ICT resource availability and teacher confidence. However, professional development avenues significantly impact teacher confidence, aligning with Rogers' theory on the role of communication channels and social systems in the diffusion of innovation. The study recommends prioritizing the provision of ICT tools in schools and expanding professional development opportunities for teachers to ensure the successful implementation of the CCP curriculum.
Alignment between the intended and enacted practical work component of the Senior High School Integrated Science Curriculum in the Kwadaso Municipality
A cursory observation of how Integrated Science Teachers (ISTs) operationalize the Senior High School Integrated Science Curriculum (SHSISC) reveals a neglect of the practical work component of the subject. Thus, this study sought to determine the extent of alignment between the intended and the enacted practical work components of the Senior High School Integrated Science Curriculum (SHSISC) in the Kwadaso Municipality. Sixty-four (64) lessons of eight (8) Integrated Science Teachers (ISTs) were observed using a Classroom Observation Schedule (COS). The data collected were analysed using frequency counts and percentages. The study found that enacted practical work component of the SHSISC was poorly aligned with the intended practical work. This misalignment has significant implications for Government’s attempt to introduce a Standard-Based Curriculum in Senior High Schools (SHSs) in the Municipality. Furthermore, an extensive investigation into the causes of the misalignment is recommended.
Positive Education and Student Wellbeing: A Review of Relationship between Gifted and Non-Gifted Students' Wellbeing and High Achievement
In the pursuit of fostering creativity and technology for innovative economies, students' wellbeing has grown globally. Positive education, which emphasises nurturing strengths for wellbeing and peak performance, plays a crucial role. Yet, research on its impact in disciplines, especially STEM areas, is limited. This article reviews 57 studies limited to gifted and non-gifted students, including STEM subjects, to analyse the relationship between positive education and gifted student achievements. Examining literature from 1999 to 2023, the study highlights the significant connection between wellbeingfocused education and academic success. Findings reveal that not only individuals' character traits, constitute inward restorative defenses against mental health issues across all age groups but also the gifted, particularly gifted males, are more susceptible to mental disorders compared to their nongifted and normal or average-intelligence counterparts. The research highlights the importance of identifying gifted students early, utilising their potential for wellbeing and improved outcomes, especially in interdisciplinary fields such as STEM. Incorporating gifted education and wellbeing into preservice teacher education through holistic institutional approaches is crucial, particularly in the context of developing African nations. The study also suggests socio-emotional development for advancing academics, especially in STEM. This research suggests future exploration into the intersection of positive education and students' academic accomplishment.
Influence of programme of study on the adjustment challenges faced by Colleges of Education Students in Eastern region, Ghana
The purpose of the study was to explore the influence of the programme of study on the adjustment challenges faced by colleges of education students in the Eastern Region of Ghana. Using the descriptive research survey design, data were collected from 320 students through an online questionnaire. The Validity of the research instrument was ascertained through a pilot study carried out at Foso College of Education. The reliability coefficient for the questionnaire, estimated through Cronbach’s alpha coefficient, was 0.872. The collected data were analysed using ANOVA. The study found that the programme of study had a significant influence on the adjustment challenges faced by colleges of education students in Eastern Region of Ghana. The B.Ed. JHS programme respondents’ adjustment challenges differed significantly from those of the other two programmes (B.Ed. Primary and B.Ed. Early Childhood). The researchers suggested that college counsellors/administrators assess the frequency and intensity of adjustment problems among students, JHS major students especially, so as to assist relevant bodies at colleges of education in Eastern Region in designing appropriate orientation programmes and peer mentoring programmes.
Copyright (c) 2023 Ghana Journal of Education: Issues and Practice (GJE)
Students’ level of academic cognitive engagement in the learning of economics
This study examined students’ level of academic cognitive engagement in the learning of Economics. The study was a quantitative research that employed the descriptive cross-sectional survey design. In total, 422 Senior High School Economics students were selected for the study. The Academic Cognitive Engagement Scale (ACES) was used to gather data for the study. Descriptive statistics (frequencies, percentages, mean and standard deviation) and inferential statistics (One-Way MANOVA) were used to analyse the data. The study revealed that Economics students’ level of academic cognitive engagement was high. Also, it was found that there were statistically significant differences in Economics students’ level of academic cognitive engagement based on their school location. In addition, the study showed that there were statistically significant differences in Economics students’ academic cognitive engagement based on school category. Therefore, it was recommended that teachers should continue to engage students in instructional activities that require students to use deep strategies. Additionally, teachers in rural schools should employ teaching strategies that would help students employ deep learning strategies in the learning of Economics. Lastly, in the organisation of Continuous Professional Development (CPD) programmes and seminars for teachers on how to sustain and improve the cognitive engagement level of students, equal attention should be given to all the students in the various school categories. The practical implications of the findings are discussed in the study.
