R&P Entries
Articles in Journals
2. Dominic, O. L., Talabi, A. E., Sarpong, E. O., Musa, M.O., Seidina I. Y., Abubakar, N. O., & Bakinde, S.T. (2017). (2017). Making Weight for Sports Performance: Implications for Health of Combat Sports in Nigeria.. Ghana Journal of Health, Physical Education, Recreation and Dance, 10,
Abstract
Esia-Donkoh, K., Eshun, E. S., Acquaye, V. N. A., & Amponsah, N. (2017). Learning style preferences of male and female sandwich students of the department of basic education, University of Education, Winneba.. Journal of Innovation in Education in Africa,, 1,
Abstract
The study investigated the learning style preference of male and female sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana. It employed descriptive (quantitative) survey design. Convenience sampling was used to obtain the respondents for the study. Questionnaire was distributed to all 476 students. Four hundred and forty-six (94.5%) questionnaires which were correctly filled were used for the analysis. It was found out that the most preferred learning style of the students was a combination of auditory and visual learning styles. However, more of the male students preferred a combination of auditory and visual learning styles while more of the female students opted for a combination of visual and kinesthetic learning styles. Teacher and learner factors greatly influenced the learning style preferences of the students. There was no statistically significant difference in the perception of male and female students on physical and environmental factors; personal factors; and teacher and learning factors that affect their learning style preferences. Again, there was no statistically significant difference between the male and female students’ perception on the overall factors that affect their learning style preferences. Among other things, it is recommended that lecturers of the Department should ensure that they identify the learning styles of male and female students in order to structure their teaching to suit the learning style needs of the students. Key Words: learning style, preference, male, female, post-diploma, sandwich students.
The study investigated the learning style preference of male and female sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana. It employed descriptive (quantitative) survey design. Convenience sampling was used to obtain the respondents for the study. Questionnaire was distributed to all 476 students. Four hundred and forty-six (94.5%) questionnaires which were correctly filled were used for the analysis. It was found out that the most preferred learning style of the students was a combination of auditory and visual learning styles. However, more of the male students preferred a combination of auditory and visual learning styles while more of the female students opted for a combination of visual and kinesthetic learning styles. Teacher and learner factors greatly influenced the learning style preferences of the students. There was no statistically significant difference in the perception of male and female students on physical and environmental factors; personal factors; and teacher and learning factors that affect their learning style preferences. Again, there was no statistically significant difference between the male and female students’ perception on the overall factors that affect their learning style preferences. Among other things, it is recommended that lecturers of the Department should ensure that they identify the learning styles of male and female students in order to structure their teaching to suit the learning style needs of the students. Key Words: learning style, preference, male, female, post-diploma, sandwich students.
Esia-Donkoh, K., Bentil, J., & Quashigah, A. Y. (2017). Study habits of pupils of public basic schools: Perceptions of the present and the future. European Journal of Research and Reflection in Educational Studies, 5,
Abstract
Based on Bakare’s (1977) study habit theory, this study investigated the perception of children in public basic schools in Ekumfi District in the Central Region of Ghana, on their study habits considering the present (nature and challenges) and the expectations for the future. The descriptive survey design in the form of mixed methods was used. Through stratified random sampling technique 380 children were obtained for the quantitative aspect of the study while ten children were conveniently sampled for the qualitative aspect. Data were collected using questionnaire and semi-structured interview guide. Quantitative analysis was done by using descriptive (mean, standard deviation) statistics while qualitative data was analysed using thematic approach. It was revealed that the dominant study habit practiced by the children was examination related, followed by homework and assignment, concentration, reading and note-taking, and time management. Inability to recollect information learnt, poor reading ability, poor spelling, high text/examination anxiety, studying many subjects at a time, and lack of parental support were identified as some of the challenges the children faced in their studies. The