Browsing by Author "Sedofia, J."
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Item Game-based learning in Ghanaian primary schools: listening to the views of teachers(International Journal of Primary, Elementary and Early Years Education, 2023) Yeboah, R.; Amponsah, K.D.; Mintah, P.C.; Sedofia, J.; Donkor, P.B.K.This research explores how primary school teachers use games to enhance pupils’ learning and development of conceptual knowledge. The study employs an illustrative case study design; data was collected through interviews with thirty (30) teachers who were selected using purposive sampling technique. Twenty teachers had some knowledge of game-based learning, ten teachers, however, did not know anything about the concept game-based learning. The results show that the use of non-digital games of different kinds to engage pupils is common in the learning of Maths, English, and Science. Teachers ascribed positively that the integration of game-based learning motivates pupils to come to school, actively engages them in the learning process, helps pupils to easily assimilate lesson contents, makes lessons lively and fun, and builds collaborative skills amongst pupils. Inadequate resources, noisy classes, time constraints, large class sizes, the reluctance of some pupils to participate, and inadequate knowledge are challenges reported by the teachers.Item Using phenomenography to unearth factors influencing the delivery of guidance services(Counselling and Psychotherapy Research, 2022) Sedofia, J.; Tutu-Danquah, C.; Fia, S.D.Which factors influence the delivery of school guidance services in Colleges? Education (CoEs) in Ghana? The guidance needs of students in the CoEs may not be fully met if the factors that influence guidance service delivery at that level of education are not explored for effective upgrade of service quality. This phenomenographic study therefore explored factors influencing the delivery of guidance services in CoEs in Ghana. We interviewed second-year teacher trainees (n = 24) and counsellors from three randomly selected CoEs in the Volta region of Ghana (n = 3). The findings indicate that material resources and awareness influenced guidance service delivery in the CoEs. It was also found that although students reported that confidentiality and attitude influenced service delivery in the colleges, the counsellors did not agree with this. Finally, the study discovered that human resource do not influence guidance service delivery in the colleges. It was recommended that college authorities should provide the material resources, such as offices, computers, and test batteries, that are needed for counselling, and counsellors should publicise the guidance programme to raise awareness and lead to the development of positive attitudes towards the program. This study contributes to the guidance and counselling literature by illuminating the factors influencing guidance service delivery in CoEs. This should be of interest to practitioners, policymakers and researchers in school guidance and counselling.