Introduction of history in the Ghana basic school curriculum: The missing link
This paper addresses the missing link in history education in the Basic School curriculum of Ghana. It examines post-colonial history education in Ghana and acknowledges the frantic efforts made by several authors to help introduce history into the Basic School curriculum. The paper maintains that while introducing history as a core subject at the Primary School level is widely accepted, the neglect of the same at the Junior High School (JHS.) level presents a missing link in history education in Ghana. Many history educators and academics have firmly debated this missing link, particularly historians in the media. The paper discusses the missing link and argues for the introduction of history at the Junior High School (JHS.) level within the context of the episodic memory theory. The paper insists that teaching history at the JHS level provides a crucial link between Primary School history and Senior High School history, which is a leveraging platform for studying history at the tertiary level. It also suggests that teaching history at the JHS level allows students to internalise values such as patriotism, moral values, solidarity, tolerance, national consciousness, etc., which are required social elements for nation-building. It concludes that incorporating history into the JHS curriculum would ensure continuity in the study of history from the Primary School level to the tertiary level and give more meaning to the rationale behind the introduction of history at the Basic School level.
Food safety regulation: Perspectives of food service operators in the cape coast metropolis
Global reports since the 2000s suggest that food safety is an important public health concern that attracts the attention of governments, food producers and consumers. Governments all over the world try to prioritise the safety of their food because it is a major driver of food security. Nonetheless, foodborne illnesses continue to occur daily basis. Ghana has a legal framework, institutions and agencies at different levels of government for food safety management. Yet, Cape Coast in the Central Region grapples with foodborne related diseases, thus identified by UNICEF as a hotspot for foodborne related outbreaks. This study set out to explore the views and familiarity of food service operators on the regulation of their operations. Three hundred food service operators from the 16 communities were selected using purposive sampling method for the study. The findings showed that food service operators had functional knowledge of the rules and regulations, just about enough to guide their daily operations. Regulators were generally perceived to be friendly and accommodating but inadequate and irregular in their supervisory roles. It was recommended that regulators should have regular encounter with food service operators to enhance compliance and achieve the food safety goal.
Implementing quality education: The inevitability of a co-owned and contextbased conceptualisation as the best starting point
This conceptual article argues for a co-owned contextual interpretation of the concept of quality education to create communal familiarity, co-agency and coherent communication necessary for its institutionalisation. The article analysed education policy documents including the current 2018-2030 education strategic plan which provides a blueprint for the development of education. The analysis revealed that quality education is an important policy concept that enjoys rhetoric. The 2018-2030 education strategic plan canonises quality education for its potential to equip Ghanaians adequately to meet the needs of the twenty-first century. However, quality education has failed to receive context-based conceptualisation perhaps because of the complex nature of the phrase. Drawing from Wittgenstein’s (1953) warning against imprecise use of language, the article argues for a co-owned contextual interpretation of quality education to facilitate its successful implementation in Ghana. The article then shares how the Leadership for learning and the Singapore triad models of interpreting and applying policy concepts can benefit communal familiarity and application of policy concepts. The Ministry of Education should organise workshops for stakeholders to provide a co-owned interpretation of quality education, draw an action plan and educate the Ghanaian citizenry to understand and align their efforts towards its achievement.
Effect of repeated reading on the reading ability of children with reading difficulties
Utilising the quasi-experimental research design, the study investigated the effect of repeated reading on the reading ability of children with reading difficulties. Simple random and purposive sampling techniques were used to select 22 Basic Three children for the study. The experimental group comprised 12 children while the control group had 10. Running record was used for the data collection. The study revealed that Repeated Reading (RR) is an effective and significant approach that can be used to improve children’s reading abilities. There was a statistically significant difference in the scores of children in the experimental group and children in the control group. The study recommended that school heads, administrators and teachers should make a conscious effort to screen pupils in primary three to ascertain their reading abilities. Ministry of Education (MOE) in collaboration with school heads should provide in-service training for teachers to enable them acquire the requisite skills and strategies to teach pupils who face reading challenges.
