R&P Entries
Articles in Journals
Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers’ self-efficacy beliefs: The relationship between gender and instructional strategies, classroom management and student engagement.. Ghana Journal of Development Studies, 12,
Abstract
The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like Ghana. Specifically, descriptive survey design was used to determine the levels of self-efficacy beliefs among the teachers and the relationship between gender and teachers’ self-efficacies were also ascertained. The sample included 259 male and 178 female teachers who were randomly drawn from both private and public senior high schools. Teachers’ Sense of Efficacy Scale (TSES) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential statistics. Results indicated that generally teachers have relatively higher self-efficacy beliefs especially at the student engagement aspect. It was found that male and female teachers differed in relation to their instructional strategies with female teachers on average have better instructional strategies efficacy than male teachers. On contrary, both male and female teachers did not differ in terms of classroom management and student engagement efficacies. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of instructional practices, student engagement and classroom management practices to the teacher trainees so as to improve their efficacies level.
The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like Ghana. Specifically, descriptive survey design was used to determine the levels of self-efficacy beliefs among the teachers and the relationship between gender and teachers’ self-efficacies were also ascertained. The sample included 259 male and 178 female teachers who were randomly drawn from both private and public senior high schools. Teachers’ Sense of Efficacy Scale (TSES) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential statistics. Results indicated that generally teachers have relatively higher self-efficacy beliefs especially at the student engagement aspect. It was found that male and female teachers differed in relation to their instructional strategies with female teachers on average have better instructional strategies efficacy than male teachers. On contrary, both male and female teachers did not differ in terms of classroom management and student engagement efficacies. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of instructional practices, student engagement and classroom management practices to the teacher trainees so as to improve their efficacies level.
Sam, F. K., Konin, D., Amankwah, F. & Oti, D. A. (2015). The influence of demographic variables on self-efficacy beliefs of senior high school teachers in Kumasi metropolis.. African Journal of Interdisciplinary Studies, 8,
Abstract
The paper explored the influence of age, gender, educational qualification, school type and teaching experience on sense of self-efficacy beliefs among Senior High School (SHS) teachers in Kumasi metropolis of Ghana. Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was personally administered to collect data from 437 respondents who were randomly selected for the study. From the Spearman correlation analysis, it was revealed that teachers’ age, educational qualification and school type significantly correlated with their self-efficacy beliefs. Moreover, regression analysis conducted shown that the five demographic variables when taken together had significant effects on the teachers’ sense of efficacy; however teachers’ educational qualification made the strongest significant contribution to their self-efficacy beliefs. Among other things, it was recommended that longitudinal studies should be conducted to track the changes in teachers’ self-efficacy beliefs over time.
The paper explored the influence of age, gender, educational qualification, school type and teaching experience on sense of self-efficacy beliefs among Senior High School (SHS) teachers in Kumasi metropolis of Ghana. Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was personally administered to collect data from 437 respondents who were randomly selected for the study. From the Spearman correlation analysis, it was revealed that teachers’ age, educational qualification and school type significantly correlated with their self-efficacy beliefs. Moreover, regression analysis conducted shown that the five demographic variables when taken together had significant effects on the teachers’ sense of efficacy; however teachers’ educational qualification made the strongest significant contribution to their self-efficacy beliefs. Among other things, it was recommended that longitudinal studies should be conducted to track the changes in teachers’ self-efficacy beliefs over time.
Wornyo, A. A. (2016). English Loanwords in Ewe: A Phonological Analysis. Journal of Literature Languages and Linguistics, 22,
Abstract
This paper examines the processes that words borrowed from English go through on the phonological level in their adaptation into Ewe - a Kwa language spoken in Ghana and Togo. The paper analyses the adaptation of English loanwords into Ewe at the level of phonemic adaptation, syllable structure adaptation and the adaptation of stress. In terms of phonemic adaptation, it was found out that certain sounds in the English words borrowed into Ewe are foreign to the speakers of Ewe. In the adaptation process, the speakers replace the foreign sounds with native ones which are acoustically closer to the foreign ones. The analysis reveals that two main operations: deletion and insertion are used to compel foreign syllable structures to conform to the phonotactic constraints of Ewe. For the adaptation of stress into Ewe, it was realized that stressed syllables in English are generally realized as high tones and unstressed syllables are realized as low tones. The conclusion of this study is that English phonemes are mapped onto Ewe phonetic forms but phonotactic constraints that exist in Ewe result in the processes of deletion and insertion of segments into some English words borrowed into Ewe.
