R&P Entries

Articles in Journals

Hanson, R (2017). Using activity worksheets to unearth 10th grade students' perceptions about word chemical equations. Turkish Online Journal of Educational Technology, 2, (1), 758-766. http://www.ite-c.net. ISSN: 2146-7366

Abstract
An in-depth constructivist and interpretive study was carried out with 31 students from a Ghanaian High School over a period of three weeks in order to elicit their interpretations, concerns, and constructions of word equations. This was a qualitative research to generate, analyse, and interpret data from individual narratives and translate ideas belonging to a community to represent discourses of that community. Results indicated that psychological, cognitive and language issues affected students’ conception. Their capacity to reason was linked to both concept, structure and strategies for presenting analysis.

 

Faculty of Science EducationFeb 13, 20182018/2019

Samlafo, B.V and Ofoe, E.O (2018). Water Quality Analysis of Bobobo Stream, in Tarkwa, Ghana. World Environment, 8, (1), 15-19. DOI: 10.5923/j.env.20180801.02. http://journal.sapub.org/env.

Abstract
The fitness of Bobobo stream for domestic use was evaluated with an established and vigorous water quality index (WQI), adapted for the stream under study. Nine physicochemical parameters which are life-threatening in water, were used to compute the WQI. These parameters were pH, dissolved oxygen, sulphates, nitrates, chlorides, total dissolved solids, total suspended solids, total alkalinity and total hardness. The evaluated WQI was 57.13, which was within poor drinking water category. Consequently, the water needs to be treated to make it potable. Government and mining companies in the area need to improve their social interventions by always providing potable water to the people in the catchment area especially during water crisis. Keywords :Bobobo stream, Mining, Water quality index, Tarkwa, Fitness, Human health

 

Faculty of Science EducationFeb 13, 20182018/2019

Twumasi, A. K. & Hanson, R. (2018). Assessment of hands-on activities on students' achievement and attitude towards chemical bonding. International Journal of Innovative Research & Development, 7, (1), 114-121. DOI: 10.24940/ijird/2018/v7/i1/jan18053. http://www.ijird.com. ISSN: 2278-0211

Abstract
The study assessed the efficacy of hands-on activities on students’ academic achievement and attitude in learning ionic and covalent bonds in a senior high and a technical school in Ghana. The sample size for the study was 30 and comprised of 22 males and 8 females who were purposely sampled for the study. The main instruments used to collect data were tests, interviews and questionnaire. The various hands-on activities employed included writing Lewis dot structures, drawing diagrams for ionic bonds and covalent bonds, tug of war, modelling with ball and sticks as well as calculation of electronegativity differences. Statistical analyses showed that students scored significantly higher scores (t = -6.32; p < 0.05) in the post-test than in the pretest. Also, a gain of 3.83 was obtained for the post test over the mean score of the pre–test. This confirmed that the treatment strategy significantly improved students’ performance in learning chemical bonding through the interactive hands-on activities. The study also revealed that hands-on learning increased students’ interest to read chemistry, facilitated understanding and recall of chemical concepts, made lesson more exciting and led to positive motivational outcomes. Furthermore, the activities engaged students, made them critical thinkers, and enhanced their learning skills. Key words: Academic achievement, covalent bond, Hands-on activities, ionic bond

 

Faculty of Science EducationFeb 01, 20182018/2019

Adjei, S. B. (2018). The Social Intentionality of Battered Women’s Agency in Ghana. Psychology and Developing Societies, 30, (1), 1-18. DOI: 10.1177/0971333617747320. http://journals.sagepub.com/doi/10.1177/0971333617747320. ISSN: 09713336 (Print); eISSN: 09730761

Abstract
There is a growing body of research which suggests that victims of intimate partner violence (IPV; mostly women) continue to remain in abusive relationships. Many of the Western psychological theorisations focus on battered women’s personal dispositions and/or the self-creating (individualistic) view of agency to explain why victims remain in violent relationships. These studies seem to suggest that staying in a violent relationship is a personal decision that victims make in free will, and that victims who continue to stay fail to act on their own behalf. Drawing upon the Ghanaian communal conceptualisation of personhood and the social norms of marriage and divorce, this study questions the individualistic theorisations of battered women’s decisions to stay in or leave abusive relationships. The article argues that battered women’s agency in negotiating the stay/leave decisions in abusive relationships does not only originate in an independent autonomous self, nor constituted by a person’s internal motives, but also, and even primarily, it is culturally grounded and dependent on social relations for its realisation. The article concludes that the agency of abused women in Ghana has a social intentionality, in the sense that battered women’s intentional behaviour in marital relationships is both constituted by self and constrained by their relational embeddedness.

