Browsing by Author "Donkor, S.K."

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Adequacy of pre-service teacher education for teaching physical education curriculum in public primary schools: A study of teachers from six selected educational circuits
(International Journal of Physiology, Nutrition and Physical Education, 2021) Donkor, S.K.
Pre-service teacher education programme should aim at adequate preparation of pre-service teachers to equip them with pedagogical and content knowledge relevant for full-time teaching career. However, a major obstacle to quality education is that several teachers are not well prepared to teach the school curriculum competently. Therefore, the study examined: 1) adequacy of pre-service teacher education for teaching the physical education (PE) programme, 2) relationship between adequacy of pre-service teacher education in PE and the frequency at which PE lessons were taught, and 3) relationship between adequacy of pre-service teacher education in PE and teacher-related barriers to teaching PE in public primary schools. The study design was cross-sectional survey. Multistage sampling technique yielded a sample of 172 subjects out of estimated population of 300. Validated and reliable self-structured questionnaire was used for data collection. Pre-data analyses were performed to clean data from errors. All data were analyzed using Statistical Package for Social Sciences (SPSS for Windows, Version 17). The study found that several teachers received inadequate knowledge in teaching physical education programme in public primary schools. From the study, positive correlation was found between pre service teacher education in PE and the frequency at which PE lessons were taught. The study also revealed a negative correlation between quality of pre-service teacher education in PE and teacher-related barriers that hindered effective teaching of PE programme in public primary schools of the six selected circuits involved in the study.
Engagement in physical activity for health and well being: Self-rated activity level, perception of the value of physical activity and differences among teachers in public primary schools of six selected educational circuits
(International Journal of Physical Education, Sports and Health, 2021) Donkor, S.K.; Appiah, M.; Nyavor, L.G.; et al.
Often, children draw inspiration from teachers who participate in regular physical activity for health and wellbeing. In this study, we examined 1) teachers’ self-rated participation level in physical activity and perception of the value of physical activity for enhancing health and wellbeing 2) teachers’ gender and class level differences in participation of physical activity and perception of the value of physical activity for enhancing health and wellbeing and 3) the correlation between teacher participation in physical activity, perception of the value of physical activity and the frequency at which physical education lessons were taught. The study adopted a cross-sectional survey with a sample of 172 subjects out of estimated population of 300 in six randomly sampled educational circuits in the Volta Region, Ghana. Self-structured questionnaire was validated by means of expert opinion and was found dependable for data collection. Pre-data analyses were performed to screen and clean data from probable errors. Data analyses were performed using Statistical Package for Social Sciences (SPSS for Windows, Version 17). The study found that the extent to which most public primary school teachers participated in physical activity was generally low. To great extent, teachers perceived positively the value of physical activity for enhancing health and wellbeing. The study did not show statistically significant differences in gender and class level participation of teachers in regular physical activity and perceptions of the value of physical activity for enhancing health and wellbeing. Positive correlation was found between teachers’ participation in regular physical activity and the frequency at which physical education lessons were taught in public primary schools.
Evaluation of student-teacher questions: A study of pedagogical practices relating to proportions and rate per-minute of questions asked in physical education class setting
(International Journal of Physiology, Nutrition and Physical Education, 2021) Donkor, S.K.; Nyavor, L.G.; Atsu, F.S.; et al.
Questioning is one of the pedagogical strategies that ensures that students appropriately engage in relevant activities in teaching and learning environment. Questioning plays a critical role in refreshing memories of learners on their previously acquired knowledge or in the acquisition of new knowledge while a lesson is in progress. Regular questioning of students is a good practice to help learners think for themselves instead of being “spoon-fed” by the teacher. However, over concentration on lower-order questions has a dire consequence on the thinking skills of students. In this study, we used a descriptive approach to examine proportions and rate per minute of questions that occurred in a theory physical education (PE) lesson. The study involved a class of 38 students of a College of Education and one teacher (intern) of a University in Ghana. The PE lesson was video-recorded. Self-developed event recording instrument was used to collect data on questioning behaviours of both the teacher and students. Data collection instrument was validated by an expert in research (senior university faculty). Descriptively, data were analysed and presented in tables and figures. Intra-observer results of classroom events relating to questioning behaviours of the teacher and students were evaluated. Findings revealed that the proportion of lower-order questions was generally larger than higher-order questions that occurred during the lesson. Findings also showed that a total of 36 questions were asked by the teacher during the 35 minutes interaction. Specifically, the rate per minute of questions asked by the teacher at various question levels was 0.38 for knowledge, 0.35 for understanding, 0.2 for synthesis, 0.25 for evaluation, and zero for application and analysis questions. No question was asked by any of the students in the entire 35 lesson duration. We recommend that teachers should make conscious efforts to create opportunities for learners to ask questions in every teaching and learning environment.
