Department of Teacher Education

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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.
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.
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
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.

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