R&P Entries

Articles in Journals

Annobil, C. N. & Mummuni, T. (2017). A comparison of Western and Ghanaian Early Childhood Curricula: Montley of Complexities. Journal of Innovation in Education in Africa (JIEA), 1, (2), 80-91.

Abstract
The early childhood curriculum in Ghana is developed along the lines of developmentally appropriate practices (DAP) which is, the western world conception of how young children construct knowledge as they interact with elements in their world. The main purpose of this paper was to examine the complexities of the early childhood curriculum in Ghana in terms of the theoretical basis of the curriculum as well as the relationship between major western ideas (theories) and their influences on early childhood curriculum and teacher practices in Ghana. The study sought to examine the implications of the three theories of learning in terms of teaching and learning and practices in nursery and kindergarten classrooms. The convergences and divergences between the western notions of what is appropriate for young children to learn and that of the Ghanaian socio-cultural context were also examined. Five (5) research questions were formulated to guide the study. The paper further discussed the intricacies that are inherent in the lived –world and the text-world aspects of the early childhood curriculum. It was recommended among other things that preschool children should be provided with appropriate learning experiences to enable them harness their potentials; they should be given quality care and the desired social protection; and finally early childhood educators should have a firm grasp of the content of the early childhood curriculum in order that they can produce rich learning experiences for young children.

 

Annobil, C. N. & Mummuni, T. (2016). A Critical Analysis of the Cognitive constructivists and socio-cultural theories as a frame for Kindergarten Education.. Afican Jounal of Interdisciplinary Studies., 9, 85-93..

Abstract
The concern for how young children learn has been an issue that has agitated the minds of theorists and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist and the sociocultural theories and their implications for teaching and learning in kindergarten classrooms. The study was based on the premised on that the teaching and learning in kindergarten classrooms is anchored on the notion that young children actively create their own knowledge by relying on what they already know to construct knowledge within the context of the physical and the social world. The purpose of the study was to examine the impact of Piaget’s cognitive constructivist and Vygotsky’s sociocultural theories of learning on teacher practices in kindergarten classrooms. Three (3) research questions were formulated to guide the study. The study sought to examine the implications of the two theories of learning in terms of teaching and learning and assessment practices in early kindergarten classrooms. In addition, the study revealed contrarieties and connections which are inherent in both theories in terms of how children learn. It was recommended to teachers to augment children’s effort by engaging them in various learning activities which would eventually help the children to develop the capacity of looking at issues from various angles and engendering critical mindedness. Finally, it was recommended to educational administrators to be conversant with the kindergarten curriculum and see to it that relevant teaching and learning materials are provided to enhance effective teaching and learning in kindergarten classrooms have been highlighted.

 

Adjei, K.O.K and Owusu-Ansah, C.M. (2016). Publishing Preferences among Academic Researchers: Implications for Academic Quality and Innovation.. Library Philosophy and Practice (e-journal), , (1349),

Abstract
The purpose of this paper was to explore the factors responsible for publication preferences among a select group of researchers attending a research writing workshop in Ghana. The objectives were to investigate the specific motivations for publishing; to explore the factors that influence researchers’ journal selection decisions; and availability of in-house programmes for journal publishing. The population of the study consisted of researchers from several academic institutions in Ghana who attended a research writing workshop. The research made use of the convenience sampling method to select a total of 67 researchers to participate in the study. The study used a self-administered closed-ended questionnaire consisting of 13 items and analysed using the mean test, standard deviation and simple percentages. The study found that researchers consider “contribution to scholarship” as the main motivation for publishing even though job mobility is a major source of motivation. Again, the major factor influencing journal selection decision is journal reputation. However, many researchers indicated a high preference for journals that does not charge publication fees. Finally, most respondents do not benefit from in-house research development programmes. The study recommends the development of in-house academic publishing programmes that are researcher-centred; the development of new of enhancement of existing research mentoring schemes, the issuance of “standalone” low quality journals; and the need for researchers to consider both intrinsic and extrinsic factors in their quest to become quality researchers.