 

Hanson, R. (2017). Unearthing Conceptions about Types of Chemical Bonding Through the Use of Tiered Worksheets – A Case Study. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8, (2), 3112-3122. http://www.infonomics-society.org. ISSN: 2042-6364

Abstract
The use of tiered worksheets and interpretive procedures to find out teacher trainees’ conceptions about basic types of chemical bonds are presented in this paper. The research was carried out with 71 first year Chemistry education teacher trainees purposely sampled from two teaching universities. Their answers were analysed in order to understand their knowledge structures about chemical bonding. Results from the activity indicated that more than 88% of the chemistry education teacher trainees had some misconceptions about chemical bonding, which stemmed from their idiosyncratic interpretations about the nature of matter. The requirement for justification of answers which was embedded in the second tier unearthed these misconceptions. Some suggestions were made for other effective teaching approaches to enhance the trainees’ conceptual understanding of chemical bonds.

 

Faculty of Science EducationJan 11, 20182018/2019

Hanson, R., Antwi, V. & Ayim, G. (2017). The Potential of integrating ICT into the Teaching and Learning of Chemical Bonds in Senior High Schools in Ghana – A Case study. International Journal of Scientific Research in Science and Technology, 3, (3), 198-210. http://www.ijsrst.com. ISSN: 2395-602X

Abstract
This study was undertaken to investigate the potential of integrating Information and Communication Technology (ICT) into the teaching and learning of chemical bonding. Chemical bonding is a topic which is abstract in nature and requires the introduction of tangible elements to enable students build mental models for conceptual understanding. Nowadays, students spend more time with technological tools and prefer to use them in performing tasks and so this was tapped upon. Thirty students of Keta Senior High School in Keta, Ghana, who were randomly selected and three chemistry teachers purposely chosen, participated in the study. It employed both qualitative and quantitative methods for collection of data through pre- and post-tests, and the administration of an opinion questionnaire to assess improvement in performance after a chemistry software was used to teach the concept of chemical bonds. The integration of ICT into the teaching and learning of chemical bonds had the potential to reduce its abstraction while allowing students the premise to apply technologies that they were familiar with. Majority of the students (about 95%) had higher marks during the post test. Keywords: Chemical Bonding, Conceptual understanding, ICT. Ghana

 

Faculty of Science EducationJan 11, 20182018/2019

Hanson, R., Antwi, V. & Ayim, G. (2017). The Potential of integrating ICT into the Teaching and Learning of Chemical Bonds in Senior High Schools in Ghana – A Case study. International Journal of Scientific Research in Science and Technology, 3, (3), 198-210. http://www.ijsrst.com. ISSN: 2395-602X

Abstract
This study was undertaken to investigate the potential of integrating Information and Communication Technology (ICT) into the teaching and learning of chemical bonding. Chemical bonding is a topic which is abstract in nature and requires the introduction of tangible elements to enable students build mental models for conceptual understanding. Nowadays, students spend more time with technological tools and prefer to use them in performing tasks and so this was tapped upon. Thirty students of Keta Senior High School in Keta, Ghana, who were randomly selected and three chemistry teachers purposely chosen, participated in the study. It employed both qualitative and quantitative methods for collection of data through pre- and post-tests, and the administration of an opinion questionnaire to assess improvement in performance after a chemistry software was used to teach the concept of chemical bonds. The integration of ICT into the teaching and learning of chemical bonds had the potential to reduce its abstraction while allowing students the premise to apply technologies that they were familiar with. Majority of the students (about 95%) had higher marks during the post test. Keywords: Chemical Bonding, Conceptual understanding, ICT. Ghana

 

