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Item Continuous Utilization of Sakai Learning Management System (LMS) by Graduate Students at the University of Ghana(University of Ghana, 2019-07) Odame, J.The continuous utilization of the SAKAI Learning Management System (LMS) by graduate students may provide rich opportunities for them to effectively interact with their lecturers and to receive immediate feedback from them on their online assignments, quizzes among others. On the other hand, non-continuous utilization of the platform may deprive graduate students from enjoying the benefits the system may offer for their academic work. This study sought to investigate the continuous and effective utilization of the SAKAI Learning Management System (LMS) by graduate students at the University of Ghana. The study used a cross-sectional survey design. By using the Multi-Stage sampling technique, a sample of 190 graduate students affiliated to the Colleges of Health Sciences, Humanities and Education were selected for the study from the target population. The questionnaire was the main research instrument used for the study with a Cronbach’s Alpha value of r = 0.83. Six (6) research questions and six (6) research objectives were used and all the hypotheses stated were tested using Chi-Square, Independent T-test, One-Way Analysis of Variance, the Structural Equation Model (SEM) at the 0.05 two-tailed significance level. The findings of the study indicated that graduate students had low knowledge on the features of the SAKAI LMS (M=1.49, SD=0.56) and as a result barely used them for their academic work (M=3.32, SD=1.26). The study found that graduate students had positive attitudes towards the SAKAI LMS (M=3.67, SD=1.77) and thus were greatly motivated to continuously use the system for their research and academic courses (M=2.73, SD=1.67). The study also found that graduate students had several challenges when using the SAKAI LMS due to poor internet connectivity, lack of adequate computer skills among others (M=4.22, SD=2.77). Again, the study found that Performance Expectancy (β = 0.086, p < .05) and Facilitating Conditions (β = 0.906, p < 0.05) had a significant influence on individual decision to use the SAKAI LMS. Furthermore, the study found that individual decision had a significant influence on the continuous utilization of the SAKAI LMS. The study concluded that graduate students at the University of Ghana barely used the SAKAI LMS as a result of the numerous challenges and limited knowledge of its significant features but were momentously motivated to continuously use it as they had positive attitudes. Besides, continuous usage of the platform was at the mercy of Performance Expectancy and Facilitating Conditions such as the provision of laptops, computers, smartphones, tablets and other electronic resources to access online information at all times. The study recommends the continuous utilization of the Learning Management System (LMS) in higher education to facilitate lifelong learning and human resource development. In addition, technology-mediated learning should be part of the university curriculum for effective teaching, learning and research.Item Development Of Managerial Competencies For Academic Leadership: Experiences Of Heads Of Departments Of Selected Universities In Ghana(University of Ghana, 2021-07) Mwinsumah Kunbour, V.The academic department is the focal point where the management and administration of academic work are done in the university. The Head of Department (HoD) also known as academic chair has the key responsibility to lead and manage the academic activities as well as faculty, students, and administrative support staff effectively to contribute to the success of the business of the university. It is in this regard that the issue of leadership and managerial capacity of academics who assume the role of HoD is not only important but also should be of interest to higher education administration. The study sought to find out the managerial competencies required for the effective performance of the core duties involved in the role of HoD as well as the strategies used to prepare academics for the role in public and private universities in Ghana. Theoretically, the study was underpinned by Vygotsky’s social-cultural theory of learning specifically, the Zone of Proximal Development (ZPD). It adopted a qualitative research approach and collective case study design. The study population comprised HoDs in one public university, the University of Ghana, and one private university, Valley View University, a representative of the human resource department of each of the two universities selected, and a representative of the Ghana Tertiary Education Council (GTEC). A total of thirteen (13) respondents were sampled for the study. Purposive sampling was used to select the participants. An interview guide was employed as a data collection instrument for the research. The interviews were recorded and transcribed verbatim. The thematic analysis method was used to analyse the data. The study found that the core duties involved in the role of HoD were in two broad categories of academic and managerial and a mix of competencies were required for the effective performance of the job. The universities had specified criteria for the academic competencies for the appointment of the HoD i.e., academic qualification, rank and university experience. However, there were no clear managerial competencies criteria for the role. Though the universities had some strategies i.e., serving on committees, informal mentorship and orientation, for the development of the managerial competencies of academics, the approach was mostly unstructured and unplanned. The orientation programme which usually planned last not more than five days. The study recommends that the criteria and appointment processes of HoD should pay equal attention to the academic and managerial competencies required