Department of Teacher Education

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Using Hierarchical Linear Modeling to Examine Attitudinal and Instructional Variables that Predict Students’ Achievement in Mathematics
(2016-04-12) Fletcher, J.; Butakor, P.
Mathematics is considered to be the foundation for success in many aspects of life because there cannot be any meaningful development without knowledge of Mathematics. Students’ achievement in Mathematics is often considered necessary for the success of the students and the future of their country. Therefore, the training and preparation of students to do well in Mathematics has become a fundamental goal of education for most countries. Researchers, educators and policy-makers are in a continuous struggle to find ways of improving students’ achievement in Mathematics. Applying Hierarchical Linear Modeling on the Trends in International Mathematics and Science Study (TIMSS) 2007, this study examines the relationship between attitudinal and instructional variables and Mathematics achievement among Ghana’s grade eight students. Prior to the analyses, exploratory factor analyses were conducted for clusters of similar items reduce the number of predictor variables. The results indicate that students’ gender, educational aspiration, self-confidence in Mathematics, value for Mathematics, the frequent use of some instructional variables, teachers’ major area of study were significant predictors of Mathematics achievement. However, teacher variables such as teacher’s gender and years of teaching were not significant predictors of Maths achievement.
Using Technology to Enhance Students’ Understanding of Selected Science Concepts in Integrated Science
(2016-10-26) Kumassah, E.; Nyarko, K.
Momentum and Direct Current are fundamental concepts in science, necessary for understanding a variety of phenomena of importance such as work, energy (i.e. potential and kinetic), impulse, power, pressure and force among others. However, investigations conducted among science students in linear momentum and direct current in other countries indicated that the difference between what is taught and what is learnt in science classes is much greater than what most instructors perceived. This is because findings from these studies showed that students have difficulties in understanding linear momentum and direct current. Over the years, this same issues have been raised by the Integrated Science Chief Examiners’ reports at the Colleges of Education level in Ghana. This ongoing study intends to use technology through a three-stage design-based research approach to see if technology could help bring about students' understanding in these two concepts
The DTML-Conversion Model
(2017-02-22) Kumassah, E.K.; Nyarko, K.
Conversion within quantities of same units and between quantities of different units is a thorny subject for students. Its treatment by tutors sometimes becomes very difficult such that some tutors handle the subject theoretically and/or in abstraction. As a result, most students find the topic difficult to comprehend. In view of this, the DTML-Conversion model (i.e. the D-Conversion model (i.e. distance), the T-Conversion model (i.e. time), the M-Conversion model (i.e. mass) and the Reverse L-Conversion model (i.e. litre)) was designed. The DTML-Conversion Model is created by the researcher to make the teaching and learning of conversion in measurement more manageable for tutors and less troubling for students. The presentation will demonstrate one component of the model (the Distance-conversion functions) and how it can be effective in the teaching and learning of unit conversions.
Proposing a Contextual Approach to Pre-School Teacher Education in Ghana
(2017-03-27) Nyarko, N.Y.; Ampadu, E.
Efforts of Ghanaian Universities and Colleges of Education in training pre-school teachers have been found inadequate and unable to meet their training needs. As a result, other private and non-governmental organisations have been contributing to the education of early childhood practitioners, although on pilot basis. Currently, most pre-school teachers remain untrained. Using the Cultural Historical Activity Theory as a Framework, this paper proposes a contextual approach to pre-school teacher education using radio as a training tool for teachers. The radio is easily accessible, handy, far reaching to remote rural settlements (than the internet) and low in cost. It is suggested that as in other community radio efforts it should be localised so the community ‘runs’ their own stations. Specific programmes should be devoted to topics on child development, child survival, early childhood pedagogy and other practical issues relevant to pre-school classrooms. This presentation concludes by suggesting periodic community (of stakeholders) meetings to form a support group.
A Description of Physical Activity Levels and Overweight among Senior High School Children in the Accra Metropolis
(2017-04-26) Nyawornota, V.K.; Nyarko, K.
Physical activity is fundamental to energy balance and weight control. Globally, about 23 per cent of adults and 81 per cent of school-going adolescents are not active enough (WHO). Physical inactivity and the prevalence of overweight are rising at an alarming rate worldwide. It is considered the 4th risk factor for non-communicable diseases and specifically responsible for the increases in overweight among adolescents and adults. There is little evidence on physical activity and overweight among the adolescents in Ghana. This presentation focuses on overweight, obesity, physical activity and inactivity levels among adolescents in the Accra Metropolis. 500 students between the ages of 15 and 19 completed a structured questionnaire. Results indicated that there is a greater risk of overweight among the less physically active. The study recommended that mechanisms must bekk put in place to increase physical activity levels to reduce overweight and non-communicable diseases
Powering the Movement to Address the Physical Inactivity Crisis
(2017-09-20) Ocansey, R.T.; Nyarko, K.