Instructional practices in physical education setting: Teachers’ utilization of instructional cues, supervision and frequency of pre-service teachers’ participation in netball activities
(International Journal of Applied Research, 2022) Donkor, S.K.; Atsu, F.S.; Agortey, J.J.; Sorkpor, R.S.
Instructional cues (IC) regularly occur in physical education (PE) practical lessons. However, not much research has been conducted into the effectiveness of these cues in teaching and learning environment. It is also noted that students generally exhibit low interest in netball activities, not only in the colleges of education but across all levels of education in Ghana. The study was based on pedagogical research in PE setting where we investigated teacher’s utilization of instructional cues in teaching shooting skill in netball. We also investigated issues relating to supervision and the frequency of pre-service teachers’ participation in netball activities. A total of 81 participants were randomly sampled for the study. They were composed of four PE teachers and 77 pre-service teachers from the first-year group of three selected Colleges of Education (CoE) in the Volta Region, Ghana. The study was descriptive in nature. A Senior University Lecturer with vast experience in research inspected self-developed data collection instrument and approved its capability of collecting data for the study. Frequency and percentage analyses of data were performed and presented in tables, graphs and charts. Major findings of the work revealed low level of supervision of pre-service teachers in netball activities. Participation level in netball activities and knowledge of basic netball skills were also found to be low among pre-service teachers. However, in the 60 minutes video-taped lesson, the rate per minute of constructive instructional cues (CIC) were higher than the rate per minute of destructive instructional cues (DIC), indicating that PE teachers were largely able to control destructions during utilization of instructional cues (IC) in teaching practical lessons involving netball shooting skill.
Instructional Practices, Barriers to Quality Teaching and Status of Physical Education in Public Primary Schools
(2019-09-18) Ampadu, E.; Donkor, S.K.
The study examined 1) instructional practices of teachers and regularity of teaching PE 2) adequacy of teacher education for teaching PE 3) status of PE as a school subject and 4) barriers to effective teaching of PE in the public primary schools of Volta Region, Ghana. The study design was cross-sectional descriptive survey. Multistage sampling technique yielded a sample of 636 subjects out of estimated population of 9,165 from six randomly sampled districts in the Volta Region of Ghana. Validated and reliable self-structured questionnaire was used for data collection. Pre-data analyses were performed to clean data from probable errors during data entering. All data were analysed using Statistical Package for Social Sciences (SPSS for Windows, Version 17). The study found that a large number of teachers do not follow prescriptions of lesson time table for teaching PE in the public primary schools, neither do they regularly teach PE, write lesson notes, attend workshops nor get supervised. According to the study, most teachers of public primary schools received inadequate knowledge in PE before starting professional carrier as teachers of PE. In comparison with other curricular subjects such english, maths and science, most teachers rated PE as having lower status as a school subject. From the study, an increase in the quality of teacher education programme in PE was associated with a corresponding increase in the frequency at which PE lessons were taught while a decrease in the quality of teacher education programme in PE was associated with an increase in teacher-related barriers to effective teaching of PE in public primary schools. It was recommended that Ghana Education Service (GES) and schools should liaise to supply and improvise teaching resources, create opportunities for workshops/professional development for teachers in public primary schools.
Inter-observer evaluation of practical lesson delivery in physical education setting: Nature and demonstration of teachers’ instructional cues
(International Journal of Physical Education, Sports and Health, 2022) Donkor, S.K.; Appiah, M.; Huagie, S.D.; etc.