Copyright (c) 2022 Ghana Journal of Education: Issues and Practice (GJE)
Teaching mathematics in an inclusive basic school: A case study of the experiences of non-special education teachers
There is a general notion that the teaching and learning of mathematics to all students is quite a daunting task. However, there is a general perception that the move towards inclusive education [IE] may present unique challenges to regular teachers who teach mathematics in inclusive schools. In this study, we explored the experiences of a group of professionally-trained mathematics teachers who teach in a school designated as an inclusive school located in the southern part of Ghana. This was done with the aim of uncovering the challenges these teachers face considering that they do not have extended preparation in teaching students with special educational needs (SEN). An illustrative case study design was employed. Data was collected through the use of a semi-structured interview guide containing both closed-and-open-ended items. It was revealed that the participating teachers faced a number of challenges including inadequate knowledge and skills in teaching students with SEN. Another challenge unearthed has to do with assessing students who are blind due to difficulties faced by some of the teachers and students in using Braille to facilitate teaching and learning. The implications of the findings to teaching and learning are discussed.
Providing quality education for all: the dilemma of deaf students in a mainstream Technical University
Technical and Vocational Education and Training (TVET) requires that students comprehend and turn theoretical knowledge into practical skills within the shortest possible time, if not immediately. This dictate of TVET however, is a major challenge for most Deaf students who largely rely on others to benefit from classroom teaching because of communication challenges. It is for this reason that this study considered the experiences of the Deaf pursuing TVET programmes in a mainstream Technical University and how they could be supported. A qualitative approach (face-to-face interview) was adopted and thematic analysis was used in analysing the data. Generally speaking, the Deaf students had academic, financial and socio-cultural challenges. Nonetheless, what is so intriguing to read in this study is the communication challenges they experienced. The study’s findings suggest the need for Sign Language (SL) to be promoted at least, among those who come into contact with Deaf students pursuing TVET in a technical university.
Assessing teacher motivation and its outcome on performance in public basic schools in East Gonja District of Ghana
The study explored the extent and adequacy of motivation within the Ghana Education Service (GES) and its effect on teaching. The population for the study was all teaching staff in the East Gonja District. A Survey design was used in the study and a questionnaire developed by the researchers was administered to teachers in 25 schools out of 69 zoned schools giving a 36% representation of the entire population. Random sampling method was used to select four teachers from each of the selected schools to give a total of 100 respondents. The study revealed that promotion, salary increment, cash rewards and study leave with pay were motivating factors to teacher performance. The study also unraveled poor management commitment to teacher performance, and finally, the relationship between years of experience and job satisfaction depicted that teachers with more years of teaching experience were more motivated and satisfied than the youth. It is recommended that management pays attention to factors that motivate teachers so as to improve performance and also give some form of incentives/appreciation to especially longer serving and industrious teachers.
Role of fieldwork in the quality of teaching and learning of geography in senior high schools the Upper West region, Ghana
The study was undertaken to examine the contributions of fieldwork towards the teaching and learning of Geography in selected senior high schools in the Upper West Region of Ghana. The descriptive survey design was adopted for the study. The population comprised 360 students and three Geography teachers. Both questionnaire and interview guide were the instruments used to collect the data for the study. Quantitative data were analyzed using descriptive statistics and the qualitative data were organized into themes. Findings from the study revealed that the extent to which fieldwork was used by Geography teachers is small though it was affirmed by students and teachers that fieldwork is vital in the teaching and learning of geography. Further, it was recognized that challenges such as lack of financial resources, inadequate time, lack of support from school management and parents and lack of logistics and material resources such as vehicles to convey students to the field in most instances, deprived teachers from organizing fieldwork as a method of teaching and learning. The study recommended the following; the Ghana Education Service should organize workshops and seminars to equip teachers in the organization of workshops, availability of videos of field sites that are in line with the geography curriculum for senior high schools, teachers should also explore more on the fieldwork opportunities within their immediate school and community environment and all educational stakeholders should assist in the organization of fieldwork to enhance effective teaching and learning of geography in senior high schools.
Effectiveness of self-management therapy in the management of psychological distress among adolescents with hearing impairment in Oyo State, Nigeria
Psychological wellbeing has been linked to wellness in all facets of life. However, these processes become altered when man becomes distressed because of some factors ranging from intra to inter personal factors influencing man’s stable psychological wellness. Hence, such conditions need to be moderated. This study examined the effectiveness of self-management therapy in the management of psychological distress among adolescents with hearing impairment. The study employed quasi experimental pre-test-post- test design with a sample of 39 adolescents with hearing impairment purposively selected using Kesler Psychological Distress Scale with index scores of 19 and above as distress threshold. Clinical Outcomes in Routine Evaluation (Core-10) and Rosenberg Self-esteem Rating Scale were used for both pre and post- test among participants. Three hypotheses were tested in the study. The results revealed that there was a significant main effect of treatment (self-management therapy) on management of psychological distress among adolescents; there was a significant main effect of onset of hearing loss on participants’ management of psychological distress and there was a significant interaction effect of onset of hearing loss and self-esteem on participants management of psychological distress. Stakeholders in the education and care of adolescents with hearing impairment were encouraged to employ self-management therapy in reducing their psychological distresses.