Faculty of Science EducationJan 11, 20182018/2019

Hanson, R. (2017). ENHANCING STUDENTS’ PERFORMANCE IN ORGANIC CHEMISTRY THROUGH CONTEXT-BASED LEARNING AND MICRO ACTIVITIES- A CASE STUDY. European Journal of Research and Reflection in Educational Sciences, 5, (6), 7-20. DOI: 2056-5852. http://www.idpublications.org. ISSN: ISSN 2056-5852

Abstract
This study explored high school students’ reasoning patterns towards conceptual change and academic achievement as they learned to construct concepts in basic organic chemistry through everyday experiences for life. Analysis revealed a number of patterns by which students constructed ideas in formal and contextual aspects. A formal procedure used to teach and learn organic chemistry for life is presented. Tasks for context-based problem solving procedures were designed using combinations of familiar contexts and concepts based on the students’ syllabus. In this study the application of concepts like addition reactions, saturation, unsaturation, electronegativity, molecular formula, molecular structure, bonding, polarity and electronegativity were expected. Students’ reasoning patterns after an intervention showed that they could apply their gained concepts to solve problems in different contexts. Results were explored and implications for context-based teaching and learning assessed. Keywords: Analytical, conceptual change, context-based, remediation.

 

Faculty of Science EducationJan 11, 20182018/2019

Hanson, R. (2017). ENHANCING TEACHER TRAINEES’ UNDERSTANDING ABOUT CHEMICAL REACTIONS AND EQUATIONS. International Journal of Academic Research and Reflection, 5, (6), 57-68. DOI: 2309-0405. http://www.idpublications.org. ISSN: 2309-0405

Abstract
Teacher trainees with misconceptions about chemical phenomena tend to pass this on to their students, thereby creating a vicious cycle of misconceptions which are often difficult to break among learners. This article presents the use of micro chemistry activities and worksheet activities in remediating identified alternative conceptions about types of chemical reactions and their diverse representations among 74 chemistry teacher trainees. The design adopted for the study was a case study which followed the pre- test, post-test, delayed test approach in order to assess trainees’ retention of desired basic concepts about types of chemical reactions. The study which lasted for four weeks exposed the trainees’ weaknesses about the nature of matter, types of chemical reactions and their representations. Remediation was offered to enable the trainees to distinguish between types of chemical reactions, with a success rate of 85%. The tools used in this study were found to have great potential in uncovering, deconstructing, and remediating trainees’ misconceptions as well as equipping them with skills, such that authentic conceptions were built at the end of the study period. Keywords: chemical equation, chemical reaction, conceptions, representational levels.

 

Faculty of Science EducationJan 11, 20182018/2019

Yorke, J. O., Amissah, E. R. K., Essuman, J. & deGraft-Yankson, P (2017). A Conceptual Shift in Educational Logo Designs: The Impact of Kwame Nkrumah’s Cultural Policy on Ghana’s Educational Philosophy. Arts and Design Studies, 60, DOI: iiste.org/journals/index.php/ads/article/view/40258. http://iiste.org/Journals/index.php/ADS/article/view/40258. ISSN: 2225-059X

Abstract
This paper explores the conceptual shift in educational logo designs as an indirect result of Kwame Nkrumah’s cultural policies on Ghana’s educational philosophy. The study was an Art Historical research situated within the qualitative research paradigm and the data collection instruments used were interviews, field notes, observation and discussions. It had a population of a defined class of cultural policy makers, art historians, traditional rulers, nationalists, visual artists and Ghanaians resident both in and outside Ghana. The study was concerned with qualities and non-numerical characteristics of the data. The data collection techniques used was observation and structured interviews and the data collected was in the form of narrations. The study examined how the ideologies of the founding fathers of the formal educational institutions established in Ghana both before and after political independence. It identifies the significance of the ethnic insignias and Adinkra symbols used in capturing their visual corporate identities as against the reorientation of the thinking of the “new” Ghanaian. The selected educational institutions used for the study are Adisadel College - Cape Coast, Wesley Girls' Senior High School - Cape Coast, St. Augustine’s College - Cape Coast, Ghana National College - Cape Coast, University of Cape Coast - Cape Coast, Kwame Nkrumah University of Science & Technology – Kumasi and University of Education, Winneba – Winneba. Keywords: Adinkra, Ideologies, Kwame Nkrumah’s cultural policies, Philosophy of Africa’s formal education.

 

School of Creative ArtsJan 10, 20182018/2019

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