Department of Teacher Education

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Corporal punishment in the schools of Ghana: Does inclusive education suffer?
(Australian Educational Researcher, 2006-12) Agbenyega, J.S.
This paper reports on a study that compared the practice of corporal punishment in ten basic schools in the Greater Accra District in Ghana. Five of the ten schools were designated as inclusive project schools (IPS) and the other five as non-inclusive project schools (NIS). The primary purpose was to find out if the inclusive project schools were more effective in eradicating corporal punishment from their schools than were the non-project schools. One hundred teachers responded to a six-item questionnaire. A further 22 participants comprising ten teachers from the survey group, ten pupils and two directors of education were interviewed. Observation of the classroom practices, where these teachers work, substantiated the questionnaire and interview findings. The overall results indicated that corporal punishment still persists in both school sites at relatively the same scale. Three themes were found to underpin the administration of corporal punishment to students in these schools. (1) Punishment as an effective learning imperative (2) Punishment as a moral imperative (3) Punishment as religious imperative. The implications of these findings pertaining to inclusive education are discussed.
The influence of peer and parent relationships on adolescents’ self-esteem
(IFE PsychologIA, 2012-09) Nyarko, K.
The study was conducted to find out how parental relationship with their adolecent children and adolescent-peer relationship affect the self-esteem of adolescents. The study was drawn on a sample of 100 adolescent students from diverse socioeconomic backgrounds. The results did indicate contrary to expectation, a negative relationship between adolescent-peer relationship and their self-esteem. Surprisingly, no link was found between parent-adolescent relationship and the self-esteem of the adolescents. The implications of the study are discussed.
An investigation into first year elective science and integrated science students’ understanding of length in measurement at Kadjebi Asato Senior High School (KASEC)
(Unisa Press, 2012-10) Kumassah, E.K.
Conversion within quantities of same units and between quantities of different units is a thorny subject to students at Kadjebi Asato Senior High (KASEC) and its treatment by tutors sometimes becomes very difficult such that most tutors resort to handling the subject theoretically / abstractly. When this happens most students seemed not to comprehend the subject. In view of this, one aspect of the DTML-Conversion models (i.e. D-Conversion model) was used. The DTML-Conversion Models is a model that has been designed by the researcher to make the teaching of conversion in measurement very easy to tutors and meaningful to students.
Teachers’ promotion of creativity in basic schools
(American Journal of Social and Management Science, 2013) Nyarko, K.; Akenten, W.; Abdul-Nasiru, I.
The study was conducted to find out the role of tea chers in fostering creat ivity among basic school student s in Ghana . The sample was drawn on 172 teachers , with different teaching qualifications and experience between the ages of 20 and 60 years . The findings show that teachers at the basic level of educa t ion promote creativity among students through motivation, divergent thinking, and the promotion of a conducive learning environment. Again, it was found out that teachers view the promotion of creativity as a joint responsibility of parents and teachers. Finally, although teachers agree that creativity is fostered through motivation, there was no statistically significant difference between teachers who view creativity to be intrinsically motivated and those who view it to be extrinsically motivated. The i mplications of the findings are examined.
The effect of corporal punishment and math anxiety on math performance among junior high school students in Ghana
(IFE PsychologIA: An International Journal, 2013-09) Nyarko, K.; Kwarteng, A.B.; Akakpo, G.M.; Boateng, R.; Adjekum, N.
The study investigates the effect of corporal punishment and math anxiety on math performance at the Virgo Preparatory School in Adabraka, Ghana. Thirty four (34) participants were pre-tested and post-tested using the Mathematics Anxiety Scale for elementary school students. Analysis of the results shows that there is no difference in math performance between students who receive corporal punishment and those who are reinforced as well as those who receive neither reinforcement nor corporal punishment. Finally, no significant negative correlation was found between math anxiety and math performance; however, females were found to be more anxious of maths than males. The implications of the findings are discussed.
The influence of motivation on the job satisfaction of Junior High School Teachers in Ghana
(Journal of education and practice, 2014) Nyarko, K.; Twumwaa, D.A.; Adentwi, K.I.
