Browsing by Author "Adentwi, K.I."

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English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana
(SAGE Open, 2018-08) Nyarko, K.; Kugbey, N.; Kofi, C.C.; Cole, Y.A.; Adentwi, K.I.
There have been several issues about the reading skills and abilities of children in Ghana, and how reading proficiency might influence the academic performance of children. In view of the above, this study examined the influence of reading proficiency on the academic performance of lower primary school children in Accra. Using a cross-sectional survey design, 383 participants (Grades 1-3) were sampled in Accra. The children were administered questionnaires that measured their English reading proficiency, paternal involvement, maternal involvement, financial situation, and demographic characteristics as well as their academic performance. Results showed that reading proficiency was significantly and positively related with children’s performance on all standard performance tests after controlling for paternal involvement, maternal involvement, financial situation, and age. Type of school significantly affected academic performance, however, no gender differences were observed in the children’s academic performance. The implications for educational practice and research are espoused.
The influence of motivation on the job satisfaction of Junior High School Teachers in Ghana
(Journal of education and practice, 2014) Nyarko, K.; Twumwaa, D.A.; Adentwi, K.I.
The study investigates the influence of motivation on the job satisfaction of teachers. The population of the study was Junior High School teachers in the Accra metropolis. The sample was drawn on two hundred Junior High school teachers in Accra with diverse socio-cultural backgrounds. A convenience sampling technique was used to select the teachers. The ages of the teachers range between twenty and sixty years and more than half of the teachers who participated in the study are trained teachers. As expected, the findings from the study indicate a positive correlation between teachers’ motivation and their job satisfaction. However, the study shows no significant difference in the level of satisfaction of teachers who are intrinsically motivated and those who are extrinsically motivated. Finally, the hypothesis that females will be more extrinsically motivated than males was not supported. The implications of the study are discussed
Parental Attitude towards sex education at the lower primary in Ghana
(International Journal of Elementary Education, 2014-04) Nyarko, K.; Adentwi, K.I.; Asumeng, M.; Ahulu, L.D.
This study investigates parental attitude towards sex education at the lower primary level of education in Ghana. In all 100 parents ranging from 20 to 60 years, with diverse socio-economic backgrounds consisting of 64 males and 36 females where sampled for the study. Out of this number, 63% reside in urban areas, whereas 37% reside in rural areas. The results indicate that about 58% of parents have an unfavourable attitude towards sex education in lower primary schools. Unsurprisingly, all the parents who held unfavourable attitude towards sex education said that children are too young for sex education at the lower primary school level. However, of the parents who held favourable attitude; 81% indicated that children are exposed a lot these days. 17% admitted that sex education will be helpful to the children and 2% said children ask questions about sex anyway and needed to be provided with answers. Finally, the results showed that there is no gender difference in parental attitude towards sex education, as well as no residency difference about sex education. However, there was a difference in parental attitude in connection to their educational level. The implications of the findings from this research are discussed.