for the leadership role of HoD to ensure effective performance. It further recommends that universities should adopt an ongoing planned and blended approach comprising experiential and formal learning for the development of the managerial and leadership competencies of academics. This will help to create a pool of competent persons to select from to occupy the role of HoD whenever a vacancy falls.Item Educational Technology Integration In Teaching In Technical Universities In Ghana(University Of Ghana, 2022-08) Owusu-Acheampong, E.This study aimed to find the educational technology tools frequently used for teaching in selected Ghanaian technical universities and establish whether or not there is any relationship between educational technology use and enhanced instructional delivery. This study was guided by the Diffusion of Innovations Theory (Rogers, 1962; 2003), Technology, Pedagogy and Content Knowledge (TPACK) Model by (Harris et al., 2009), and the Substitution, Argumentation, Modification and Redefinition (SAMR) model (Puentedura, 2006). This research aligns with the philosophical assumption of pragmatism. The study used the embedded mixed-method design and relied on a questionnaire and semi-structured interviews for data collection from 252 faculty members randomly selected from two Ghanaian technical universities (Koforidua Technical University and Takoradi Technical University). Data were analysed using descriptive and inferential statistics and qualitative thematic analysis. The study found that the effective use of technological tools such as laptop computers, mobile phones and the projector for teaching could make higher education instruction delivery very enjoyable, thereby making teaching outcomes more achievable. The study also revealed that the key factors affecting educational technology integration into teaching are inadequate educational technology tools, inconsistent internet connectivity, insufficient technical support services, and inadequate training, among others. It is therefore recommended that faculty members and the university authorities acquire more educational technologies for teaching. It is also suggested that the universities invest more resources in procuring Information, Communications and Technology infrastructure and ensure consistent internet connectivity. It is also recommended that the institutions organise continuous in-service training through workshops and seminars to acquaint faculty members with the needed competencies for effective and efficient integration of educational technologies into teaching.Item Farmers’ Knowledge, Attitudes and Practices of Sustainable Environment Activities in the Eastern Region of Ghana(University of Ghana, 2019-07) Ayisi-Addo, A.K.Sustainable environment has become an important issue in global development as a result of recurrent instability in the interaction among environmental, economic and social systems. Different policy directives and interventions have therefore been championed for promoting a balance in these systems. Key among them is education for sustainable environment, identified to contribute knowledge, skills and attitudes required to bring about a change. In spite of these, sustainable farming environment continues to pose a challenge in most Ghanaian communities; of which the Eastern Region (ER) is no exception. It is as a result of this that the study sought to address the research question: What are farmers’ knowledge, attitudes and practices of sustainable environment activities (SEA) in the Eastern Region (ER) of Ghana? The study addressed four objectives; namely, to find out the levels of farmers’ knowledge, attitudes and practices (KAP) of SEA with regards to sex, education, age and type of farming. The study also sought to identify the relationships among farmers’ levels of KAP of SEA and finally the farmers’ views on measures to enhance their KAP of SEA. The explanatory sequential mixed method was adopted using a population of all actively engaged farmers from the ages of eighteen (18) to sixty (60) years in the ER. A sample of 400 farmers from an estimated population of 724,001 was selected using the multi-stage sampling techniques for the quantitative study while 30 other farmers from the population was purposively selected for the qualitative study. Structured interview schedule and focus group discussion guide were used to collect data for the study. Quantitative data was analysed descriptively and inferentially using IBM SPSS version 24 and thematic analysis was also done for the qualitative data. Some major findings were that: Farmers had high levels of knowledge and practices of SEA and more favourable attitudes towards SEA. In spite of this, no significant relationships were found between farmers’ knowledge and attitudes towards SEA in relation to sex: Female farmers however practiced more SEA than males. Farmers with formal education had higher levels of knowledge and attitudes towards SEA while they exhibited varying levels of practices of SEA. Farmers ages were not related significantly to their KAP of SEA. Their levels of attitudes were however related to their knowledge and practices of SEA and their knowledge of SEA also contributed to their levels of practices of SEA. Finally, the provision of environmental education and stringent punishment of offenders with regular communal activities could enhance farmers’ knowledge, attitudes and practices of SEA in the Eastern Region of Ghana. The study recommended that stakeholders should formulate and implement environmental education policies for the non-formal education sector to promote SEA. Again, adult education institutions should intensify their environmental education curriculum. Agricultural extension officers, community development agents and non-Formal Education Organizations should provide regular environmental education to grassroots farmers whose activities directly impinge on the physical environment. The study