The study investigates the influence of motivation on the job satisfaction of teachers. The population of the study was Junior High School teachers in the Accra metropolis. The sample was drawn on two hundred Junior High school teachers in Accra with diverse socio-cultural backgrounds. A convenience sampling technique was used to select the teachers. The ages of the teachers range between twenty and sixty years and more than half of the teachers who participated in the study are trained teachers. As expected, the findings from the study indicate a positive correlation between teachers’ motivation and their job satisfaction. However, the study shows no significant difference in the level of satisfaction of teachers who are intrinsically motivated and those who are extrinsically motivated. Finally, the hypothesis that females will be more extrinsically motivated than males was not supported. The implications of the study are discussed
Illness perception, religiosity and mental health of diabetic patients in Ghana
(Am J App Psychol, 2014-02) Nyarko, K.; Kugbey, N.; Atindanbila, S.
This study examines the influence of diabetic patients’ perception of their illness and their levels of religiosity on their mental health problems. A sample of 194 diabetic patients was drawn from two major hospitals (Korle-Bu Teaching and Tema General Hospitals) in the Greater Accra Region of Ghana. The cross-sectional survey method was used as the study design. Results from Pearson correlation show that the diabetic patients’ level of religiosity did not significantly correlate with their mental health problems. However, illness perception correlates significantly and positively with their general mental health problem (GSI) and specific ones such as somatization, obsessive-compulsion, depression, anxiety and psychoticism. Multiple regression analyses show that level of general mental health problem (GSI) was significantly predicted by perception of illness Coherence followed by perceptions Symptoms and Concern. Similarly, perception of coherence was the most significant predictor of both depression and anxiety among diabetic patients. The implications of the findings are discussed.
Parental Attitude towards sex education at the lower primary in Ghana
(International Journal of Elementary Education, 2014-04) Nyarko, K.; Adentwi, K.I.; Asumeng, M.; Ahulu, L.D.
This study investigates parental attitude towards sex education at the lower primary level of education in Ghana. In all 100 parents ranging from 20 to 60 years, with diverse socio-economic backgrounds consisting of 64 males and 36 females where sampled for the study. Out of this number, 63% reside in urban areas, whereas 37% reside in rural areas. The results indicate that about 58% of parents have an unfavourable attitude towards sex education in lower primary schools. Unsurprisingly, all the parents who held unfavourable attitude towards sex education said that children are too young for sex education at the lower primary school level. However, of the parents who held favourable attitude; 81% indicated that children are exposed a lot these days. 17% admitted that sex education will be helpful to the children and 2% said children ask questions about sex anyway and needed to be provided with answers. Finally, the results showed that there is no gender difference in parental attitude towards sex education, as well as no residency difference about sex education. However, there was a difference in parental attitude in connection to their educational level. The implications of the findings from this research are discussed.
An investigation into senior high school (shs3) physics students understanding of data processing of length and time of scientific measurement in the Volta region of Ghana
(International Journal of Research Studies in Educational Technology, 2014-04) Kumassah, E.; Ampiah, J.; Adjei, E.
Serious doubt have been raised in the Physics Chief Examiner’s report of the West African Examination Council of Ghana of both physics-1 (theory) and physics-2 (practical) as to whether science students really understand measurement of physical quantities. In view of this, the researcher use a mixed designed method to gather data from SHS3 physics students’ on their understanding of data processing of length and time. A population of 422 SHS3 physics students were sampled and a three item questionnaire on distance and time administered in order to find out whether the problem enumerated by the Chief Examiners’ of Physics concerning physics students exist and were either with the set paradigm or the point paradigm concept. Also twenty SHS3 physics were purposively selected and interviewed in order to validate students’ written responses. The study revealed that students do not have an understanding of using repeat in data set, anomaly in data set and straight line graph of data by the set paradigm concept i.e. all the three items on data processing of students (i.e. UR, AN, and SLG) were in line with the point paradigm concept of measurement. Also students seemed to have difficulty in plotting straight line graph by the use of lines of best fit.