An ethnomathematical exploration of the game of ogiurrise – a traditional edo game in Nigeria schools
Games are part of human culture, and indigenous games have been an expression of local people, culture, and social realities over a period of time. Games cannot only be viewed from the aesthetic perspective of play, enjoyment and recreation but also from that of promoting learning. Games can promote the learning of Mathematics in an interesting and entertaining way as well as provide room for interaction and lend informality to learning school Mathematics. Apart from showing the historical and cultural perspectives of indigenous games, analyses of games will reveal the related mathematical ideas/concepts, school Mathematics curriculum connections and educational implications. This paper is an ethnomathematics exploration of the game of Ogiurrise, an indigenous traditional game played by the Edos of the Mid-Western part of Nigeria. A brief description of the Rules of the Ogiurrise board game, the mathematical strategies that can be applied in playing the game and some related mathematical concepts are analysed and presented. The general classroom connections between the Ogiurrise board game and the conventional school Mathematics curriculum are discussed.
Higher education financial sustainability in Ghana: A study of the perceived influential factors
The quest by public higher educational institutions to increase access is heavily dependent on financial sustainability through sustained income and liquidity. This has necessitated these institutions globally to undertake revenue enhancement measures and cost management initiatives to close budgetary gaps. The study’s primary focus is to examine critical management factors that impact on university’s financial stability and competitiveness. This correlational survey study sought to establish the depth of the relationship between the following management factors; financing scheme, governance framework, and cost management, accounting information system, and pricing approach, on financial sustainability. The study’s outcome established a statistically significant relationship between all of the five factors on one hand and financial sustainability on the other hand. The findings further showed that three of the five factors: governance framework, cost management and pricing approach were significant in predicting a best fit equation for financial sustainability. The study’s recommendations should assist policymakers and higher education managers to review policies and legislations on cost and competitive fees structure of public higher education institutions in Ghana.
Family stressors and depression among women in the Ketu-South Municipality in the Volta region of Ghana: counselling implications
This study investigated the influence of family stressors on depression among women in the Ketu-South Municipality in the Volta Region. The study used the descriptive survey design. The census method was used to select a sample of 70 women for the study. The Family Inventory of Life Events and Changes (FILE) and Beck Depression Inventory (BDI II) were used to collect data for the study. The data collected were analysed using means, standard deviation, Pearson Product Moment Correlation Coefficient, and Linear Multiple Regression. The study revealed that the prominent family stressor among the women experiencing depression in the Ketu-South Municipality is loss of family members (overall mean of 4.22). In addition, the study revealed that family stressors significantly contribute to depression among women (R=.749, p=.039) with loss of family members being the highest contributor to depression (Beta=2.123, p=.037). The study recommended that government and nongovernmental agencies should control family stressors among women living with depression.
Basic school teachers’ attitude and confidence level in teaching the new standards-based computing curriculum in Ghana
This study assessed the attitude and level of confidence of Basic 1-6 teachers in Ghana in implementing the new standard-based computing curriculum. The study employed the survey design. Simple random sampling and stratified sampling were used to select 127 teachers from five regions in Ghana. Frequencies, percentages and Pearson correlation statistics were used to analyse the data collected. The findings showed that most of the teachers have high confidence in handling the revised computing curriculum. In addition, most teachers have positive attitude towards using ICT tools for teaching and learning. Availability of ICT resources in basic schools in Ghana remains a challenge. The findings further indicated that some basic school teachers had taken academic courses to improve their academic qualifications within the last three years. However, most teachers said they had not attended any ICT-based workshop in the last one year. The study recommended more in-service training for teachers who teach computing to bring them up to speed on the computing curriculum.
Massive open online courses (MOOCS) for university education: a study on students’ experiences at the University of Ghana
The objective of this study was to examine students’ experiences in participating in MOOCs (Massive Open Online Courses) at the University of Ghana. The study employed the qualitative research method. All the 12 students of the University of Ghana’s Department of Adult Education and Human Resource Studies who enrolled in a MOOC course participated in the study. The study revealed that students are mostly attracted to Coursera and edx than other available MOOC platforms. Students view MOOC as affordable, accessible and of quality. MOOC challenge mostly cited by students is intermittent internet connectivity. In anticipation of the increase in enrollment in Ghanaian Universities in 2020 and beyond due to the Free Senior High School programme of the government, the study recommended that Universities and other tertiary institutions convert some of their study courses registered by students into MOOCs to create more lecture spaces for prospective students.