children were of the view that regular symposia on strategies (including time management) to learn effectively, remedial lessons by teachers on reading skills, and bye-laws by School Management Committee (SMC) and Parent Teacher Associations (PTAs) to monitor and prevent children from loitering and watching videos at night will help improve their study habits. It is thus recommended that Guidance and Counselling programmes in public basic schools in the District should be strengthened by the Ghana Education Service (GES) so that children will be counselled on the need to develop effective and appropriate study habits. In-service training should be organized by GES for teachers to adopt teaching techniques that suit the children’s study habits. Key words: childhood, perceptions, study habits, nature, challenges, future strategies
Based on Bakare’s (1977) study habit theory, this study investigated the perception of children in public basic schools in Ekumfi District in the Central Region of Ghana, on their study habits considering the present (nature and challenges) and the expectations for the future. The descriptive survey design in the form of mixed methods was used. Through stratified random sampling technique 380 children were obtained for the quantitative aspect of the study while ten children were conveniently sampled for the qualitative aspect. Data were collected using questionnaire and semi-structured interview guide. Quantitative analysis was done by using descriptive (mean, standard deviation) statistics while qualitative data was analysed using thematic approach. It was revealed that the dominant study habit practiced by the children was examination related, followed by homework and assignment, concentration, reading and note-taking, and time management. Inability to recollect information learnt, poor reading ability, poor spelling, high text/examination anxiety, studying many subjects at a time, and lack of parental support were identified as some of the challenges the children faced in their studies. The children were of the view that regular symposia on strategies (including time management) to learn effectively, remedial lessons by teachers on reading skills, and bye-laws by School Management Committee (SMC) and Parent Teacher Associations (PTAs) to monitor and prevent children from loitering and watching videos at night will help improve their study habits. It is thus recommended that Guidance and Counselling programmes in public basic schools in the District should be strengthened by the Ghana Education Service (GES) so that children will be counselled on the need to develop effective and appropriate study habits. In-service training should be organized by GES for teachers to adopt teaching techniques that suit the children’s study habits. Key words: childhood, perceptions, study habits, nature, challenges, future strategies
Esia-Donkoh, K., & Baffoe, S. (2018). Instructional supervisory practices of headteachers and teacher motivation in public basic schools in Anomabo education circuit. Journal of Education and e-Learning Research, 5,
Abstract
The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation. Keywords: instructional supervision, practices, headteachers, teachers, motivation
The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation. Keywords: instructional supervision, practices, headteachers, teachers, motivation
Esia-Donkoh, K., & Bentil, J. (2017). Factors influencing learning style preferences of students in public colleges of education in the central-western zone of Ghana. African Journal of Interdisciplinary Studies, 10,
Abstract
Studies into learning styles for the past three decades have brought about an increasing attention and awareness to the diverse ways through which students prefer to learn. Researchers in education indicate that individuals have different learning styles which are influenced by different factors. This study investigated the factors influencing learning style preferences of students in public Colleges of Education (CoEs) in the Central-Western Zone of Ghana. The study adopted quantitative approach of the cross-sectional survey design. Through random sampling, 1396 respondents were used for the study. The adapted instrument used for the study was pre-tested and its analysis yielded a Cronbach Alpha Co-efficient of 0.87 which was deemed appropriate. The students agreed that instructional factors influenced their learning style preferences but disagreed that their learning style preferences were influenced by personal factors, and environmental factors. There were statistically significant differences in the perception of students on factors that influence their learning style preferences based on sex (male or female), level (Level 100 or Level 200), and nature of College (single-sex or co-educational).It was concluded that students’ learning style preferences are affected by different factors which in turn affect their study habits. As such, it was recommended among others that tutors of public CoEs in the Central-Western Zone of Ghana should regularly provide an enabling classroom environment and adopt appropriate and varied teaching methods, techniques and strategies to enhance students’ learning style preferences. Keywords: Learning style, preference, environmental, personal, instructional, factors
