Department of Adult Education and Human Resource Studies
http://ugspace.ug.edu.gh:8080/handle/123456789/4950
2024-03-29T14:09:48ZDeterminants of Open Educational Resources Adoption among Faculty of Higher Educational Institutions in Ghana.
http://ugspace.ug.edu.gh:8080/handle/123456789/36360
Determinants of Open Educational Resources Adoption among Faculty of Higher Educational Institutions in Ghana.
Torto, B.A
Open Educational Resources are (OERs) are teaching and learning materials which are in the public domain or made freely available by means of open licenses for learners, teachers and researchers. In today’s technological age, OERs have come to play a major role in higher educational institutions. There are a number of OER initiatives in higher educational institutions in Ghana. However, there is no study to determine the status of OER adoption and use by faculty in Ghana. The problem being investigated by this study is: What factors influence faculty to adopt and use OERs in higher educational institutions in Ghana?
The Unified Theory of Acceptance and Use of Technology (UTAUT) theory and two constructs from the Diffusion of Innovation (DoI) model were adopted for the study. The study used the mixed methods approach, specifically, the sequential explanatory design. Two hundred and thirty-nine faculty participated in the study. Two forms of data collection were used: questionnaire distribution and interviews. The stratified random method was adopted for the quantitative study and the purposive sampling techniques for the qualitative aspect. Quantitative data was analysed using descriptive statistics, correlations, factor analysis and multiple regression to test the proposed model while themes and sub themes were used to analyse the qualitative data.
Faculty had a high level of technological competencies (M=3.75, SD = 1.185) on how to browse the internet, use word, download and upload materials. Faculty also had a high level of OER awareness (M= 3.86 SD=0.904) and found OERs useful in their teaching and research activities. The relationship between Performance Expectancy and Behavioural Intention was moderately positive and significant (r = 0.53 p = < 0.05). Faculty members indicated that OERs were compatible with their belief in sharing educational materials to profit everyone. However, faculty will experiment with OERs before deciding to use them (M=3.59 SD = 1.135). There was no correlation between Trialability and Actual Use. The relationship between Behavioural Intention and Actual Use was moderately positive and statistically significant (r = 0.44; p = < 0.05). The key barriers were technical issues, particularly low internet speed and bandwidth, and frequent power outages. There were no major significant differences in terms of age, sex and rank regarding adoption factors.
The study concluded that faculty had a good knowledge of computer applications and OER searches. Despite the technical barriers, faculty members were prepared to use OERs in their teaching because of their usefulness and ease of use. Effort Expectancy was highly positive and significant in relation to faculty’s intention to use OERs. Performance Expectancy, Social Influence and Facilitating Conditions were moderately positive and significant. Trialability did predict Behavioural Intention but not Actual use. It is recommended that training programmes be completed to arm faculty with the necessary tools for OER deployment. Also, training must incorporate adult teaching and learning methodologies. Management should take the necessary steps to formulate policies that would promote the creation and use of OERs in their institutions. There is the need for a policy framework to provide OER services.
PhD. Adult Education
2019-07-01T00:00:00ZDeterminants of Open Educational Resources Adoption among Faculty of Higher Educational Institutions in Ghana
http://ugspace.ug.edu.gh:8080/handle/123456789/35888
Determinants of Open Educational Resources Adoption among Faculty of Higher Educational Institutions in Ghana
Torto, B.A.
Open Educational Resources are (OERs) are teaching and learning materials which are in the public domain or made freely available by means of open licenses for learners, teachers and researchers. In today’s technological age, OERs have come to play a major role in higher educational institutions. There are a number of OER initiatives in higher educational institutions in Ghana. However, there is no study to determine the status of OER adoption and use by faculty in Ghana. The problem being investigated by this study is: What factors influence faculty to adopt and use OERs in higher educational institutions in Ghana?
The Unified Theory of Acceptance and Use of Technology (UTAUT) theory and two constructs from the Diffusion of Innovation (DoI) model were adopted for the study. The study used the mixed methods approach, specifically, the sequential explanatory design. Two hundred and thirty-nine faculty participated in the study. Two forms of data collection were used: questionnaire distribution and interviews. The stratified random method was adopted for the quantitative study and the purposive sampling techniques for the qualitative aspect. Quantitative data was analysed using descriptive statistics, correlations, factor analysis and multiple regression to test the proposed model while themes and sub themes were used to analyse the qualitative data.