Demographic factors and online sexual behaviours of tertiary institution students in Osun State, nigeria: counselling implications
The study examined the dimension of online sexual behaviour of tertiary institution students in Osun State, Nigeria. It also investigated the predictive contribution of demographic factors on online sexual behaviour of students. Descriptive correlational design was adopted for the study. The population for the study consisted of all tertiary institution students in Osun State. A sample of 1600 students was selected to participate in the study. Online Sexual Behaviour Scale (OSBS) was the instrument designed and used to collect data for the study. Frequency counts was used to answer the research question while linear regression analysis used to test the research hypothesis. The findings showed that 34.1% of students sampled have experienced partnered-arousal with another person while 48.5% of them have experienced nonarousal. Only 17.4% of them have had experience of solitary arousal with another person. The result also showed that place of residence was the strongest predictor of online sexual behaviour among students (B = 12.164; t = 10.091; p < 0.05). This study concluded that demographic factors were predictive factors of online sexual behavior among tertiary institution students. Thus, appropriate counselling implications were made, and it was recommended that counselling psychologists and sex educators should develop a comprehensive programme that will specifically promote safe online sexual practices among students.
Ghana’s education in the era of Flight Lieutenant Jerry John Rawlings: a historical review and analysis, 1982-2001
This study examined the contribution of Flight Lieutenant Jerry John Rawlings to the development of education in Ghana. Specifically, the study focused on his introduction of the 1987 Education Reforms, and how the University Rationalisation Policy introduced by him affected tertiary education in Ghana. The study employed the appropriate historical and methodological approaches as its research design. It adopts the qualitative method and uses both primary and secondary sources of data to examine how education fared in Ghana under Rawlings. Interview guide was used to collect the primary data. Two persons were selected for the interview on the grounds of their knowledge about Rawlings. Again, they were present when Rawlings introduced the 1987 Education Reforms in Ghana. The study points out that Rawlings’ contribution to education did not only shorten the duration of education but also, it built a school system that reflected the Ghanaian realities and that made the educated child more productive in the society.
Meaningful learning in Ghanaian basic schools: critical contextual evidence of stakeholder participation
Basic education has received much attention in national and international discourses, with the formulation of national policies on free and compulsory basic education. In many Ghanaian communities, the assumption is that the government is the sole financier of public basic education. Therefore, parents take almost no responsibility for their wards’ education. This study used the mixed method approach to explore the perspectives of stakeholders at the basic school level to understand the teaching and learning contexts for evidence of patterns of practice and innovative strategies that promote stakeholder involvement towards meaningful learning. In three different settlement areas and school types, copies of a questionnaire were administered to 384 teachers and head teachers in 28 schools; interviews were conducted with 28 head teachers and 9 focus group discussions were held with primary 6 pupils. Some key findings were that due to delayed government supplies, schools experienced inadequate basic resources which hampered smooth running of academic work. While some head teachers solicited for assistance from old students, philanthropists and Non-Governmental Organisations, others did nothing about the situation but waited for the government supplies. The study therefore concluded that irrespective of school type and settlement area, it takes a proactive school leader to initiate strategies that involve stakeholders in order to obtain resources for meaningful learning to take place. The study makes recommendations towards the training of head teachers and more awareness creation among stakeholders about their roles towards basic schools in their communities and their wards’ learning, in spite of the fee-free policy.
Content matching of the syllabus and the official history textbook of senior high schools in Ghana
The senior high school History syllabus was redesigned in 2010 to reflect the 2007 education reform in Ghana while the 1993 History textbook designed after 1987 education reform continue to be used to support the implementation of the 2010 History syllabus. Reasonably, it is important to investigate the alignment between the 2010 History syllabus and the 1993 official History textbook. This paper, therefore, examines the alignment between the History syllabus and its official textbook used in senior high schools in Ghana in the post-2007 reform era. The case study approach was employed, using a combination of in-depth interviews and content analysis to elicit the needed responses. It was found that there was a disconnect between the History syllabus and the official History textbook. The study also found that the official History textbook was perceived as not containing detailed information on the selected topics in the syllabus. The implications of the findings are discussed in the main text. It is recommended that curriculum developers must ensure both harmony between the two curriculum documents and a more comprehensive coverage of the selected topics in the official History textbook.