Studies into learning styles for the past three decades have brought about an increasing attention and awareness to the diverse ways through which students prefer to learn. Researchers in education indicate that individuals have different learning styles which are influenced by different factors. This study investigated the factors influencing learning style preferences of students in public Colleges of Education (CoEs) in the Central-Western Zone of Ghana. The study adopted quantitative approach of the cross-sectional survey design. Through random sampling, 1396 respondents were used for the study. The adapted instrument used for the study was pre-tested and its analysis yielded a Cronbach Alpha Co-efficient of 0.87 which was deemed appropriate. The students agreed that instructional factors influenced their learning style preferences but disagreed that their learning style preferences were influenced by personal factors, and environmental factors. There were statistically significant differences in the perception of students on factors that influence their learning style preferences based on sex (male or female), level (Level 100 or Level 200), and nature of College (single-sex or co-educational).It was concluded that students’ learning style preferences are affected by different factors which in turn affect their study habits. As such, it was recommended among others that tutors of public CoEs in the Central-Western Zone of Ghana should regularly provide an enabling classroom environment and adopt appropriate and varied teaching methods, techniques and strategies to enhance students’ learning style preferences. Keywords: Learning style, preference, environmental, personal, instructional, factors
Baffoe, S., Esia-Donkoh, K., & Anderson, H. K. (2018). Influence of headteachers’ personal characteristics on their instructional supervisory practices. International Journal of Basic Education Research and Policy, 1,
Abstract
The study investigated the influence of personal characteristics of headteachers of public basic schools in the Anomabo Education Circuit on their instructional supervisory practices. The cross-sectional design was adopted for the study. Forty-four headteachers of public basic schools in the Education Circuit were obtained through the stratified sampling technique. A questionnaire based on a five-point Likert scale was used to collect the data from the headteachers. The instrument was pre-tested in the Yamoransa Education Circuit. A test-re-test method was used to establish the reliability of the instrument. The coefficients obtained were 8.41 for orientation of new teaching staff, 8.69 for monitoring punctuality and regularity, 8.63 for lesson observation, 8.87 for checking teachers’ record of work, and 8.72 for provision of in-service training. These indicated that the instrument was reliable. The data obtained were analysed using descriptive (frequency, mean, standard deviation) and inferential (t-test, and ANOVA) statistics. The study concluded that sex, age, academic qualification, and years of work experience of the headteachers did not significantly influence their instructional supervisory practices. Among the recommendations was that in the selection criteria for the position of headteachers in public basic schools in the Anomabo Education Circuit, the Mfantseman Municipal Directorate of Ghana Education Service should consider competence rather than personal characteristics.
The study investigated the influence of personal characteristics of headteachers of public basic schools in the Anomabo Education Circuit on their instructional supervisory practices. The cross-sectional design was adopted for the study. Forty-four headteachers of public basic schools in the Education Circuit were obtained through the stratified sampling technique. A questionnaire based on a five-point Likert scale was used to collect the data from the headteachers. The instrument was pre-tested in the Yamoransa Education Circuit. A test-re-test method was used to establish the reliability of the instrument. The coefficients obtained were 8.41 for orientation of new teaching staff, 8.69 for monitoring punctuality and regularity, 8.63 for lesson observation, 8.87 for checking teachers’ record of work, and 8.72 for provision of in-service training. These indicated that the instrument was reliable. The data obtained were analysed using descriptive (frequency, mean, standard deviation) and inferential (t-test, and ANOVA) statistics. The study concluded that sex, age, academic qualification, and years of work experience of the headteachers did not significantly influence their instructional supervisory practices. Among the recommendations was that in the selection criteria for the position of headteachers in public basic schools in the Anomabo Education Circuit, the Mfantseman Municipal Directorate of Ghana Education Service should consider competence rather than personal characteristics.