Often, teachers plan for instructional activities, yet fail to plan for instructional cues they would use to facilitate skill acquisition among students. During practical lesson delivery, it is ideal for instructional cue (IC) of the teacher to be short, descriptive and integrated in a manner that promotes students’ retention of relevant information for executing the skill correctly. Teachers should avoid lengthy and unnecessary ICs in teaching and learning environment. In this pedagogical study, we used descriptive processes to investigate the nature and demonstration of teachers’ ICs, the proportion and rate per minute of teachers’ ICs in practical physical education (PE) setting involving pre-service teachers (n=77) and professional PE teachers (n=4). Self-developed event recording instrument was found valid using expert consultation procedure. In each recorded event, inter-observer agreement was above 80% which indicated a good reliability of data for making research decisions. Evaluation of the video-recorded lesson suggested that teachers were able to utilise a variety of instructional cues (i.e., short, descriptive and integrated) to facilitate students’ learning in practical PE setting. Findings indicated that teachers were largely able to simulate skills and techniques during practical lesson delivery. Again, verbal instructional cues demonstrated with equipment occupied the largest proportion of events, while verbal instructional cues demonstrated without equipment placed second. Non-verbal instructional cues demonstrated without equipment occupied the least proportion of events in the entire observation. Generally, the study revealed a normal phenomenon in practical PE setting where verbal cues occurred more frequently than non-verbal cues. The practical PE class is usually composed of high and low prior learners. It was recommended that cues delivered by the teacher should cater for such individual differences in every practical PE setting.
Intra-observer evaluation of teacher-student questioning behaviours: A case study of the quality and frequency of questions administered in physical education theory class
(International Journal of Physical Education, Sports and Health, 2021) Donkor, S.K.; Nyavor, L.G.; Addai-Tuffour, P.; et al.
Questioning in teaching and learning environment is an effective way of encouraging learners to contribute to the subject matter. A lesson is incomplete without questioning learners or offering learners the opportunity to question the teacher. Teachers should engage learners in high-order questions that trigger critical thinking in teaching and learning environment. However, studies that focused on judging the quality of questions generated in classroom setting revealed that most classroom questions fell within lower-order of thinking (Caspari-Sadeghi et al., 2021; Momsen et al., 2010). Again, earlier study conducted by a group of psychologists revealed that over ninety-five percent (95%) of the questions learners encountered required them to think at the lowest possible level - the recall of information (Bloom et al., 1956). Based on Bloom’s original work relating to cognitive levels of thinking, we conducted a descriptive analysis of the quality and frequency of questions administered in a lesson involving 38 students of a College of Education and one physical education teacher (intern of a University in Ghana). Specifically, we concentrated on classroom behaviours that related to the quality and frequency of questions asked in physical education (PE) classroom setting. From a video-recorded lesson, data on questioning behaviours of students and the teacher in a theory physical education class were collected via self-developed event recording instrument. An expert in research (senior university faculty) inspected and approved the instrument for collecting accurate data for the study. Data were descriptively analyzed and presented in tables and figures. Analysis of intra-observer results revealed that most of the classroom questions were lower-order questions that did not promote critical thinking among students. In order of magnitude (lowest level to highest level), questions asked by the teacher occurred at the level of knowledge, understanding, synthesis and evaluation. Findings also revealed that there was no question asked at the level of application and analysis by the teacher in the entire 35 minutes lesson. The study showed that students did not ask any question(s) in the entire duration of the lesson. We recommend that questions of various levels should form part of planning decisions of every teacher.
Physical activity and depression during the COVID 19 pandemic in Nigeria: Does age and gender make a difference?
(2023) Muomah, R.C.; Chukwuorji, J.C.; Donkor, S.K.; et al.
Background There is overwhelming evidence indicating that depression may be reduced by physical activity (PA) but studies in lower- and middle-income countries and those that involved data at higher physical activity doses were underrepresented. The current study investigated the associations between PA levels (vigorous, moderate, walking and sitting) and depression, and tested whether age and gender moderates the link between PA and depression during the COVID-19 pandemic. Method Participants were 857 adults (51.0% women; aged 18–69, mean age = 29.71, SD= 10.84 years) who completed an online survey as part of the General Health, Speech and Physical Activity Relationship Assessment Study in Nigeria. Physical activity was assessed using the International Physical Activity Questionnaire (IPAQ) while depression was measured using the Patient Health Questionnaire (PHQ-9). Results Results of Hayes PROCESS macro indicated that those who engaged in vigorous PA reported lower levels of depression. Sitting, walking and moderate PA were not significantly associated with depressive symptoms. Older participants reported less symptoms of depression. Women had higher depressive symptoms compared to men. The interactions of age and gender with the PA levels were not significant, which showed that age and gender did not moderate the relationships of PA and depression. Conclusion Health practitioners should encourage people to engage in vigorous PA in order to reduce levels of depression and improve mental health in the general population.
Physical education programme in public primary schools: Analysis of engagement time of pupils in six selected educational circuits
(International Journal of Applied Research, 2022) Donkor, S.K.; Ocansey, R.
