Department of Teacher Education
Permanent URI for this collectionhttp://197.255.125.131:4000/handle/123456789/22062
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Item Analysis of study skills employed by Ghanaian high school science students(Cypriot Journal of Educational Sciences, 2020) Aboagye, G.K.; Amponsah, K.D.; Johnson, E.A.This study was motivated by the desire to explore the study skills employed by science students in senior high schools (SHS) in the Cape Coast metropolis across the Central Region of Ghana. A total of 600 SHS second-year science students, 354 males, and 244 females, took part in the investigation. The study adopted a cross-sectional survey design. The “Study Skills Scale” the questionnaire was utilized for data collection to determine the kind of study skills employed by the science students, across gender, age range, and school type. The arithmetic mean was used to establish the degree to which students employ study skills strategies in their learning. Similarly, the consequence of gender, age range, and school type on the eight subscales of study skills strategies was determined using a one-way multivariate examination of variance. Findings from the investigation indicated that SHS science learners employ study skills strategies in their learning to a large extent for all the subscales of study skills strategies. However, female students employ the memory and concentration study skills strategies more effectively than their male counterparts; demographic variables, such as age range and school type, do not influence students’ study skills significantly. The implications of this study for policy and practice were discussed.Item Examining Teachers’ Perceptions Of The Impact Of Government Of Ghana’s Wi-Fi Technology Program On Teaching Practices: An Empirical Study From The Senior High Schools In The Cape Coast Metropolis(Cogent Education, 2024) Asomah, R.K.; Amponsah, K.D.; Agyei, D.D.; et al.The study discusses the impact of a nationwide deployment of Wi-Fi technology in some Senior High Technical Vocational Schools (SHTVs) in Ghana, using the first four levels of Guskey’s framework. A stratified sampling approach was used to select 119 teachers as participants in the study. An embedded mixed-methods research design was employed to collect data using a questionnaire with both closed-ended and open-ended items. The findings revealed that the deployment of Wi-Fi technology impacted positively on the teachers’ learning experiences and was positively perceived by the teachers in facilitating teaching and learning practices. However, the study also revealed some deficits in reliability, trust, and connectivity associated with the Wi-Fi technology, highlighting the need to explore factors that maximize the output of technological initiatives. The study identifies the school’s organization and the teachers’ learning experiences as two key predictors of maximizing the use of Wi-Fi technology in educational establishments. The study recommends equipping teachers with the requisite competencies in the use of Wi-Fi technologies through professional development programs, training, and the enactment of ICT curriculum-based policies in schools. These policies and support will promote and enhance the effectiveness of of Wi-Fi technology among teachers, enabling them to shift from traditional to more technologically inclined, student-centred learning.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 Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?(Journal of Curriculum and Teaching, 2021) Mohammed, S.M.; Amponsah, K.D.This study sought to examine whether teachers’ and educational administrators’ conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants’ conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving semi-structured interviews was used to collect data from 18 integrated science teachers and 23 educational administrators from rural and urban areas in the Central Region of Ghana. Analysis of the qualitative data involved open coding and categorisation of participants’ responses. We found that all the teachers and educational administrators held either uninformed or partially informed conceptions of scientific inquiry and inquiry teaching and learning which, constrain inquiry-based science instruction in junior high schools. We also found that participants’ conceptions of scientific inquiry reflected in their conceptions of science teaching and learning. Again, we found that the uninformed conceptions of inquiry developed from participants’ lack of exposure and experiences with inquiry-based science instruction when they were students. We recommend regular explicit-reflective in-service trainings to promote teachers’ and educational administrators’ conceptions and teachers’ practice of inquiry-based science teaching. We also recommend reforms in preservice science education that emphasise the engagement of prospective teachers in collaborative explicit-reflective inquiry investigations and instructional practices.