Department of Teacher Education

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    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.
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    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.
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    The Elite, Elitism, and Ensuing Conversations in Ghana’s Higher Education: Myth or Reality?
    (Journal of Black Studies, 2019-11-11) Amuzu, D.
    Contemporary higher education in Ghana and many parts of Africa has European colonial antecedents. In spite of the many goals that it aspired to achieve, a preoccupation was to nurture an elite group. Though widely used, the concept of elite and elitism is vague and hardly conceptualized. It hoovers from status—occupants of the apex or top echelons of an organization/society, to consumption—people with immense wealth. Influence, on the other hand, seems to be a common denominator in both cases. But, does this capture the scope of the phenomenon? This article engages people who have worked in different capacities in Ghana’s higher education space to examine the deeper meanings that could be embedded in elitism, elicits conceptualizations of elitism, and further finds out how elitist higher education is in Ghana. Ultimately, the article intends to initiate a conversation on whether indeed there are elites being produced from the university system. This study was done with reference to an empirical study on decolonizing higher education in Ghana
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    Teachers’ Perceived Causes of Poor Performance in Mathematics by Students in Basic Schools from Ningo Prampram, Ghana
    (Journal of Social Sciences Research, 2018-12) Butakor, P.K.; Dziwornu, M.
    The study aimed at determining factors influencing poor performance of students in mathematics in selected Basic Schools in the Ningo Prampram District in Accra, Ghana. Descriptive research design was adopted in which random and convenience sampling method was used to select 60 teachers for the study. Data was collected through questionnaire analysed using SPSS version 21. The study found that the most highly ranked school environmental factors responsible for student's low academic performance in mathematics were lack of supervision and monitoring of teachers by head teachers and circuit supervisors, larger class size and lack of teaching and learning materials in school. Similarly, the most highly ranked teacher factor that contributed to student's low academic performance in mathematics was untrained teachers teaching the subject. Also, high level of absenteeism among students and unruly student behaviour were the most highly ranked student's characteristics responsible for their poor performances in mathematics. For parental support, the highly ranked variables that contributed to poor performance in mathematics were parents not helping wards with their homework, inability of parents to provide wards essential instructional needs for mathematics studies and parents inability to approach the school to ascertain how their wards are faring in mathematics. However, independent t-test and ANOVA analyses did not find statistical differences between the gender of teachers and the qualifications with regards to perceived causes of low performance in mathematics. .It is recommended that metropolitan, directorate and circuit supervisors intensify supervision and provision of learning materials in schools.
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    Constructivism in Mathematics Classrooms: Listening to Ghanaian Teachers’ and Students’ Views
    (Africa Education Review, 2018-04) Ampadu, E.; Danso, A.
    One of the challenges of implementing a new curriculum is how to bridge the gap between the underlining principles of the curriculum and the cultural and social orientations of the society which includes teachers and students. This article reports on a study that explored how the cultural and social orientations of teachers and students can influence the implementation of a constructivist curriculum in mathematics classrooms. The data for the study came from 250 students and 41 mathematics teachers, using questionnaires, observations, and interviews. The results showed that inasmuch as mathematics teachers and their students acknowledge the importance of student’s active participation and teamwork, these practices have not been fully conceptualised into the Ghanaian mathematics classroom due to some cultural factors. Two main cultural factors were discovered from the analyses of the results. Firstly, the culture of acknowledging only correct answers in class has a negative impact on individual students’ confidence and participation during mathematics lessons. Also, the culture of teamwork is not fully accepted within Ghanaian classrooms as most students find it difficult working in groups and accepting and appreciating each other’s view. It was evident in all lessons that students were ridiculed by their peers when they provide a wrong answer to a question and this affected individual students’ participation in the classroom. Therefore, we suggested that teachers should be pro-active in promoting a classroom environment which is free from fear and intimidation to motivate students to be actively involved in the classroom discourse.
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    Spatial distribution, accumulation and human health risk assessment of heavy metals in soil and groundwater of the Tano Basin, Ghana
    (Ecotoxicology and Environmental Safety, 2018-12) Doyi, I.; Essumang, D.; Gbeddy, G.; Dampare, S.; Kumassah, E.; Saka, D.
    Soil serves as a vast matrix for heavy metal accumulation and subsequent redistribution to critical aspects of the environment such as groundwater. Soil pollution study is essential for sustainable human health and ecosystem protection. This study provides vital insight into the fate, accumulation, interactions, and health risk posed by heavy metals in soil and groundwater by employing geochemical accumulation index (Igeo), risk assessment models and multivariate data analysis techniques such as principal component analysis (PCA), preference ranking organisation method for enrichment evaluation (PROMETHEE) and geometrical analysis for interactive aid (GAIA). The median Igeo estimates show moderate to strong Pb accumulation levels whilst all the other metals indicate uncontaminated to moderate levels. The PCA output point to anthropogenic origin of Pb and Cd in the Tano Basin and surrounding communities. PROMETHEE-GAIA results indicate that Pb, Cd, Zn and Fe accumulated in the soil matrix may potentially leach into the groundwater resources. The carcinogenic lifetime risks posed by Pb, Cd, and Ni metals to adults are within the tolerable acceptable risk and thus do not present an immediate danger in the study area. Due to the significant toxicity, bioaccumulation and biomagnification properties of Pb and Cd in the environment, areas associated with significant anthropogenic activities require regular monitoring and evaluation in order to ensure that these metals are consistently below the regulatory limits. This study has further elucidated the subject of heavy metal pollution and is therefore expected to enhance sustainable protection of the environment and human health.
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    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.
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    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.
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    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.
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    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.