School of Social Sciences

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Academic Stress, Academic Performance and the Psychological Well-Being of Senior High School Remedial Students in the Greater Accra Region of Ghana
(University Of Ghana, 2015-07) Duncan-Williams, B.; Opare-Henaku, A.; NYARKO, K.; University Of Ghana, College of Humanities, School of Social Sciences, Department of Psychology
This study investigated the influence of academic stress and academic performance on the psychological well-being of Senior High School (SHS) remedial students ranging from 18 to 25 years. The moderating role of social support, africultural coping, gender and socio-economic status in the relationship between academic stress and psychological well-being were also investigated. The moderating role of academic self-efficacy, in the relationship between academic performance and psychological well-being was also investigated. Data was collected from One hundred and eighty-two (182) SHS remedial students from two remedial schools in Accra. Questionnaires administered were the Student-Life Stress Inventory (SLSI), Depression Anxiety Stress Scale (DASS- 42), the Africultural Coping Systems Inventory (ACSI), Multidimensional Scale of Perceived Social Support (MSPSS) and the Academic Self-Efficacy Scale. Results from the analysis using the Pearson product-moment correlation coefficient indicated a positive relationship between academic stress and psychological well-being (increasing scores on the DASS-42 indicates poorer psychological well-being). Similarly, Academic performance was not related to psychological well-being. Further analysis using, Hierarchical Multiple Regression analyses showed that social support, africultural coping, gender, and socio-economic status did not moderate the relationship between stress and psychological well-being. Lastly, an analysis using the independent t-test indicated gender differences in the psychological well-being of the students.
Cutting Corners: Students’ Perceived Academic Corruption at Universities in Accra.
(University of Ghana, 2017-07) Tagoe, I.
Today, corruption is a major concern in nearly all higher education systems across the globe; it is a complex phenomenon, which has become particularly evident within the academic arena involving all the stakeholders. Generally, this thesis sought to explore from the students' perspective, the perceived academic corruption at universities in the region of Accra. The study, specifically, sought to examine the extent to which students, faculty members, and administrators were involved in academic corruption and how the influences of peer and faculty affected students‟ intentions to engage in corrupt activities. Employing the mixed methods approach, data were collected from three universities in Accra, and in all, a total of 380 students participated in the survey whiles 10 students participated in the in-depth interviews. The study revealed that corruption at these universities takes the forms of exchanging money for grades, exchanging money for certificates, paying for exams questions, exchanging sex for grade, seeking sexual favours, favouring of friends and relatives, selling of hand-out or books compulsorily and paying of unapproved charges, and it involved students, faculty members, and administrators. The study further disclosed that students were generally passive to report corrupt activities; however, the influence of peers in predicting students‟ corrupt intentions was stronger than the influence of faculty. In effect, the presence of this cancer on our university campuses is affecting teaching and learning.