Department of Adult Education and Human Resource Studies

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    Supporting visually impaired students in virtual learning environments in Ghana
    (E-Learning and Digital Media, 2024) Amponsah,S.; van Wyk, M.M.; Thomas, M.
    Distance education (DE) has been in existence in Ghana for almost three decades guided by the philosophy of making quality education more accessible and relevant to all students. In line with best practices across the globe, Ghanaian institutions providing DE have been integrating digital technologies to augment traditional forms of delivery over the last decade. However, specific gaps have been identified in the provision for students with special educational needs and disabilities (SEND). To address this, the current study involves a multi-site exploratory case study using Accessibility4Equity principles to explore the challenges that distance providers face when enrolling visually impaired students (VIS). Fourteen participants comprising eight DE administrators and six IT personnel from four DE public higher educational institutions in Ghana were selected for this study. Findings identified several key themes, including access and equity, participation and imperatives for the inclusion of VIS. Based on this novel research approach, several implications emerged to drive the agenda for strategies to admit VIS into DE programmes in Ghana. Arising from this, recommendations suggest that future research is needed to address the gaps in the Accessibility4Equity supportive framework for VIS in virtual learning spaces.
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    Learning Online during Crisis-Experiences of Students of a Women’s Community College in Ghana
    (Community College Journal of Research and Practice, 2022) Kwapong, O.A.T.F.
    This qualitative study explored how female college students in a community in Ghana undertook their online learning activities during the outbreak of the COVID-19 pandemic. To achieve the objectives of the study, criterion sampling, and an open-ended online questionnaire were used to collect data from 24 female students from the Presbyterian Women’s’ College of Education (PWC) in the Aburi community of Ghana. From conventional content analysis, it was found that female community college students appreciate online learning. They can position themselves to adapt, change their mindset, and build their confidence to study online effectively. They have also shown the ability to leverage basic interactive tools such as WhatsApp, chatrooms, and conference telephone calls to undertake virtual group study activities. They, however, have concerns with poor internet connectivity, limited financial resources for accessing internet services, limited time to grasp their content, and a lack of electronic devices. If they are supported with free internet services, electronic devices such as smartphones and laptops and equipped with online study skills, they will be able to consolidate and utilize the gains of online learning that has emerged from the outbreak of the Covid-19 pandemic
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    State-Funded Secondary Education Policy: Implications for Private School Management in Ghana
    (Leadership and Policy in Schools, 2020) Salifu, I.
    This research explored the implications of state-funded secondary education policy for private school management in Ghana. The research used the qualitative approach relying on phenomenological design. Based on expert in modal purposive sampling techniques, a representative of Ghana’s Ministry of Education, and 10 managers of 10 accredited private senior high schools in one of the country’s regions took part in individual interviews. I analyzed the data using interpretative phenomenology approaches. Falling enrollment, inability to recruit enough qualified teachers and low revenue emerged as challenges facing private secondary school management. To overcome the issues, the managers resorted to contingency measures.
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    Revitalizing Self-Help Spirit In The Communities: Are There Roles For Adult Educators To Play?
    (Community Development, 2022) Biney, I.K.
    Self-help spirit, which culminates into selfless services, voluntarism, and free labor by people in communities appears to be waning in Ghana. This free labor service is provided by community members require revitalization. Adult educators have roles to play in revitalizing self-help spirit to build resilient communities., Questions to be addressed are: What is self-help in community development? Who are adult educators and what roles they play in reviving self-help spirit in the communities? This theoretical approach to literature review paper used library research and adapted critical literature review approach. It reviewed 30 out of the 60 documents on self-help, adult educators, and community development. It was observed that self-help, a strategy to improve communities, makes people learn. Through continuous learning and training, people adapt to changes and address problems in their communities. Adult educators are to build inclusiveness, networks, attitudinal change, partnership and mobilization of self-help groups to restore vitality, make communities more vibrant and sustainable
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    Understanding Teachers’ Usage Of YouTube As A Pedagogical Tool: A Qualitative Case Study Of Basic School Teachers In Ghana
    (E-Learning and Digital Media, 2024) Adu-Marfo, A.O.; Kwapong, O.A.T.F.; Oheneba-Sakyi, Y.; Miller-Young, J.