therefore concluded that farmers’ had high knowledge and practices of SEA on the scales used and also exhibited more favourable attitudes towards SEA. In spite of this, farmers’ knowledge, attitudes and practices of SEA were at varying levels in relation to their sex, educational backgrounds and age.Item Feedback Strategies And Learning Improvement In Sakai Learning Management System For The Distance Learning Programme At The University Of Ghana(University Of Ghana, 2020-10) Attiogbe, E.J.K.A critical support for distance education learners is feedback. Effective feedback provides nurturing and enables adult distance learners to engage with content in the learning environment and among their peers. The purpose of this thesis was to assess and analyse how and which feedback strategies are used to interact with distance education students in a blended learning model using the Sakai Learning Management Systems as the learning context. The first was to investigate students’ perception of formative and interactive feedback usage in the Sakai distance learning programme. Second, to find out the nature of feedback in the Sakai online learning environment. The third was to ascertain which demographic characteristics is more likely to influence learning improvement in the online distance learning programme. The fourth was to examine the effects of feedback strategies and embedded feedback syllabus on learning improvement. Using the social constructivists and transactional theories as a framework, the research posited that feedback strategies will predict learning improvement among distance education students in the Sakai learning environment. The philosophical underpinning of the research was pragmatism, through a mixed-methods approach and cross- sectional approach. The population for the study was made up of third year distance education students and their lecturers. For data collection methods, questionnaire, interviews and focused group discussions were adopted. The actual sample size for the survey data was 355 while that of the qualitative was 23 participants for interviews and focused group discussions. The quantitative data set was analysed using frequencies and percentages, logistic regression and multiple regressions. For the qualitative data set, thematic analyses were adopted and presented in narratives. These results were then integrated and the findings discussed. The first objective revealed that students' perception of formative feedback depicted that the level of appreciation of most of the DE students regarding formative feedback was high but interactive feedback was low. The second objective found that the nature of feedback provision is directional, corrective and suggestive more than the use of dialogue and interaction. Feedback is not personalised as it is targeted at the group. Also, more written feedback is provided than oral and electronic feedback. The study's third objective findings revealed that among the demographic variables examined, age was the only variable that had a statistically significant relationship with learning improvement (p<0.05). The fourth objective showed that all the feedback strategies exhibited a significant positive correlation with students' overall learning improvement. However, embedded online syllabus, and feedback timing showed a relatively stronger correlation with learning improvement than feedback mode, target, quality and quantity. Furthermore, the regression analysis findings indicated that with exception of feedback target, feedback strategies such as timing, mode, quality and quantity related positively with students’ overall learning improvement. Other control variables such as Sakai LMS and embedded online syllabus also had positive statistically significant relationship with learning improvement (p<0.05). The regression analysis findings further showed that merging of feedback strategies with the embedded online syllabus in linear multiple regression models had higher predictive power on students’ overall learning improvement than the use of only feedback strategies in predicting students’ overall learning improvement. Overall, the study concludes that feedback strategies when it is well managed and applied by DE lecturers in Ghana would make a huge impact on DE students’ academic pursuit. Keywords: Sakai learning management system, feedback, feedback strategies, embedded course syllabus, distance education students, learning improvement, higher education, GhanaItem Institutional Policies and Commitment for Supporting Distance Learners in Dual Mode Public Universities in Ghana(University Of Ghana, 2018-07) Akuamoah-Boateng, C.The aim of this study was to gain insights into institutional policies and commitment for supporting Distance Education (DE) learners in public dual mode universities in Ghana. The study was underpinned by Simonson’s theory of equivalency and a Policy analysis framework (PAF) for studying distance education institutions. The study used the convergent parallel design of the mixed methods in which qualitative and quantitative approaches were adopted. Six principal officers and 632 DE learners from the public universities were purposefully and conveniently sampled respectively to respond to interview schedules and a student survey questionnaire for data collection. Audio recordings of interviews were transcribed and coded into nodes which provided easy retrieval of themes that emerged. The quantitative data was analysed using descriptive statistical methods (including percentages, means, standard deviations and graphs where appropriate). The major findings of the study generally, indicate the lack of institutional policies specifically formulated for DE delivery in public dual mode universities in Ghana. The use of policies meant for conventional students and unofficial conventions and guidelines to carry out some key DE activities to the detriment of DE learners was revealed. This finding contravenes the