Sam, E.F., Daniels, S., Brijs, K., Brijs, T., & Wets, G. (2018). Modelling public bus/minibus transport accident severity in Ghana. Accident Analysis and Prevention, 119,
Abstract
The current safety concerns with buses/minibuses (public transport) in both developed and developing countries have warranted a renewed interest in bus/minibus safety research. Prior to this, there was a paucity of research in this domain especially in developed countries where the safety associated with buses was deemed adequate. In this study, we examined the factors that influence bus/minibus accident severity in Ghana using bus/minibus accident data from 2011–2015. We estimated the severity of bus/minibus accidents by fitting generalised ordered logit models. Our findings revealed that weekends, the absence of road median, night-time conditions, bad road terrain (curved, wet and rough roads), hit-pedestrian collisions, and drunk driving are associated with more severe bus/minibus accident outcomes. Conversely, minibuses, the absence of road shoulder, accidents in intersections, the presence of traffic control and collision types (except hit-pedestrian) are associated with less severe bus/minibus accidents
The current safety concerns with buses/minibuses (public transport) in both developed and developing countries have warranted a renewed interest in bus/minibus safety research. Prior to this, there was a paucity of research in this domain especially in developed countries where the safety associated with buses was deemed adequate. In this study, we examined the factors that influence bus/minibus accident severity in Ghana using bus/minibus accident data from 2011–2015. We estimated the severity of bus/minibus accidents by fitting generalised ordered logit models. Our findings revealed that weekends, the absence of road median, night-time conditions, bad road terrain (curved, wet and rough roads), hit-pedestrian collisions, and drunk driving are associated with more severe bus/minibus accident outcomes. Conversely, minibuses, the absence of road shoulder, accidents in intersections, the presence of traffic control and collision types (except hit-pedestrian) are associated with less severe bus/minibus accidents
Sam, E.F., Brijs, K., Daniels, S., Brijs, T., & Wets, G. (2018). Public bus passenger safety evaluations in Ghana: A phenomenological constructivist exploration. Transportation Research Part F, 58,
Abstract
Notwithstanding the growing body of literature that recognises the importance of personal safety to public transport (PT) users, it remains unclear what PT users consider regarding their safety. In this study, we explore the criteria PT users in Ghana use to assess bus safety. This knowledge will afford a better understanding of PT users’ risk perceptions and assessments which may contribute to theoretical models of PT risk perceptions. We utilised phenomenological research methodology, with data drawn from 61 purposively sampled participants. Data collection (through focus group discussions and in-depth interviews) and analyses were done concurrently to the point of saturation. Our inductive data coding and analyses through the constant comparison and content analytic techniques resulted in 4 code categories (conceptual dimensions), 27 codes (safety items/criteria), and 100 quotations (data segments). The vehicle condition, driver’s marital status and transport operator’s safety records were the most important criteria participants use in assessing bus safety. These findings imply that investment in, and maintenance of safer vehicles, and responsible and safety-conscious drivers, and prioritisation of passengers’ safety are key-targets for public bus/minibus operators in Ghana.
Notwithstanding the growing body of literature that recognises the importance of personal safety to public transport (PT) users, it remains unclear what PT users consider regarding their safety. In this study, we explore the criteria PT users in Ghana use to assess bus safety. This knowledge will afford a better understanding of PT users’ risk perceptions and assessments which may contribute to theoretical models of PT risk perceptions. We utilised phenomenological research methodology, with data drawn from 61 purposively sampled participants. Data collection (through focus group discussions and in-depth interviews) and analyses were done concurrently to the point of saturation. Our inductive data coding and analyses through the constant comparison and content analytic techniques resulted in 4 code categories (conceptual dimensions), 27 codes (safety items/criteria), and 100 quotations (data segments). The vehicle condition, driver’s marital status and transport operator’s safety records were the most important criteria participants use in assessing bus safety. These findings imply that investment in, and maintenance of safer vehicles, and responsible and safety-conscious drivers, and prioritisation of passengers’ safety are key-targets for public bus/minibus operators in Ghana.