An Investigation into Shs3 Physics Students Understanding of Data Comparison of Scientific Measurement in Volta Region
(International Journal of Research Studies in Educational Technology, 2014-04) Kumassah, K.E.; Ampiah, J.G.; Adjei, E.J.
Serious doubt have been raised in the Physics Chief Examiner’s report of the West African Examination Council of Ghana of both physics-1 (theory) and physics-2 (practical) as to whether science students really understand data comparison of physical quantities.In view of this, the researcher use a mixed designed method to gather data from SHS3 physics students’ on their understanding of data comparison of length and time. A population of 422 SHS3 physics students were sampled and a twelve item questionnaire on distance and time administered in order to find out whether the problem enumerated by the Chief Examiners’ of Physics concerning physics students exist and were either with the set paradigm or the point paradigm concept. Also twenty SHS3 physics were purposively selected and interviewed in order to validate students’ written responses.
The effect of child abuse on children’s psychological health
(Psychology and Behavioral Sciences, 2014-07) Nyarko, K.; Amissah, C.M.; Addai, P.; Dedzo, B.Q.
The study examines the impact of child abuse on children’s psychological health. Child abuse was defined as physical and psychological abuses against children whilst psychological health was defined in relation to children’s self-esteem, depression, and anxiety. 109 children were purposively sampled to partake in the study. The sample consisted of both males (n = 68) and females (n = 41) from diverse socio-economic backgrounds, whose ages were from 9 to 18 years. The research design used was a survey, and the independent samples t-test was used to analyze the data. Some of the participants have histories of abusive treatment (n=57) whilst others were without any such history (n=68). Among those who had suffered abusive treatment, 36 suffered physical abuse and 21 suffered psychological abuse. Standardized measures were used to rate each participant’s level of depression and anxiety. The analyses of the data show that both physical and psychological abuses lead to a significant increase in children’s depression and anxiety. These findings are discussed with reference to existing psychological literature and theories.
Parenting Styles and Children’s Academic Performance
(Parenting Across Cultures, 2014-09) Nyarko, K.
This study examines the effect of parenting styles on the academic performance of children. It looks at parenting styles and children’s outcome, ethnic groups and parenting styles, family structure and parenting styles, and parenting styles and academic performance. However, the findings suggest inconsistencies regarding the effects of parenting styles on children’s academic performance. Whereas some studies show a positive and significant effect between authoritative parenting and children’s school achievement, others show that there is no effect of parenting styles on the academic achievement of children. Again, it further indicates that single mothers use the permissive parenting style, which might be the reason for the poor academic performance of their children as compared with those from families with both parents. The study therefore underscores the significance of analyzing parenting styles within one’s cultural milieu. While this chapter focuses on Ghana, it can be generalized to other cultures as well.
Childrearing, motherhood and fatherhood in Ghana
(Parenting Across Cultures, 2014-09) Nyarko, K.
This study examines childrearing practices, motherhood, and fatherhood in Ghana. It looks at the contextual background of the country, ethnic groupings, family systems and childrearing practices, and the patrilineal and matrilineal systems. The evidence shows that mothers are oriented towards the permissive style of parenting, whereas fathers use an authoritarian style. However, it further shows that some mothers and fathers use an authoritative parenting style. The study also revealed that some parents accept corporal punishment as a method of disciplining children, while others frowned on its usage. The study underscores the importance of situating parenting within one’s culture.
Influence of childhood attachment on adolescents’ interpersonal relationship and self-esteem among undergraduate students of the University of Ghana
(British Journal of Education, Society & Behavioural Science, 2014-11) Nyarko, K.; Addai, P.; Amissah, C.M.