From the Global Burden of Disease Study (GBD), physical inactivity ranks 4th among the top ten risk factors for non-communicable diseases, cardiovascular diseases and other chronic diseases. The Active Healthy Kids Global Alliance Report Card (RC), the Global Matrix (GM) of Physical Activity, and the Global Observatory for Physical Activity (GoPA!) were developed to help power the movement to address this physical inactivity crisis. These are public-facing documents reporting a synthesis of the best available evidence within a country to assign letter grades, identify research gaps and provide recommendations for improvement of physical activity participation. Methods: Data are obtained through survey of opinions of key stakeholders and peer-reviewed and grey literature. Grades are assigned independently and thereafter, a consensus meeting of the experts harmonize grades based on best available evidence. Grades: Active Transportation (C), Active Play (B). Four indicators- Sedentary Behavior, School, Government and Overall PA (D). Conclusions and Implications: Over 60% engage in inadequate amounts of PA. The grades have the potential to raise awareness and promote relevant policy and practice changes to promote physical activity.
Biology, Behaviours, T2DM and Hypertension among Young Adults in Accra, Ghana
(2017-10-18) Assasie, E.; Ampadu, E.
Non-communicable chronic diseases (NCD) are a principal cause of death and disability globally. Ghana is in the middle of lifestyle transition and has a high prevalence of risk factors that contribute to the onset of NCDs. Type 2 Diabetes Mellitus (T2DM) and hypertension are among the most common NCDs. This research examines the links between lifestyle factors (nutrition, alcohol, smoking, sedentary behaviour and physical activity) with T2DM, hypertension, and hyperlipidaemia status, among a group of young adults from the Greater Accra region of Ghana. A population-based sample of 117 participants aged 18 to 35 years were recruited. Data on anthropometric parameters (height, weight, skinfolds and several circumferences), blood pressure, and biomarkers (fasting plasma glucose/OGTT, and serum lipids- total cholesterol and triglycerides) were taken. Physical activity levels were subjectively and objectively measured with the IPAQ and actigraph respectively. Questionnaire data on demographic characteristics, dietary behavior, smoking, and alcohol consumption were also included in the analysis. There were no cases of T2DM and hyperglycaemia. Moreover, rates of systolic (3.3%) and diastolic (1.8%) hypertension were low. However; systolic pre-hypertension and diastolic pre-hypertension prevalence was 25.7% and 6.8% respectively. High cholesterol prevalence was 21.7 % and total elevated triglyceride prevalence 20.9%. Smoking prevalence was minimum (1.7%) compared to alcohol consumption (37.1%). Adiposity measures were high with 37.6% overweight/obesity and 21.4% central obesity prevalence. The actigraph results revealed that participants spent more than 73% of their time sedentary.
Inclusive Education in Ghana: Differing Perceptions among Teachers.
(2017-11-22) Butakor, P.K.; Boateng, F.