This paper examines the processes that words borrowed from English go through on the phonological level in their adaptation into Ewe - a Kwa language spoken in Ghana and Togo. The paper analyses the adaptation of English loanwords into Ewe at the level of phonemic adaptation, syllable structure adaptation and the adaptation of stress. In terms of phonemic adaptation, it was found out that certain sounds in the English words borrowed into Ewe are foreign to the speakers of Ewe. In the adaptation process, the speakers replace the foreign sounds with native ones which are acoustically closer to the foreign ones. The analysis reveals that two main operations: deletion and insertion are used to compel foreign syllable structures to conform to the phonotactic constraints of Ewe. For the adaptation of stress into Ewe, it was realized that stressed syllables in English are generally realized as high tones and unstressed syllables are realized as low tones. The conclusion of this study is that English phonemes are mapped onto Ewe phonetic forms but phonotactic constraints that exist in Ewe result in the processes of deletion and insertion of segments into some English words borrowed into Ewe.
Wornyo, A. A. (2016). Attending to the Grammatical Errors of Students using Constructive Teaching and Learning Activities. Journal of Education and Practice, 7,
Abstract
This study was a classroom-based action research. In this study, constructive teaching and learning activities were used to help learners improve on their grammar and usage with a focus on how to help them internalize subject verb agreement rules. The purpose of the research was to assist learners to improve upon their performance in grammar and usage. This action research aims to explore how constructive teaching and learning activities which are learner-centered activities can help learners to overcome their subject verb agreement errors and to improve on their English grammar and usage. Seventy eight (78) Level 100 (first year) students from the Faculty of Science, University of Education, Winneba took part in the study The study started with a pre-test in grammar and usage. This was followed by two focus group discussions. The students were then taken through the intervention designed by the instructor. Constructivists’ activities were used to guide the students to correct errors in their sentences. After the intervention, the students were interviewed about their impressions. There was a post-test at the end of the intervention. The outcome of the study showed an improvement in students’ performance in grammar and usage.
This study was a classroom-based action research. In this study, constructive teaching and learning activities were used to help learners improve on their grammar and usage with a focus on how to help them internalize subject verb agreement rules. The purpose of the research was to assist learners to improve upon their performance in grammar and usage. This action research aims to explore how constructive teaching and learning activities which are learner-centered activities can help learners to overcome their subject verb agreement errors and to improve on their English grammar and usage. Seventy eight (78) Level 100 (first year) students from the Faculty of Science, University of Education, Winneba took part in the study The study started with a pre-test in grammar and usage. This was followed by two focus group discussions. The students were then taken through the intervention designed by the instructor. Constructivists’ activities were used to guide the students to correct errors in their sentences. After the intervention, the students were interviewed about their impressions. There was a post-test at the end of the intervention. The outcome of the study showed an improvement in students’ performance in grammar and usage.
Wornyo, A. A. (2015). Language Policy Debate in Ghana: A Means of Elite Closure. Sociology Syudy, 5,
Abstract
The language policy in Ghana’s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
The language policy in Ghana’s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
Wornyo, A. A. (2015). Language Policy Debate in Ghana: A Means of Elite Closure. Sociology Syudy, 5,
Abstract
The language policy in Ghana’s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
The language policy in Ghana’s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
Kotei, R., Agyare, W. A., Kyei-Baffour, N., Atta-Darkwad, T. and Takyi, A.E.ae (2015). Estimation of Flow-Duration and Low-Flow Frequency Parameters for the Sumanpa Stream at Mampong-Ashanti in Ghana for the 1985-2009 Period. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS, 15,
Abstract
The study examined the characteristics of the Sumanpa stream’s Flow-Duration-Frequency Curve statistics for a period of 25years (1985-2009) and compared the 1990-1999 and 2000-2009 Flow-Duration-Curves. The high, low and mean Flow-Duration-Curves were also analysed. The discharge records were analysed to develop a general quantitative characterization of the stream’s flow variability. Streamflow data was generated from daily stage data using the rating curve model developed at the stream’s gauge station. Flow-Duration-Frequency-Curves were developed using the Weibull plotting position and used to analyse the catchment’s surface and groundwater storage and stream’s flow characteristics. The approach placed the midpoints of the moist, mid-range, and dry zones of the curves at 25th, 50th, and 75th percentiles, respectively. The high zone was centered at the 5th percentile, while the low zone was centered at the 95th percentile. For 95% of the time, the streamflow equalled or exceeded 0.14 m3s-1, at 5% it equalled or exceeded 45 m3s-1 and at 50% flow equalled or exceeded 5.53 m3s-1.