Childhood insecurities may affect a wide range of personality development such as interpersonal relationship and self-esteem during adolescence. The present study explores the effect of childhood attachment on adolescents’ interpersonal relationship and self-esteem among undergraduate students of the University of Ghana. The study also examines gender differences in interpersonal relationship and self-esteem. A total of two hundred undergraduate students from the University of Ghana were selected using convenient sampling to complete the Rosenberg Self Esteem Scale, the Perceived Interpersonal Relationship Scale (PIRS) and the Childhood Attachment Inventory (CAI). Data were analyzed using the multivariate analysis of variance (MANOVA). Results reveal that adolescents who have secured childhood attachment have good interpersonal relationship and higher level of self-esteem than adolescents who have unsecured attachment. There was however no gender differences found in adolescents interpersonal relationship and self-esteem. Based on the findings, it is recommended that parents assess how they relate with their children and not to inculcate trepidation in their children since these have the tendency to affect personality development during adulthood.
A comparison of DIF detection and effect size measures among Mantel-Haenzel, SIBTEST, and Logistic regression using a science test data
(frican Journal of Science and Research, 2015-02) Butakor, P.K.
The Differential item functioning (DIF) occurs when individuals of the same a bility level from separate groups have different probability of answering an item correctly. This study was conducted in two parts: in the first part a real science test data was analyzed and the consistencies among the three DIF detection procedures were examined and in the second part, simulated data for a short test was used in comparing the consistencies among the procedures. In the first part, students’ response data from a large-scale science achievement test were analyzed for gender DIF. A sample of 2600 (1500 males and 1100 females) was randomly selected for this study. The Science test consisted of 49 items. DIF statistical analyses were conducted on the data using MH, SIBTEST, and LR. All test statistics were interpreted at an alpha-level of 0.05. For SIBTEST, the guideline developed by Roussos and Stout (1996) was employed. The study suggests that the different procedures provided consistent estimates on the magnitude and direction of DIF and thus supports the recommendation that multiple DIF detec tion procedures should be used in real testing situation to reduce the uncertainty associated with the analysis interpretation of empirical testing data.
T2DM patients’ demographic characteristics as moderators of the relationship between diabetes perception and psychological distress
(International Journal of Applied Psychology, 2015-05) Kugbey, N.; Atindanbila, S.; Nyarko, K.; Atefoe, E.A.
This study examined the relationship the relationship between T2DM illness Perception and Psychological Distress and further investigated whether this relationship is influenced by demographic characteristics such as Sex, Age and level of Education. A total of 139 persons living with T2DM were sampled from Korle-Bu Teaching Hospital in Accra, Ghana. The respondents were administered with demographic questionnaire, the Brief Illness Perception Questionnaire and the Brief Symptom Inventory. Pearson correlation and Hierarchical Multiple regression analyses were done and the results indicate that illness perception is significantly and positively associated with the level of psychological distress among persons with T2DM. However, this relationship was not significantly moderated by their sex, age and level of education. The findings from the study indicate that the association between illness perception and psychological distress among persons with type-2 diabetes is not significantly affected by their demographic characteristics age, sex and level of education. It is therefore concluded that the focus of psychological interventions should be targeted at modifying the negative thought patterns of the patients regarding their illness.
Multilevel Modeling of Factors that Influence Mathematics Achievement in Ghana: A Secondary Analysis of TIMSS 2007 and 2011
(2015-11) Butakor, P.K.