Faculty had a high level of technological competencies (M=3.75, SD = 1.185) on how to browse the internet, use word, download and upload materials. Faculty also had a high level of OER awareness (M= 3.86 SD=0.904) and found OERs useful in their teaching and research activities. The relationship between Performance Expectancy and Behavioural Intention was moderately positive and significant (r = 0.53 p = < 0.05). Faculty members indicated that OERs were compatible with their belief in sharing educational materials to profit everyone. However, faculty will experiment with
OERs before deciding to use them (M=3.59 SD = 1.135). There was no correlation between Trialability and Actual Use. The relationship between Behavioural Intention and Actual Use was moderately positive and statistically significant (r = 0.44; p = < 0.05). The key barriers were technical issues, particularly low internet speed and bandwidth, and frequent power outages. There were no major significant differences in terms of age, sex and rank regarding adoption factors.
The study concluded that faculty had a good knowledge of computer applications and OER searches. Despite the technical barriers, faculty members were prepared to use OERs in their teaching because of their usefulness and ease of use. Effort Expectancy was highly positive and significant in relation to faculty’s intention to use OERs. Performance Expectancy, Social Influence and Facilitating Conditions were moderately positive and significant. Trialability did predict Behavioural Intention but not Actual use. It is recommended that training programmes be completed to arm faculty with the necessary tools for OER deployment. Also, training must incorporate adult teaching and learning methodologies. Management should take the necessary steps to formulate policies that would promote the creation and use of OERs in their institutions. There is the need for a policy framework to provide OER services.
PhD. Adult Education
2019-07-01T00:00:00ZAttitudes of Moslems on HIV and AIDS Related Stigma and Discrimination in Upper West Region, Ghana
http://ugspace.ug.edu.gh:8080/handle/123456789/35852
Attitudes of Moslems on HIV and AIDS Related Stigma and Discrimination in Upper West Region, Ghana
Sakara, A.
HIV and AIDS is one of the most widespread and devastating epidemic with global public health implications in the 21st century and Ghana as a nation, is not an exception. Several studies in Ghana suggest that HIV and AIDS related stigma and discrimination has been the bane of fighting the reduction and elimination of HIV and AIDS.
Such issues like nondisclosure, public outcry, and social exclusion constitute a basic problem so far as the disease is concerned. This study therefore tends to look into stigma and discrimination and for that matter, the influence of the beliefs and practices and socio-demographic characteristics of the Moslems on their attitudes towards PLWHAs within this catchment area.
To achieve its objective, the study employed the cross sectional survey research design. With the aid of structured interview schedules as well as the multi stage, incidental and purposive sampling techniques, the primary data was gathered from 300 (178 males and 122 females) Moslem respondents from three sampled districts namely Wa Municipality, Wa West and Sissala East. Pearson correlation co efficient and the chi square test statistics as well as descriptive statistics (mean scores, standard deviation, frequency counts, percentages and cross tables) were also employed to check and analyse significance, the extent of relationship and or influence.
The major findings of the study were that Moslems’ attitude towards PLWHAs was positive and to a large extent influenced by their beliefs and practices as enshrined in the Quran and Hadith. Among the four constructs of religious, social, economic and political, the most discriminatory was that of social engagement (x̅= 3.60; sd= 1.13).
There was also a significant relationship between the socio-demographic or personal characteristics (sex, age and educational background) of the Moslems and their attitudes towards PLWHAs in relation to religious, social, economic and political engagement. The Moslems in the Upper West region will not disclose their HIV and AIDS status ( x̅= 2.79; sd= 1.33) despite their religious beliefs and practices for fear of discrimination and stigma.
To help minimise the negative impact of HIV and AIDS related stigma and discrimination, the study recommended that Moslem leaders’ teachings should be centered on what Islam espouses on attitudes towards the sick and vulnerable, especially PLWHAs. Another recommendation of the study was that adult education institutions (National Commission on Civic Education, Institute of Local Government Studies, Department of Adult Education of the University of Ghana and the District Assemblies) should organise training programmes to educate and sensitise religious leaders, tutors and students of Islamic educational institutions to enable them accept the sick, especially PLWHAs. It is also recommended by the study that Moslem leaders, National Commission on Civic Education and District assemblies should organise education and training programmes for Moslem communities to help reduce HIV and AIDS related stigma and discrimination.
