Ghana Journal of Education: Issues and Practice (GJE)

Positive Education and Student Wellbeing: A Review of Relationship between Gifted and Non-Gifted Students' Wellbeing and High Achievement

Jophus Anamuah-Mensah — 2023-12-01

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.

Alignment between the intended and enacted practical work component of the Senior High School Integrated Science Curriculum in the Kwadaso Municipality

Samuel Kobina Otu — 2023-12-01

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.

Basic school teachers’ attitude and confidence level in teaching the computing common-core programme curriculum in Ghana

Kofi Ayebi-Arthur — 2023-12-01

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.

School-based in-service training programmes: Perceptions of basic school teachers and administrators of East Mamprusi Municipality, North East Region of Ghana

Meshanu Kasimu Hamisu — 2023-12-01

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.