The purpose of this study was to examine which student, teacher, and principal variables best explained the performance of the population of Grade 8 students in Ghana. This study was necessitated by the consistent low performance of Ghana's grade eight students in TIMSS since 2003. Ghana, as a country, ranked second last, second last, and last for the 2003, 2007, and 2011 TIMSS assessments. A probability sample of Grade 8 students in a probability sample of schools participated in the TIMSS 2007 (5,294 students nested within 162 schools) and 2011 (7,323 students nested within 160 schools). The students responded to the mathematics achievement test for which a matrix item and student matrix sampling design was used. The students, teachers, and principals responded to their respective questionnaires. Since the students were selected from classes that were nested within schools, HLM analyses were used to analyze the data. However, only one class was selected from each school in each year. Consequently, 2-level HLM analyses were conducted. Prior to the analyses, the maximum likelihood with expectation maximization (EM) algorithm was employed to replace all the missing values at both the student level and teacher/principal level for both 2007 and 2011,and exploratory factor analyses conducted for clusters of similar items in the three questionnaires to reduce the number of predictor variables. The final numbers of variables were 40 student and 40 teacher/principal variables in 2007, and 15 student and 37 teacher/principal variables in 2011. The final parsimonious HLM model contained 20 student variables and five teacher/principal variables which accounted for 27% of the student variance and 51 % of the teacher/principal variance in 2007; the corresponding numbers for 2011 were nine, seven, 20%, and 54%. The change in the number of variables in the final models for the two years is due to changes made in the questionnaires. These changes precluded comparing the 2007 and 2011 results other than to say the variance explained at the student level and at the teacher/principal level were similar in each year (approximately 20% at the student level and 54% at the teacher/principal level). Taken together, it was concluded that lack of proper preparation of teachers in rural areas, questionable school climate and safety, emphasis on lower rather than higher thinking skills, inconsistent use of homework, failure to engage students in their learning, lack of progress of girls, lack of students' interest and confidence in mathematics, and students' lower educational aspiration contributed to Ghana's low performance on the TIMSS 2007 and 2011 assessments. Implications for practice and recommendations for research are provided.
Hierarchical Linear Modeling of the relationship between Attitudinal and Instructional Variables and Mathematics Achievement
(INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY, 2016-05) Butakor, P.K.
Students’ achievement in mathematics is often considered necessary for the success of the future of a country. Therefore, the training and preparation of students to do well in mathematics has become fundamental goal of educat ion for most countries and more specifically in Ghana. Applying Hierarchical Linear Modeling on the Trends in International Mathematics and Science Study (TIMSS) 2007 data, the relationship between attitudinal and instructional variables and mathematics achievement among Ghana’s grade eight students was examined. Prior to the analyses, exploratory factor analyses were conducted for clusters of similar items to reduce the number of predictor variables. The results indicate that student’s gender, educational aspirations, self-confidence in mathematics, value for mathematics, and frequent use of some instructional variables were significant positive predictors at Level 1. Whiles amount of homework, years of teaching, major area of study were significant positive predictors, teaching license or certificate was a significant negative predictor at Level 2
The role of formative feedback in promoting higher order thinking skills in classrooms: a theoretical model
(African Research Review, 2016-09) Butakor, P.K.
Feedback plays an important role in the teaching and learning environment because it provides learners with information intended to help them improve their learning. For feedback to be successful in this role, the information from feedback must also highlight the type of thinking exhibited in performing any tasks. However, very few studies have been conducted to examine the role feedback plays in promoting higher order thinking. The purpose of this paper is to propose a theoretical feedback model that can promote higher order thinking. The components of the model include: conducive learning environment, instructional activit ies, task characteristics, validating students’ thinking, and providing feedback. Future research is needed to empirically test the variables and their relationships as proposed in the model.
Precipitants of substance abuse relapse in Ghana: A qualitative exploration
(Journal of Drug Issues, 2016-11) Appiah, R.; Danquah, S.A.; Nyarko, K.; Ofori-Atta, A.L.; Aziato, L.
Relapse to substance abuse is a global problem and is conceptualized as an integral component of the recovery process. Global statistics on rates of relapse after substance abuse treatment are disturbingly high, averaging about 75% within a 3- to 6-month duration after treatment. This study sought to gain full understanding of the factors that precipitate relapse among substance abusers in Ghana. Data were collected through in-depth interviews with 15 relapsed substance abusers who were previously treated for substance abuse, and three mental health professionals at a psychiatric rehabilitation unit in Ghana. Findings showed that seven factors, including positive/negative emotional reinforcements, sense of loss, interpersonal conflicts, peer influence, familial, religio-cultural, and treatment-based issues complot to instigate and maintain the relapse cycle. The findings provide valuable insights into the relapse phenomenon in Ghana. Clinicians should actively engage family members in the relapse prevention process, and provide insight into religio-cultural relapse precipitants.