Department of Teacher Education
Permanent URI for this collectionhttp://197.255.125.131:4000/handle/123456789/22062
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Item COVID-19 and tertiary students’ knowledge, usage and challenges of using online learning platforms(Cogent Education, 2022) Yeboah, R.The COVID-19 pandemic has resulted in most universities engaging in emergency online learning, which they were not adequately prepared for. The emergency nature of the learning process raises questions on how students are able to effectively engage in the process. This study explored undergraduate students from the Department of Teacher Education at the University of Ghana’s knowledge, usage and challenges of using online learning platforms during the 2019 2020 is the second semester of the academic year. The students had to complete all courses online in the middle of the semester because of the pandemic. Five hundred and thirty-eight (538) students participated in the study; a survey was used to collect data from the students. Descriptive statistics (percentages and frequencies) and inferential statistics (t-test) were used to analyse the data. The results show that not all students who took part in online learning knew about online learning platforms, indicating that students were not given the needed training before all courses were migrated to be taught online. Almost half (45%) of the students were not engaged in online platforms for learning before COVID-19, indicating engaging Online learning was a very new experience for many of the students. As a result, some students were not able to use and engage in the online platforms and a lot of them indicated they were not comfortable learning online. Access to internet data (61%), stable electricity (54%), technological equipment (47%), internet connectivity problems (77%) and geographical location (47%) did not allow some students to participate well in online learning.Item Making primary school science education more practical through appropriate interactive instructional resources: A case study of Ghana(Cogent Education, 2019) Yeboah, R.; Abonyi, U.K.; Luguterah, A.W.This instructional resource production project explored low cost and waste materials for developing practical and interactive resources for teaching science at the basic school level. Developing countries, including Ghana, are not able to provide teachers with instructional resources for teaching and learning due to financial constraints. Science in particular is a subject that pupils and students in Ghana generally do not perform well both at the basic and senior high levels which is evident from the end of level examinations over the years. The study used exploratory and descriptive approaches under qualitative research. Convenience sampling was used to select low cost and waste materials to work with, and observation was used to collect data from the production process. The research found that waste materials can be used safely to develop appropriate and useful instructional resources that are very practical for teaching and learning of science lessons. This research projects to science teachers that they can freely turn col lected waste and low-cost materials into useful resources for effective lessons.Item Making primary school science education more practical through appropriate interactive instructional resources: A case study of Ghana(Cogent Education, 2019) Yeboah, R.; Abonyi, U.K.; Luguterah, A.W.This instructional resource production project explored low cost and waste materials for developing practical and interactive resources for teaching science at the basic school level. Developing countries, including Ghana, are not able to provide teachers with instructional resources for teaching and learning due to financial constraints. Science in particular is a subject that pupils and students in Ghana generally do not perform well both at the basic and senior high levels which is evident from the end of level examinations over the years. The study used exploratory and descriptive approaches under qualitative research. Convenience sampling was used to select low cost and waste materials to work with, and observation was used to collect data from the production process. The research found that waste materials can be used safely to develop appropriate and useful instructional resources that are very practical for teaching and learning of science lessons. This research projects to science teachers that they can freely turn col lected waste and low-cost materials into useful resources for effective lessons.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.