Gyasi, H, Ofoe, E.O, Samlafo, B.V (2018). The Effect of Molecular Model Sets on Students’ Academic Performance in Naming Organic Compounds. Education, 8,
Abstract
This study sought to investigate the effect of molecular model sets on naming simple organic compounds with reference to the International Union of Pure and Applied Chemistry (IUPAC) system of naming. A quasi-experimental design using molecular model sets were used on students in form three science classes at Effiduase Senior High School in the Sekyere East District of the Ashanti Region of Ghana. A control group was taught using the traditional approach whilst the experimental group was treated using the molecular model sets. Analysis of the pre and post-tests scores showed more improvement in the performance of the experimental group than the control group. A paired sample t-test, on responses of students’ attitudes, showed a statistically significant difference between the mean scores for the experimental group before and after the treatment. The study revealed that the integration of molecular model set approaches to teaching could help reduce, if not remove completely, the difficulties students face in naming organic compounds according to the IUPAC nomenclature. Keywords Molecular model set, Scientific model, Senior high school, Model, Organic chemistry
This study sought to investigate the effect of molecular model sets on naming simple organic compounds with reference to the International Union of Pure and Applied Chemistry (IUPAC) system of naming. A quasi-experimental design using molecular model sets were used on students in form three science classes at Effiduase Senior High School in the Sekyere East District of the Ashanti Region of Ghana. A control group was taught using the traditional approach whilst the experimental group was treated using the molecular model sets. Analysis of the pre and post-tests scores showed more improvement in the performance of the experimental group than the control group. A paired sample t-test, on responses of students’ attitudes, showed a statistically significant difference between the mean scores for the experimental group before and after the treatment. The study revealed that the integration of molecular model set approaches to teaching could help reduce, if not remove completely, the difficulties students face in naming organic compounds according to the IUPAC nomenclature. Keywords Molecular model set, Scientific model, Senior high school, Model, Organic chemistry
Gyasi, H, Ofoe, E.O, Samlafo, B.V (2018). The Effect of Molecular Model Sets on Students’ Academic Performance in Naming Organic Compounds. Education, 8,
Abstract
This study sought to investigate the effect of molecular model sets on naming simple organic compounds with reference to the International Union of Pure and Applied Chemistry (IUPAC) system of naming. A quasi-experimental design using molecular model sets were used on students in form three science classes at Effiduase Senior High School in the Sekyere East District of the Ashanti Region of Ghana. A control group was taught using the traditional approach whilst the experimental group was treated using the molecular model sets. Analysis of the pre and post-tests scores showed more improvement in the performance of the experimental group than the control group. A paired sample t-test, on responses of students’ attitudes, showed a statistically significant difference between the mean scores for the experimental group before and after the treatment. The study revealed that the integration of molecular model set approaches to teaching could help reduce, if not remove completely, the difficulties students face in naming organic compounds according to the IUPAC nomenclature. Keywords Molecular model set, Scientific model, Senior high school, Model, Organic chemistry
This study sought to investigate the effect of molecular model sets on naming simple organic compounds with reference to the International Union of Pure and Applied Chemistry (IUPAC) system of naming. A quasi-experimental design using molecular model sets were used on students in form three science classes at Effiduase Senior High School in the Sekyere East District of the Ashanti Region of Ghana. A control group was taught using the traditional approach whilst the experimental group was treated using the molecular model sets. Analysis of the pre and post-tests scores showed more improvement in the performance of the experimental group than the control group. A paired sample t-test, on responses of students’ attitudes, showed a statistically significant difference between the mean scores for the experimental group before and after the treatment. The study revealed that the integration of molecular model set approaches to teaching could help reduce, if not remove completely, the difficulties students face in naming organic compounds according to the IUPAC nomenclature. Keywords Molecular model set, Scientific model, Senior high school, Model, Organic chemistry