Equivalency Theory in Distance Education delivery. The current institutional policies being addressed in the universities are concentrated on academic, faculty, students, and fiscal geographic governance, technical and philosophic issues. None of the universities identified clear-cut institutional policies on legal issues. The study also indicated DE learners’ dissatisfaction with the array of support services provided and the non-availability of some support services such as guidance and counselling. The moderate level of commitment towards DE delivery despite the nonavailability of specific institutional policies in the universities was also revealed. The findings of this research study led to the conclusion that although DE in public universities in Ghana is growing for the past decade, institutional policies to serve as a framework for its successful implementation are lacking. The findings from this study is consistent with earlier research findings by Butcher (2013), affirming that generally, institutional policies and commitment which are essential to the success of all DE programmes and their students are lacking in most dual mode universities in Africa. Based on the findings of the study, six recommendations were made; The major finding among others is that the Ministry of Education and the Ghana Education Services should encourage stakeholder discussions for a national (DE) policy from which the universities could use as a spring board to conduct policies audit and needs assessment of existing institutional policies, to identify areas of weaknesses that do not ensure institutional support and commitment towards institutional goals and objectives, and learner success.Item Learning Projects among Small-Scale Master Automobile Mechanics of Odawna in the Greater Accra Region of Ghana(University of Ghana, 2018-07) Ashong, G.A.The study investigated the processes that characterised the learning projects undertaken by the master automobile mechanics (MAMs) of Odawna in the Greater Accra Region of Ghana using a sample of 200. The objectives of the study were to find out how the MAMs learning projects were triggered, how the MAMs determined their learning objectives, content, methods of their learning and how they carried out evaluation of their learning projects. The study also examined the relationships between the MAMs educational status and learning methods, and the years of working experience and learning methods. The study adopted a mixed method approach. Descriptive and inferential statistics were employed quantitatively whereas thematic analysis was applied on the qualitative data. Literature was reviewed on key concepts and theories. The results indicated that learning processes were characterised by series of interactions at the workplace. Among the major findings of the study were that: 1. The MAMs fear of being ridiculed by their social and business associates about their perceived and real incompetence and their desire to catch up with the everyday changing technological advances in their working environment served as an important trigger of their learning projects. 2. The MAMs learning objectives were derived through visits to automobile service companies, interaction with clients, social networking and personal deficiencies experienced when unable to satisfy clients. 3. The rich experiences of co-MAMs, media information and education, existing gadgets and self-experiences formed the sources by which MAMs obtained the content of their learning projects. 4. MAMs determined their methods for engaging in their learning projects through consultation with other MAMs, participation in workshops and their own choices through experiences. 5. There was no statistical significant relationship between MAMs educational level and trigger processes/choice of learning methods. 6. There was significant relationship between MAMs level of education and their inability to fix a fault requested. It was concluded that the processes that characterised the MAMs learning processes were multifaceted. Interaction at the work place characterized the learning processes among the MAMs who had the fears of being ridiculed by their colleagues, social and business associates about their perceived and real incompetence. Among the recommendations made were that: 1. Relevant training programmes be designed and used as means of triggering (motivating) MAMs to enter into learning projects that will enhance their professional skills. 2. Computer and engine reading gadgets training programmes should be organised to enable MAMs become abreast with modern trends in the automobile industry.Item Non-Formal Education and District Assembly Women’s Participation in Local Governance In Northern Sector of Ghana(University of Ghana, 2018-02) Namoog, M.Y.Since the United Nations Declaration of the Decade for Women in 1975 following the global outcry of poor and low participation of women in decision making and in politics in the 1980s, the Government of Ghana with its institutions and international donor agencies and organisations started increasing their focus on empowering women by providing Non-Formal Education (NFE) programmes. This was to raise the women’s consciousness and to build their capacities and skills. The value assumption was that, if women understood their conditions, knew their rights and learnt new skills, they would be empowered to actively participate in decision making and public governance in Ghana. It was against this background that the study was designed to find out the extent to which these NFE programmes have contributed to the participation of the 2010 cohort of Assembly women in local governance in Northern sector of Ghana. To achieve this, the study employed the cross-sectional survey design and with the aid of questionnaire the primary data was gathered from all the 276 assembly women respondents of the Upper East, Upper West and BrongAhafo regions) selected out of the four regions of the