 

University LibraryAug 23, 2017

Afful-Broni, A., Owusu-Ansah, C.M. & Takyi, L.N (2016). Impact of ICT on the use of electronic information resources by graduate students: leadership lessons. International Journal of Educational Leadership, 6, (1), 117-127.

Abstract
The study is a survey of the impact of leadership on graduate students' use of electronic resources. The study employed a questionnaire-based survey consisting of 24 questions to determine JCT skills; method of awareness and purpose of use of electronic resources; as well as the impact of leadership on the use of electronic resources among graduate students. The total population was 725 graduate students of which a random sample of 100 (13%) used for the study with a 100 per cent response rate. The retrieved data was inputted into the Statistical Package for Social Sciences (SPSS) version 16.00 for the analysis of the results. The variables were subjected to in-depth data analysis and presented through descriptive statistics in the form of tables. The findings have important implications for leadership mainly on the role of academic staff and librarians. The study also demonstrates a high commitment of key academic stakeholders in supporting quality research through the formulation and implementation of favourable policies on the use of quality electronic resources for graduate research.

 

University LibraryAug 23, 2017

Nutsukpui, E. & Owusu-Ansah, C. (2017). Awareness and Use of Serials in an African University Library: Faculty and Students’ Perspective. Information Management and Business Review, 9, (1), 39-48. http://https://ifrnd.org/journal/index.php/imbr/article/view/1595.

Abstract
The purpose of this study was to examine the use of print serials by students and faculty members of a satellite campus of the University of Education, Winneba. Specifically, this study sought to determine the level of awareness and use of serials among faculty and graduate students, and how this affect their perception of the value of print serials in teaching and learning. The study made use of survey research methods through the use of questionnaires. The population of the study consisted of 165 faculty members and 97 graduate students, with an eventual return rate of 66% each, respectively. The findings of the study revealed that both faculty and graduate students were, relatively, aware of the print serial collection in the library. However, despite this awareness, they used print serials, relatively, less frequently. Again, the study established that both faculty and students have significant positive perceptions on the usefulness of print serials in their teaching, learning and research roles. We recommend to librarians to create awareness of print serial collections while updating the collection, and enhance the positive perception of print serials by demonstrating, through outcome measures, how the use of print serials can be beneficial to the academic and research community. Keywords: Academic Libraries, Journals, Research and Publications, Serials, University of Education, Winneba

 

University LibraryAug 23, 2017

Owusu-Ansah, C. M., Yebowaa, F. A., Katsekpor, S. A. (2017). Newspaper reading behaviour in academic libraries: a survey of two satellite university libraries in Ghana. UDS International Journal of Development [UDSIJD], 3, (2), 85-101. http://www.udsijd.org.

Abstract
The purpose of the study was to explore the newspaper reading behaviour of university students of the Kumasi campus of the University of Education Winneba (UEW-K) and the Wa campus of the University for Development Studies (UDS). The study made use of the survey design. A total questionnaire of 730 was self-administered to randomly selected students yielding an overall response rate of 558 (76.4%). Among others, the findings of the study showed that most students have a positive attitude to reading in the library; most students have a positive attitude to reading newspapers in the digital format; and most students believe reading newspapers can improve their current awareness of national issues and vocabulary. In respect of challenges, the study found inadequate copies of newspapers as the main challenge when students are reading newspapers in the library. Recommendations for academic libraries include adjusting newspaper collection development policies to include electronic newspaper subscriptions; conducting needs assessment to drive newspaper collection development; and setting up separate newspaper services unit with reading rooms. Keywords: Academic Libraries; Information Behaviour; Newspapers; Satellite Campuses

 

University LibraryAug 23, 2017

Owusu-Ansah, C.M. and Takyi, L.N. (2017). Performance Management in Academic Libraries: A Balanced Scorecard Approach for Digital Services. Journal of Balkan Libraries Union, 5, (1), 1-10. http://ht tp: / /dergipark.gov. t r / jblu.