The study examined the characteristics of the Sumanpa stream’s Flow-Duration-Frequency Curve statistics for a period of 25years (1985-2009) and compared the 1990-1999 and 2000-2009 Flow-Duration-Curves. The high, low and mean Flow-Duration-Curves were also analysed. The discharge records were analysed to develop a general quantitative characterization of the stream’s flow variability. Streamflow data was generated from daily stage data using the rating curve model developed at the stream’s gauge station. Flow-Duration-Frequency-Curves were developed using the Weibull plotting position and used to analyse the catchment’s surface and groundwater storage and stream’s flow characteristics. The approach placed the midpoints of the moist, mid-range, and dry zones of the curves at 25th, 50th, and 75th percentiles, respectively. The high zone was centered at the 5th percentile, while the low zone was centered at the 95th percentile. For 95% of the time, the streamflow equalled or exceeded 0.14 m3s-1, at 5% it equalled or exceeded 45 m3s-1 and at 50% flow equalled or exceeded 5.53 m3s-1.
Kotei, R., Agyare, W. A., Kyei-Baffour, N., Nana Kena, F., and Atta-Darkwa, T. (2015). Development of Groundwater Recharge Model for the Sumanpa Catchment at Ashanti-Mampong-Ashanti Area in Ghana. Science Research, 3,
Abstract
The research aimed at developing a groundwater recharge model from available and reliable data of recharge predictor variables from 1985-2009 for the Sumanpa catchment in the forest-savannah transitional zone. Streamflow data for the Sumanpa River was generated from daily stage data using the rating curve model developed by the researchers at the gauge station. The streamflow data generated was partitioned into its various components, including runoff and recharge by means of the PART and RORA computer programmes respectively. The relationship between the catchment’s groundwater recharge and its predictor variables were determined by means of a scatter plot, using R statistical package, and their strengths quantified using the Pearson Correlation Test. The test indicated a strong positive correlation between recharge, rainfall and runoff and a strong negative correlation with actual evapotranspiration. Based on these a lumped conceptual deterministic groundwater recharge model was developed for the Sumanpa catchment using the multiple regression analysis. Keywords: Groundwater Recharge, Actual Evapotranspiration, Correlation, Geomorphological, Conceptual
The research aimed at developing a groundwater recharge model from available and reliable data of recharge predictor variables from 1985-2009 for the Sumanpa catchment in the forest-savannah transitional zone. Streamflow data for the Sumanpa River was generated from daily stage data using the rating curve model developed by the researchers at the gauge station. The streamflow data generated was partitioned into its various components, including runoff and recharge by means of the PART and RORA computer programmes respectively. The relationship between the catchment’s groundwater recharge and its predictor variables were determined by means of a scatter plot, using R statistical package, and their strengths quantified using the Pearson Correlation Test. The test indicated a strong positive correlation between recharge, rainfall and runoff and a strong negative correlation with actual evapotranspiration. Based on these a lumped conceptual deterministic groundwater recharge model was developed for the Sumanpa catchment using the multiple regression analysis. Keywords: Groundwater Recharge, Actual Evapotranspiration, Correlation, Geomorphological, Conceptual
Kotei, R., Agyare, W. A., Kyei-Baffour, N. and Atakora, E. T. (2015). MORPHOMETRIC ANALYSIS OF THE SUMANPA RIVER CATCHMENT AT MAMPONG-ASHANTI IN GHANA. ARPN Journal of Earth Sciences, 4,
Abstract
The study determined and analysed morphometric characteristics of the Sumanpa catchment in the Forest- Savannah Transitional zone of the Ashanti Region of Ghana. Quantitative morphometric parameters were determined using remote sensing and GIS techniques to assess the requirements for ecological and hydrological conservation, planning, development and management of the catchment landscape. Results indicated that the total length of stream segments was highest under the first order streams and decreased as the stream order increased. The catchment has an area of 38 km2with channel closeness of 0.934 km km-2 indicating permeable sub-soil. The catchment has a relief of 137m and a total length of stream network of 36.51km out of which 61% was ephemeral, 38.9 % was second and third order streams. The catchment has 44 % of its area located on slopes between 5-10o with generally good vegetation cover. There are 31 streams linked to a 3rd order trunk stream forming a trellis drainage pattern. The catchment’s morphometric features suggest a general fragile topographic condition which needs strategic approach for soil and water conservation measures and urban landuse planning.