Cross sectional survey was used to assess engagement time for teaching and learning PE content in a typical school week in public primary schools. Subjects were 172 out of estimated population of 300 in six randomly sampled educational circuits. Validated and reliable self-structured questionnaire was used for data collection. Pre-data analyses were performed to clean data from probable errors during data entering. All data were analyzed using Statistical Package for Social Sciences (SPSS for Windows, Version 17). The study found that the average engagement time of pupils in physical education programme in a typical school week was less than 50% of the total allocated time prescribed on the school time table for public primary schools. Statistically, the study revealed that male and female teachers in public primary schools did not significantly differ in terms of time spent teaching PE programme in a typical school week. Similarly, both upper and lower primary school teachers did not demonstrate statistically significant difference in engagement time of pupils in a typical school week.
Results from Ghana’s 2018 Report Card on Physical Activity for Children and Youth
(Journal of Physical Activity and Health, 2018) Nyawornota, V.K.; Luguterah, A.; Donkor, S.K.; et al.
It is recommended that children aged 5 to 17 years should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity (MVPA) daily.1,2 However, there is limited empirical evidence on how much physical activity Ghanaian children and youth engage in. Although the Ghana Education Service requires at least 80 minutes per week of physical education3 in schools, in practice, this is often not achieved. When children and youth fail to achieve the minimum recommended physical activity levels, they are at risk of adverse health consequences. The purpose of this short paper is to summarize the results of the 2018 Report Card (Figure 1).
Teacher-related barriers to effective teaching of physical education in public primary schools
(International Journal of Physiology, Nutrition and Physical Education, 2021) Donkor, S.K.; Hormenu, T.
Using cross sectional descriptive survey, the study examined perceived teacher-related barriers that impeded teaching of physical education in public primary schools of six selected circuits in the Volta Region of Ghana. Multistage sampling was used to draw 172 teachers (males=97, females=75) from estimated population of 300 in the study area. The data collection instrument was self-structured questionnaire which was validated by means of expert consultation. Reliability of the instrument was ascertained using Chronbach alpha reliability coefficient. Pre-data analyses were performed to eliminate probable errors during data entering. Data analyses were performed using Statistical Package for Social Sciences (SPSS, version 17). The study found that five teacher-related barriers impeded effective teaching of PE in the public primary schools of the six selected circuits. These confirmed teacher-related barriers related to inadequate training in PE, negative perception about PE, lack of expertise for teaching PE, lack of interest for teaching PE, and high level of accountability for other subjects. From the study, high level of accountability for other subjects ranked the highest teacher-related barrier to effective teaching of PE while gender stereotyping ranked the least. Negative correlation was found between teacher-related barriers and the frequency at which PE lessons were taught in public primary schools.
Teachers’ utilization of instructional cues: types, targets and rate per minute in physical education setting
(International Journal of Yogic, Human Movement and Sports Sciences, 2021) Donkor, S.K.; Avornyo, G.K.; Koki, T.K.; Darko, R.A.
Instructional cue (IC) plays an important role in directing student's attention toward the most critical information about a movement task. Notably, an incorrect performance of a skill practiced for a long period is difficult to correct later. For this reason, physical education (PE) teachers need to constantly develop and implement good strategies that enhance students’ acquisition of critical features of movement skills. Teachers must use a variety of ICs targeted fairly at individual students and whole class. For effectiveness, different types of teachers’ ICs must be provided in an instructional setting. However, little is known about the effectiveness of teachers’ ICs in practical PE setting. The purpose of this pedagogical research in PE setting was to investigate targets, types and rate per minute of teachers’ ICs in netball shooting skill. The study was situated in three selected colleges of education (CoE) where descriptive processes were used to conduct the investigation. Digital video was utilized to record naturally occurring classroom events of pre-service teachers (n=77) and PE teachers (n=4). The video recorded lesson lasted 1 hour (60 minutes). Two independent recorders used event recording instrument to document classroom events relating to types and targets of teachers’ ICs. Inter-observer agreement procedures revealed a good reliability of data collected for the study. Descriptive analyses were conducted using mainly percentages, frequencies and means. Major findings of the study showed that verbal, visual and kinesthetic ICs were the main types of Teachers’ ICs used during the instructional period. However, verbal ICs dominated the observed practical lesson. Findings also revealed that more verbal ICs were provided to the group than individual students. Non-verbal ICs which involved demonstrations and signals were mostly used to facilitate individual students’ acquisition of the shooting skill in netball. In each minute, students received teachers’ IC relating to the proper technique of performing assigned task.