Abstract
The purpose of this article is to demonstrate how the Balanced Scorecard could be used as a performance management tool in academic library digital services at a large multi-campus University in Ghana, the University of Education, and Winneba. Despite the fact that it was initially designed for private sector commercial organisations, the Balanced Scorecard has been found useful by non-profits such as libraries. The study demonstrates the contribution of digital library services to the strategic goals of universities by aligning strategic digital library initiatives to the four Balanced Scorecard perspectives which are: customer; finance; internal processes; and learning and organisation. The study is expected to contribute to efforts at finding strategic measures to sustain digital library services in academic libraries. Keywords: Balanced scorecard, Digital libraries, Performance measurement, University of Education, Winneba.

 

University LibraryAug 23, 2017

Yeboah, P., Dadzie, P. S., & Owusu-Ansah, C. M. (2017). Information access and evaluation skills of secondary school students in Ghana.. Library Philosophy and Practice, 1552, http://digitalcommons.unl.edu/libphilprac/1552/.

Abstract
Information Literacy (IL) is a necessary skill needed by students to survive in the dynamic information environment of the 21st century. This study explored the IL skills of secondary school students in Ghana with specific focus on students’ abilities in finding and evaluating information. The study was conducted in two “first-class” secondary schools in the Kumasi Metropolis of the Ashanti Region of Ghana; Opoku Ware Senior High School and Yaa Asantewaa Girls’ Senior High School. A survey instrument was developed to assess the skills of the students in that regard. Questionnaires were distributed to an overall sample size of one hundred and seventy (170) students in the two schools. In addition, four teaching staff of the schools were also interviewed to corroborate the findings from the students. The findings revealed that students in the two schools lack the ability to effectively access information for their academic work. The study also discovered that students in the participating schools lack the basic skills to differentiate good information from bad ones. The study recommends, among others, the integration of IL into the secondary school curriculum in Ghana; and collaboration between librarians, teaching staff and the Ghana Education Service to promote IL among students to promote lifelong learning.

 

University LibraryAug 23, 2017

Ghanney, R. (2017). Exploring the Capacity of Formal School Governing Bodies in Rural Ghana: The Case of Effutu Municipality. Journal of Education and Culture Studies, 1, (2), 153-163. DOI: 2573-041x. http://www.scholink.org/ojs/index.php/jecs. ISSN: 2573-0401

Abstract
As part of its wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralisation in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman and Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of school management committees (SMCs), governing bodies and parent teacher associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., (2005; Robinson, 2007) but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain better understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable participants upgrade their knowledge and skills in school governance. Keywords Education decentralization, community participation, School Management Committees (SMCs), capacity and school governance

 

Ghanney, R. (2017). A Case Study of Teacher Involvement that affect Parental Involvement in Basic Education in Rural Ghana. World Journal of Educational Research, 4, (1), 1-12. DOI: e-2334-3176. http://www.wjer.org.

Abstract
This study explores teacher involvement in basic education from the perspectives of community stakeholders in two school communities in rural Ghana. There has been relatively little previous research on teacher practices that affect parental involvement in school governance in Ghana generally and in poorer rural areas in particular to benefit children. In recognition of this, the study sought to understand the inter-relationship between teacher involvement and local school governance bodies but also the specific challenges within such context. In such context, teacher involvement are understood as contextually located and produced through intersecting spheres of influence between school, parents and community. It also recognises the importance of relational matters (Baquedano-Lopez, Alexander and Hernandez, 2013). The study adopted qualitative methods of focus groups to gain a better understanding of teacher involvement from key community stakeholder perspectives. The study findings identified tensions in the monitoring and supervision of teachers as well as issues of transparency and accountability in the administration of capitation grant in school governance. The study recommends that policies designed to encourage teacher involvement in school governance must not only reflect important contextual differences but also social dynamics between participants and structures in rural communities.

 

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