Northern sector of Ghana using the simple random sampling technique. The reliability of the data collection instrument using Cronbach Alpha Coefficient was 0.79. With the aid of the Statistical Package for Social Sciences (SPSS), the data was analyzed using both descriptive and inferential statistics. The major findings of the study were that, the NFE programmes irrespective of the form by which the women acquired the skills and knowledge was positively and significantly related and associated with the women’s participation in local governance as Assembly members. The influence of the abilities they acquired from the NFE programmes on the their participation was also significantly enhanced by the women’s self-interest to participate in the Assembly, Social recognition of the humanitarian, meritorious and professional services of the women and their families and their social, economic and political standing in the respective communities as well as the women’s geo-social setting’s positive perception of their social image - being married, elderly and or well educated formally. The study outcome also showed a significant positive relationship between the influence of the NFE programmes and the women’s abilities to campaign effectively and mobilise funds for their assembly elections activities. This notwithstanding, the influence of the abilities acquired from the NFE programmes by the women on their participation in the Assembly’s business was hampered by negative influence of partisan politics, male dominance in the assembly, poor and irregular attendance and lack of individual competences in English and in some technical issues of the Assembly. The recommendations offered for adult education institutions and the Assemblies include the need to organise programmes alongside the women empowerment ones to conscientise the custodians of the oppressing socio-cultural and religious beliefs and practices to enhance the influence of NFE interventions on women’s participation in local level governance as well as the Assemblies instituting NFE departments tasked to regularly educate, train and update the women on the changing dynamics and technical issues of the Assembly business to enhance their conpetences and active participation.Item Retirement Preparation of Ordained Ministers of the Presbyterian Church of Ghana(University of Ghana, 2018-07) Agbodeka, E.The research is on retirement preparation of Ordained Ministers of Presbyterian Church of Ghana. The purpose of the study was to explore issues on retirement preparation of Ordained Ministers of Presbyterian Church of Ghana. The fundamental objective of this study was to examine retirement preparation among Ordained Ministers of the Presbyterian Church of Ghana. The population of Ordained Ministers in the Presbyterian Church who were in Active Service and have Ten (10) years or less to retired at the time of study were 280. Retired ministers who have retired five (5) years or less were 80 and five (5) top management officials were selected from the General Assembly Office of the church. Sample size for Ordained Ministers in active Service was twenty-eight (28) ministers and eight (8) retired ministers due to saturation and five (5) top management officials. The retired ministers were used as a guide and reflection. Sampling Technique was Purposive Sampling and data collection was in-depth interview through face to face and telephone interview were the two strategies used. The Data Collection Tool was un-structured interview guide. The interviews were recorded and transcribed verbatim and transcripts were imported in Nvivo 11 for themes. Data analysis was done through Thematic Analysis by Braun and Clarke (2006) prescribed six steps to carry thematic analysis. The researcher found out that the practice of planning was greatly contingent on the type of Ordained Ministers and their monthly allowance they received. The part time or (Tent) Ordained Ministers who worked as professionals and performed additional Ministerial duties in the church were entitled to National Pension Schemes. However, non-Tent Ministers who are full time workers relied on their personal savings for financial planning. Psychologically, Ministers made little preparation because of the absence of retirement policy in the church. This had therefore created anxiety and a state of uncertainty about retirement. Socially, most Ministers acquired their own accommodation and also invested in their children education as a form of social security. The study further found that Retired Minsters had to depend on their extended social relations to meet their financial and social needs during retirement. The absence of such social support resulted in psychosocial and financial challenges during retirement. The study also found that Retired Ordained ministers who planned their retirement well were enjoying their retirement. It was therefore recommended that Housing Scheme should be instituted by the church to assist minister to acquire their own houses before retirement to relief them with accommodation challenges. The Presbyterian Church of Ghana is encouraged to develop a comprehensive policy on retirement for both ordained minsters and various workers in the church. This policy would guide ministers and other workers to plan and prepare well for adequate retirement in future. Furthermore, the existing provident fund and insurance scheme for full-time ministers should be extended to the Tent Minister. The church should take the Social Security and National insurance Trust (SNNIT) contributions of its Ministers seriously as a way of planning and preparing ministers who sacrifice their all for Gods work. The retirement packages given to the ministers at the end of service should also be revised and given a boost to enhance workers retirement. Also it was recommended that there should be scholarship for Ministers who accept posting to deprived areas in Ministry’s Children to motivate them.