    YouTube has been widely considered as a pedagogical tool over the last few decades. Recent findings from research portray YouTube videos as an instructional part of learning that contributes to best practices in teaching. Much of the studies have focused on usage by teachers and students at the tertiary level without much attention given to basic school teachers. Using an exploratory Using a qualitative case study design and the ICT Pedagogical Beliefs Classification framework, we explored teachers’ usage of YouTube as a pedagogical tool. We drew on the experiences of 18 teachers in 3 private schools in Ghana to find out how Youtube was used in instruction. Four dominant ways of usage were identified. YouTube was used as a teaching tool, a means of enhancing specific topics, a means of learning new and varied ways of teaching, and as a means of developing teachers’ professional competence. Findings showed that whilst some of the ways of usage align with constructivist methods of teaching others still fall within traditional and teacher-centered approaches to teaching. We argue that for teachers to enact meaningful pedagogies with technology through a more student-centred model, their knowledge and skills need to be developed alongside the reshaping of their motives and reasons and subsequently, the ways in which they use technology for teaching. We recommend the planning and reinforcement of innovative instructional design. technological integration for teachers through informed policy and the use of training interventionsto build new skills geared towards constructive and creative teaching suited to developing a net generation of students.
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    Training Teachers by the Distance Mode: Implications for Quality Teacher Performance in Pre-Tertiary Schools
    (SAGE Open, 2023) Salifu, I.; Chirani, F.; Amoah, S.K.; Odame, E.D.
    This research examined the influence of the distance mode of teacher training on quality teacher performance at the pre tertiary level of education in Ghana. The study used the quantitative approach involving 304 participants who completed teacher training through the distance education mode and taught at the Kindergarten, Primary School, Junior High School, and Senior High School. Data were sourced via a survey questionnaire and follow-up in-class observations. Analyses were made analyzed using descriptive statistics and ANOVA. The survey results revealed that, generally, the teachers engaged in quality classroom performance. Data from the in-class follow-up observations largely confirmed the teachers’ performance self-assessment as measured by the survey. It is hoped that the discussion stimulated by the findings will affect the general dis course on the impact of performance assessments on teacher learning and teaching practices at the pre-tertiary level in Ghana and beyond. Although this research is limited in generalizability because of its focus on only a Ghanaian context, it has some significant implications for teaching practices and the quality of teacher performance assessments across the globe.
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    Continuing professional development (CPD) at a distance: Teachers’ reflections on enhancing distance education (DE) provision
    (International Journal of Educational Research Open, 2024) Abakah, E.; Addae, D.; Amuzu, D.
    In Ghana, continuing professional development (CPD) initiatives for teachers are fragmented, with limited participation opportunities for all subject teachers, resulting in a high reliance on distance education (DE) programs. This qualitative study investigates teachers’ experiences with DE upgrading programs and their thoughts on improving. Data was gathered from 32 participants in the Ekumfi district of Ghana. The findings show that, despite the constraints, teachers in Ghana are taking an agentic stance in using DE for their profes sional development. However, while DE programs provide reliable paths to updating professional knowledge, they are insufficient as a CPD tool to assist teachers’ learning for improvements in classroom practice. Teachers’ DE experiences reveal a rigid program structure with content that is unreflective of current educational concerns and the utilization of didactic teaching and learning approaches. These are detrimental to active learning and unlikely to result in effective teacher improvement. To strengthen DE as an effective CPD tool in Ghana, the study recommends regularizing other CPD avenues, revising DE upgrading programs for teachers, and systematising mechanisms for monitoring and evaluating teachers’ competencies before and afterDE participation.