PhD. Adult Education
2019-07-01T00:00:00ZIntegrating Social Media Platforms into Higher Education Pedagogy in Ghana
http://ugspace.ug.edu.gh:8080/handle/123456789/35539
Integrating Social Media Platforms into Higher Education Pedagogy in Ghana
Appiah-Boateng, P.
Social media is an invaluable technological tool that facilitates the delivery of instruction in the 21st century higher education landscape. It caters for learners’ individual differences, enriches learning environments, encourages knowledge construction and permits learners to individualise their own learning making them independent learners. This thesis investigated the integration of Social Media (SM) platforms into higher education pedagogy in Ghana. It drew on two main theories: Diffusion of Innovation Theory and the Technological Pedagogical Content Knowledge, to understand how technology is integrated into pedagogical activities in Ghanaian higher education.
The study employed a concurrent mixed methods approach using both quantitative and qualitative data. The quantitative aspect used survey and the sample size was three hundred and eighty students and two hundred and fifty instructors from the University of Education, Winneba (UEW) and Ghana Technology University College (GTUC). Inferential and descriptive statistics – such as means, standard deviation (SD), t-tests, Chi-square, inter-correlation matrix, ANOVA, hierarchical multiple regression, and MANOVA – were used to analyse the data. For the qualitative data, a total of eighty students and twelve instructors from both institutions were purposively selected. Semi-structured one-on-one interviews and focus group discussions were conducted for the instructors and students, respectively. Observation of various social media platforms that were used by instructors for teaching were also carried out. Qualitative data were analysed manually using content analysis.
This study revealed that students and instructors used SM for teaching and learning. It was found that students used social media mostly to communicate academic issues with their colleagues and instructors, search for information that were related to their academic work and undertake group discussions that were related to their studies. Instructors also used SM platforms to teach various courses and send announcements. The findings revealed that gender of both students and instructors, age of both students and instructors, programme taught by instructors, years of teaching by instructors, years of using digital media (smart phone) by both students and instructors, had no significant influence on their usage of SM. However, the type of students’ programme of study and instructors’ professional rank had an influence on their usage of SM for teaching and learning. Other factors included, functionality of the SM platforms, ease of communication and access to information and opportunities and challenges that existed as students and instructors used SM for teaching and learning.
The study also showed how students and instructors integrated SM into group discussions when assignments were given, how they performed assessment activities, conducted research and embarked on further reading for various teaching and learning purposes. It also showed how instructors interacted with students and attended to individual student needs. The findings revealed that for students and instructors, SM provided opportunities for them. For instance, SM helped them to satisfy their quest for new knowledge, search for relevant information from varied sources for their studies, both formally and informally, offered them in-depth understanding of content, bridged the geographical distance. Some of the challenges that were found in the use of SM for pedagogy included, SM focused more on social interaction than academic work, reduced personal contact, caused distraction; discouraged creativity and created false alarm.
The study revealed that students and instructors integrated various Social Media platforms into higher education pedagogy in Ghana with opportunities and challenges. For the integration to be effective therefore, it is necessary to organise capacity building workshops for students and instructors in the appropriate use of Social Media for teaching and learning in higher education. There is the need for institutional involvement in the integration of Social Media. There should also be the provision of robust Internet connectivity, provision of computer laboratories as well as the development of policies that would guide the integration of SM into higher education pedagogy in Ghana.
Since there is no clear-cut formalisation of Social Media use in higher education in Ghana, which is due to lack of policies, there is the need for future studies on:
• • Policy implications of Social Media integration into Ghanaian higher education pedagogy.
• • Perspectives of higher education management in Ghana on the integration of Social Media in Ghana. This will ensure a clearer picture of how effective integration is to be implemented so that they can endorse it.
• • Usage of Social Media in pre-tertiary institutions, where the students are more tech savvy than tertiary institution students. This is because the impact will last longer
PhD. Adult Education
2019-07-01T00:00:00Z