The study determined and analysed morphometric characteristics of the Sumanpa catchment in the Forest- Savannah Transitional zone of the Ashanti Region of Ghana. Quantitative morphometric parameters were determined using remote sensing and GIS techniques to assess the requirements for ecological and hydrological conservation, planning, development and management of the catchment landscape. Results indicated that the total length of stream segments was highest under the first order streams and decreased as the stream order increased. The catchment has an area of 38 km2with channel closeness of 0.934 km km-2 indicating permeable sub-soil. The catchment has a relief of 137m and a total length of stream network of 36.51km out of which 61% was ephemeral, 38.9 % was second and third order streams. The catchment has 44 % of its area located on slopes between 5-10o with generally good vegetation cover. There are 31 streams linked to a 3rd order trunk stream forming a trellis drainage pattern. The catchment’s morphometric features suggest a general fragile topographic condition which needs strategic approach for soil and water conservation measures and urban landuse planning.
Kotei, R., Kyei-Baffour, N., Agyare, W. A., Korankye, O., Adarkwa, T. A. and Amartey, J. N. A. (2015). EVALUATION OF THE PERFORMANCE OF THE SATA SMALL-SCALE IRRIGATION SCHEME IN GHANA AFTER ITS INCEPTION AND POST-REHABILITATION PERIODS. ARPN Journal of Agricultural and Biological Science, 10,
Abstract
The evaluation was carried out on the Sata Small-Scale Irrigation Scheme built, to ensure food security, create employment for the youth, alleviate poverty and improve the living conditions of farmers, in 1994. Questionnaires, interviews and observations were used to collect the data. The poor performance and low patronage by farmers stimulated this study. The non-involvement of farmers on the management of the scheme, lack of repairs and maintenance of the infrastructure, ineffective irrigation management committee, incorrect irrigation frequencies, lack of marketing strategies were some of the major reasons identified for the inability of the scheme to fulfill its primary objectives. Five years after its rehabilitation the scheme was far from its objectives. The scheme’s physical system was poorly rehabilitated and there was no comprehensive revitalization. It is recommended that for the scheme to achieve its objectives, a framework based on understanding the physical, cropping, economic and social-organizational components of the scheme is developed. Also, extension work to identify the socio-economic effects of the irrigation scheme for effective management and implementation of future schemes needs to be carried out.
The evaluation was carried out on the Sata Small-Scale Irrigation Scheme built, to ensure food security, create employment for the youth, alleviate poverty and improve the living conditions of farmers, in 1994. Questionnaires, interviews and observations were used to collect the data. The poor performance and low patronage by farmers stimulated this study. The non-involvement of farmers on the management of the scheme, lack of repairs and maintenance of the infrastructure, ineffective irrigation management committee, incorrect irrigation frequencies, lack of marketing strategies were some of the major reasons identified for the inability of the scheme to fulfill its primary objectives. Five years after its rehabilitation the scheme was far from its objectives. The scheme’s physical system was poorly rehabilitated and there was no comprehensive revitalization. It is recommended that for the scheme to achieve its objectives, a framework based on understanding the physical, cropping, economic and social-organizational components of the scheme is developed. Also, extension work to identify the socio-economic effects of the irrigation scheme for effective management and implementation of future schemes needs to be carried out.