Social and inclusive education as captured under the Sustainable Development Goals (SDGs) has enjoined most countries to implement policies to bring about education for all. Inclusive education recognizes that learners come from diverse backgrounds with varied characteristics, which include different learning capacities and cognitive development. And that incorporating all categories of people into the mainstream educational facilities is a way to build inclusive societies. Though there have been several improvements in education in Ghana as a result of policies implemented by previous and current governments, the education system still has some challenges when it comes to inclusion. These challenges include the public prejudiced perception of persons with special needs, architectural barriers, inadequate assessment facilities, inaccessible curriculum, curriculum inflexibility and pre-/post-training in special education needs for regular teachers. The purpose of this study was to examine Ghanaian teachers’ perception towards inclusive education. The Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) developed by Mahat (2008) was administered to 280 randomly selected teachers within Accra. The MATIES is an 18-item scale scored on six points Likert scale ranging from strongly disagree, disagree, somewhat disagree, somewhat agree, agree, and strongly agree, and comprised of three dimensions: cognitive, affective, and behavioural domains; each measured by six indicators or items. The results of Confirmatory Factor Analysis (CFA) yielded estimates with poor fit indices (CFI = 0.780; TLI = 0.745; RMSEA = 0.125; and SRMR = 0.150) in comparison with the acceptable fit indices. This clearly showed that the three-factor structure of the MATIES theorized by Mahat (2008) was not supported by the Ghanaian sample. A follow-up Principal Axis Factoring with an Oblimin with Kaizer Normalization rotation yielded a four-factor structure for the MATIES with the Ghanaian sample. These four factors were labelled; Behavioural, Affective, Positive Beliefs, and Negative Beliefs. The reliability coefficients for these four subscles were 0.90. 0.86, 0.77, and 0.73 respectively. Results of independent t-test indicated a significant statistical difference between males and females on their negative beliefs towards inclusive education, t (273) = 3.516, p-value = 0.001., where men (Mean = 7.628, SD = 3.194) exhibited more negative beliefs towards inclusive education than females (Mean = 6.384, SD = 2.595). For differences across the categories of highest educational qualification (certificate A, Diploma in Basic Education, Higher National Diploma, Bachelors, and Masters), ANOVA results indicated a statistically significant difference on the behavioural subscale, F(5,278) = 4.178, p=0.001. A post hoc Tukey test revealed that the difference was between certificate “A” teachers against the remaining categories. The post hoc test also showed a difference between teachers with bachelors and those with master’s degrees. ANOVA results also indicated differences across teaching experience on the affective dimension of the MATIES, F (3,276) = 5.059, p=0.001. A post hoc Tukey test identified a significant difference between teachers with less than 3 years teaching experience and those who have taught between 3 – 10 years. Significant differences were also noted between 3 – 10 and the 20+ years of teaching experience groups. Finally the ANOVA results didn’t find any statistically significant difference between the ages of teachers, the level they teach and the four dimensions of teachers’ attitudes towards inclusive education. Implications of these findings will be discussed.
The influence of Senior High School Student Factors and Teacher-Student Interaction on Student Performance in Mathematics in the Cape Coast Metropolis
(2018-03-21) Awoniyi, F.; Ampadu, E.
A total of 3,342 eleventh graders of 69 intact classes were randomly chosen along with their 57 teachers from ten public Senior High Schools in the Cape Coast Metropolis. The research employed a sequential explanatory mixed methods design. Four research instruments namely questionnaires, observation schedule, interview guides and achievement test were used to collect the data. The data collected from quantitative sources were analysed using inferential statistics and frequency counts. While those collected from interviews were analysed qualitatively and presented as narrative with some examples. Findings revealed that the variables: student anxiety, student attitude, student motivation and teacher-student relationship jointly explained 19% of the variance in achievement scores and attitude emerged as salient predictors of student achievement in mathematics and the sub constructs of the four variables collectively explained 44% of the variance in achievement scores. The implications of the results for the teaching and learning of mathematics are discussed.
Using Structural Equation Modelling to Examine Predictors of Teachers’ Work Engagement in Ghana
(2018-10-24) Butakor, P.K.; Ampadu, E.
The role and engagement of teachers has been an issue of interest to educational researchers in Ghana lately following the abysmal performance of Ghanaian students in national examinations. This is based on the assumption that the more teachers are actively engaged with teaching and learning environment, the better the performance of students. The purpose of the study was to examine the causal relationship between teachers emotional intelligence, job satisfaction, professional identity, and work engagement. And to achieve this purpose, a questionnaire consisting of four scales was administered to 260 teachers selected from the Adentan Municipal in the Greater Accra Region. Exploratory Factor Analysis, Structural Equation Modelling, and univariate statistical analyses were employed to analyse the data. Results of the analyses established that job satisfaction mediated the relationship between teachers’ emotional intelligence and work engagement. The findings also revealed that emotional intelligence positively affected professional identity directly and indirectly through job satisfaction. It was revealed that female teachers exhibited more professional identity and were more satisfied than their male counterparts. The study concluded with the recommendation that for Ghanaian teachers to be actively engaged with their job, they should be provided with the opportunity to develop and improve their emotional intelligence. It was also recommended that a module on emotional intelligence be included in the curriculum for training pre-service teachers.
Plagiarism: Knowing and It
(2018-11-21) Amponsah, S.; Butakor, P.K.
Issues of plagiarism date back to many centuries and have had a toll on academics and professionals all over the world. People may fall to plagiarism intentionally or unintentionally and there is always a price to pay for a person’s actions or inactions. Myriads of excuses have often been assigned by plagiarists. There is, however, no excuse for plagiarism as offenders risk sullying their academic reputations or being surcharged or both. Given this background, it becomes imperative that as academics, we get a thorough understanding of what constitutes plagiarism or otherwise in our academic writings. This presentation on plagiarism aims at delving into the roots of plagiarism, its types and how to avoid it through manual or technological means.