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    Toxic leadership behaviour of nurse managers and turnover intentions: the mediating role of job satisfaction
    (BMC Nursing, 2023) Ofei, A.M.A.; Poku, C.A.; Paarima, Y.; Barnes, T.; Kwashie, A.A.
    ntroduction Globally, hospitals are confronted with major challenges of turnover of nurses. Knowledge of the factors that account for the turnover of nurses will aid in creating strategies that will enhance nurse managers’ leadership behaviour and job satisfaction to reduce turnover. The study, therefore, investigated the mediating role of job satisfaction on toxic leadership and turnover intentions of nurses. Methods A multi-centre cross-sectional study was undertaken to assess 943 nurses using the Toxic-leadership Behaviour of Nurse Managers scale, Minnesota Satisfaction Questionnaire and Turnover Intention scale. Descriptive statistics was used to assess the prevalence of toxic leadership, job satisfaction and turnover and Pearson’s correlation examined the relationships between the variables. Hayes’ PROCESS macro approach of mediation was used to determine the effect of toxic leadership behaviour on the turnover intention on the possible influence of job satisfaction. Results The response rate for the study was 76.0%. Mean scores for turnover intentions and toxic leadership behaviour were 3.71 and 2.42 respectively. Nurses who work with toxic managers showed a higher propensity to leave their jobs. Job satisfaction acted as a mediator between the toxic leadership practices of managers and turnover intentions. The total effect of toxic leadership behaviour on turnover intention comprised its direct effect (β=0.238, SE=0.017, 95% CI [0.205, 0.271]) and its indirect effect (β = -0.020, SE=0.017). Conclusions Job satisfaction acted as a mediating factor for toxic leadership behaviour and nurses’ turnover intentions. As part of nurse retention initiatives, avoiding toxic leadership behaviours will be the ultimate agenda. Nurse administrators should recognize the value of excellent leadership and develop a structured training programme through the use of evidence-based professional development plans for nurse managers.
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    Knowledge and Usage of Emergency Contraceptives among University Students in Ghana
    (Population Review, 2018) Osei-Tutu, E.M.; Aryeh-Adjei, A.A.; Ampadu, E.
    This study examines the knowledge and usage of emergency contraceptives (ECs) among university students in the Republic of Ghana. Data from 1,871 students at the University of Ghana were collected using a structured questionnaire. The results show that the majority (87.9 percent) of students were aware of some regular contraceptives and ECs. Results also reveal that despite the knowledge of these contraceptives among students, the majority (70.4 percent) had never used a contraceptive. The authors recommend that the university should use social media to facilitate student awareness and knowledge of contraceptives, including ECs.
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    Assessment of livelihood opportunities among farmers in the Shai Osudoku district of the Greater Accra Region, Ghana
    (International Journal of Agricultural Resources Governance and Ecology, 2020) Anang, S.A.; Aryeh-Adjei, A.A.
    The objective of this study was to assess livelihood opportunities among smallholder farmers in five communities namely Dodowa, Ayikuma, Agomeda, Asutsuare and Doryum in the Shai Osudoku district of the Greater Accra Region, Ghana. One hundred and fifty (150) farmers were selected from the Shai Osudoku district using multi-stage sampling procedure. Purposive sampling was used to select these communities due to their intensive involvement in farming. Furthermore, simple random sampling technique was adopted to pick 150 farmers for the survey. The study showed that farm households were able to ‘pair’ their farming activities with alternative livelihoods without abandoning their primary livelihoods, which is farming. The income levels of farmers from their primary livelihood activities were comparatively low with majority, 82.7%, earning GH₵100 or less every month compared with fewer farmers, 13.3 %, earning above GH₵ 150. However, more than half of farmers (58%) earned above GH₵ 150 every month from their alternative livelihoods. Again, farmers who decided to undertake their primary and alternative livelihoods concurrently have seen a rise in the level of their income and accordingly contributing to the reduction of income poverty among rural farm households.