Journal of Educational Development and Practice

Dramatization and Foreign Language Learning Anxiety: The Case of French in Ghana

Caroline A. A. Yegblemenawo — 2022-12-01

This paper seeks to investigate the perceived impact of dramatization on reducing foreign language learning anxiety among students studying French at the University of Professional Studies, Accra (UPSA) and the University of Cape Coast (UCC) in Ghana. The study adopts a mixed approach to gather data from 54 randomly selected Level 100 students. The study is based on Horwitz, Horwitz, and Cope’s (1986) Foreign Language Classroom Anxiety Scale and Krashen’s Affective Filter Hypothesis. The analysis reveals that the majority of the students initially had communication apprehension before the intervention, which consisted of using drama techniques to develop speaking skills. It further shows that the students had low levels of self- confidence, hence their anxiety. Tasks of dramatization performed in groups contributed significantly to developing the level of confidence of students. This intervention enhanced their pronunciation, listening, understanding, and speaking skills of the French language, thereby reducing their anxiety about learning the language. They also developed mechanisms to overcome their fear of the audience when speaking in public. The study therefore strongly recommends the use of drama to overcome learning anxiety in the French language classroom

Teachers’ Perceived Influence of Finger-Counting Manipulative as Basis for a Solid Foundation in Mathematics

J.T. Akinboboye — 2022-12-01

This paper sought to determine preschool, primary, and secondary school mathematics teachers’ and special educators’ views of finger-counting as the basis for a solid foundation in learning mathematics. One hundred participants were selected using purposive sampling. One research question and three hypotheses were raised to guide the study. The instrument used was adapted from Mutlu and titled the finger-counting questionnaire. It had a reliability index of 0.78. The descriptive survey design was employed. Data collected were analyzed using percentages, means, t-tests, and ANOVA statistics. The results showed that teachers perceived the influence of finger-counting to include the following: facilitating learning by touching, turning abstract into concrete thereby resulting in meaningful learning, making counting practical and accessible, facilitating retention and internalization, increasing numerical, arithmetic, and problem-solving skills, and improving attitudes toward mathematics. Findings also revealed that no differences exist among teachers on the perceived impact of finger-counting as the basis for a solid foundation in learning mathematics based on their gender and category. In conclusion, finger counting should be seen as an indispensable tool in teaching and learning mathematics. The researchers recommended that because people abandon finger-counting strategies once they develop cognitive and affective skills, finger-counting should be seen as a transition process rather than an obstacle to the development of mental arithmetic skills.

Influence of Tutors’ Direct Teaching Practice on the Academic Achievement of Distance Education Students: Does Perceived Module Usefulness Matter?

Gabriel Essilfie — 2022-12-01

In the print mode distance education, module usefulness is significant to teaching and learning. This study examined the role of perceived module usefulness in the relationship between tutors’ direct teaching practice and students’ academic performance. A descriptive survey design with a quantitative approach was used. The study covered Distance Education students in University of Cape Coast, Ghana. The study targeted Diploma in Basic Education students using a multi- stage sampling with a sample size of 380. Questionnaire was the main instrument used. Validity and reliability of the instrument were established. Multiple regression analysis with 1,000 bootstrap samples was used to test hypothesis 1. Simple mediation analysis through Structural Equation Modelling with 5,000 bootstrap samples was used to test hypothesis 2. Tutors’ direct teaching practice was a significant predictor of students’ CGPA, with students’ interaction having the largest contribution lagged by assessing students’ learning and delivery of lessons respectively. Module usefulness was a significant mediator in the relationship between tutors’ direct teaching practice and students’ academic achievement, b=.0279, Boot CI [.0094, .0467]. It is recommended that the management of the distance education programme should frequently organise seminars and workshops for tutors; deliver modules on-time and make module content useful for students’ consumption.

Teaching Practicum in Ghanaian Basic Schools: Exploring the Experiences of Student Teachers in Colleges of Education

Christopher Yaw Kwaah — 2022-12-01

The teaching practicum within the context of initial teacher education represents a pivotal medium for effecting the transition of student teachers from theoretical knowledge to practical application in the classroom. Notwithstanding its central role in the professional development of student teachers, empirical evidence on the perceived impact of teaching practicum on student teachers’ attitudes, professional skills, and associated challenges is underrepresented, especially in the global south, including Ghana. Using a qualitative study approach, this study draws on a focus group discussion conducted with 120 student teachers in 15 colleges of education in Ghana. The findings showed that student teachers developed positive attitudes towards teaching by recognising the need to respect diversity, act as change agents/role models and promote positive professional relationships. In addition, the participants reported a positive impact of the practicum on their pedagogical skills as well as their leadership and collaborative skills. Despite these perceived positive impacts, student teachers encountered several challenges, which were categorised into three levels: partner school, supervising tutors and mentors. The findings highlight ways in which the challenges could be addressed to maximise the benefits associated with teaching practicums.

Students' Career Aspirations and Pedagogical Experiences in Ghanaian Universities

Christine Adu-Yeboah — 2022-12-01

In this 21st Century, the role of higher education (HE) has shifted from the dominance of knowledge transmission to the development of relevant skills for national development and for solving society's problems. This study therefore explored students' career aspirations and their pedagogical experiences during their university education in selected private and public Ghanaian universities. To gather data for the study, interviews were held with 10 lecturers and one focus group discussion with six students in each of the eight departments selected from both the public and private universities. Using thematic analysis, the data reveal that students go to university with high expectations of acquiring skills that would make them marketable, and in some cases, entrepreneurial to enable them to establish their own businesses. However, while in some private universities and specific academic programmes, manageable class sizes and learning resources allow for participatory and practical activities, large classes in public universities and certain programmes lend themselves to the dominance of theoretical approaches and knowledge transmission. Thus, there are identified gaps between students' expectations and actual pedagogical experiences in higher education institutions. This may suggest that the type of university and academic programme one accesses determines the skills one acquires, and one's employability in Ghana. Accordingly, we suggest that Ghanaian universities focus more on creating the kind of teaching and learning environments that will foster the use of participatory and practical approaches and the development of students' critical thinking, innovative and problem-solving skills