Relevance of the Senior High School Curriculum in Relation to Contextual Reality of the World of Work
(2019-02-20) Okrah, A.K.; Amponsah, K.D.
Issues relating to relevance of a curriculum have been of interest to educationists due to public yelps without resorting to empirical evidence. The senior high school is a terminating point for most of the graduating students making most of them unemployed. This mass unemployment of the youth after senior high school has mostly been attributed to the irrelevance of the curriculum. However, the skills in the curriculum have not been subjected to critical analysis to empirically prove their relevance or otherwise. The purpose of the study was therefore to identify the skills embedded in the curriculum, those skills the learners have acquired and those that employers usually demand of employees by relating them to empirical findings of the skills employers in general demand of employees. A conceptual analysis through content analysis approach was used to quantitatively determine the skills embedded in the curriculum. A qualitative analysis was then used to examine the richness of the skills. This ultimately led to purposive sampling procedure in which twenty-one students and fourteen key informants were selected for an interview. The data from the interview were sorted out into themes and coded through the use of NVivo 8 to help in the counting of frequencies of each skill. It was found out that the senior high school curriculum, though was generally rated as relevant, the skills with the highest frequencies in the curriculum focused on attitudes and values while those required by employers focused on the application of knowledge. The skills with the highest frequencies were those of the affective domain but the highest percentage values suggested in the curriculum constituted those of the cognitive domain. On the basis of these findings, it can be concluded that the curriculum is relevant in instilling values into the students but it is not relevant in the application of knowledge that employers usually demand of employees at the work environment. It is, therefore, recommended that the curriculum be reviewed, if similar findings of this type of research in different contexts are found, to get rid of those mismatches, in order to make it more relevant to the needs of contemporary society.
Impact of Collaboration on Male and Female Students’ Comprehension of Electrochemistry
(University of Ghana, 2019-03-27) Amponsah, K.D.
This study reports on research findings on the effect of collaboration on male and female learners’ comprehension of electrochemistry concepts in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The theoretical frame work of this study is rooted in Posner et al’s Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. This theory strongly proves that learning is a social process and communication facilitates learning. Conceptual change is interpreted as what actual knowledge the group collectively produces and agrees upon. An intact sample of 47 12th grade physical sciences learners from two public schools in the circuit participated in the study. One of the schools was a high achieving school (HAS) and the other a low achieving school (LAS) as was classified by the Department of Education, Mpumalanga Province, South Africa. Learners were given electrochemistry concept test (ECT) and Chemistry Classroom Environment Questionnaire (CCEQ) as pre-test and post-test. After the treatment using a self-designed conceptual change teaching strategy of collaboration, ANCOVA conducted on post-test scores of the learners showed that there was no significant mean difference between male and female learners in their comprehension of electrochemistry concepts. Similarly, there was no significant interaction effect between gender and treatment. However, Pearson Product-Moment Correlation revealed that there was moderately positive relationship between achievement and learners’ perception of their chemistry classroom environment. The findings suggest that collaboration was equally effective for both males and females.
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.
Stressors and Coping Strategies: The case of Teacher Education Students at University of Ghana
(University of Ghana, 2020-02-26) Amponsah, K.D.; Ampadu, E.
This research examined the stressors that teacher education students of the University of Ghana usually encounter and the coping stratagems that they frequently embrace. Random sampling technique was employed to select 270 second- and third-year undergraduate students in 2018/2019 academic year to answer a survey questionnaire with closed-ended and open-ended questions. Dental Environmental Stress (DES) questionnaire on stressors was adapted whereas coping stratagems that might be utilised by students to minimise stress was measured using an adapted form of the Brief COPE. The outcomes of the research revealed that ‘working to meet scholastic requirements’, ‘inadequate supply of power and water in halls’, and ‘changes in eating and sleeping habits’, were three major stressors experienced by teacher education students. Furthermore, learners utilised numerous approaches, such as praying or meditating, and self-diverting actions as coping strategies. Learners also used more adaptive coping strategies, than maladaptive and avoidance coping strategies. Overall, resident students were found to be more stressed than non-resident students. Again, this study revealed that resident students are more prayerful and easily get help and advice from lecturers or teaching assistants but deeply averse with substance abuse such as using tobacco/ alcohol/ drug to feel better compared with their non-resident counterparts. It was recommended that the Department of Teacher Education should establish a counselling centre to assign academic counsellors to learners and organise frequent stress management programmes for them.

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