R&P Entries
Articles in Journals
Nabie, M.J., Raheem, K., Agbemaka, J.B., & Sabtiwu, R (2016). Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana. International Journal of Research in Education and Science (IJRES), 2,
Abstract
The study explored the curriculum guidelines and primary school teachers’ conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers’ practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge.
The study explored the curriculum guidelines and primary school teachers’ conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers’ practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge.
Nabie M. J. (2015). W here cultural games count: The voices of primary classroom teachers. International Journal of Education in Mathematics, Science and Technology, 3,
Abstract
This study explored Ghanaian primary school teachers’ values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers’ voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the interviews. Results indicated that although cultural games count as instructional tools in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based pedagogical know-how. The study recommended looking into the classroom for a complete understanding of the values and challenges of integrating games in teaching and learning mathematics
This study explored Ghanaian primary school teachers’ values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers’ voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the interviews. Results indicated that although cultural games count as instructional tools in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based pedagogical know-how. The study recommended looking into the classroom for a complete understanding of the values and challenges of integrating games in teaching and learning mathematics
Adomako, K. (2015). Final-nasal deletion in Akan (Asante Twi) reduplication. The Buckingham Journal of Language and Linguistics, 8,
Abstract
In this paper, I examine the phenomenon of reduplicant-nasal deletion observed in some reduplicative prefixes of Akan (a Niger-Congo, Kwa language). In the Akan phonology, nasals are among non-vowel sonorants that are permitted syllable or word-finally (Dolphyne 1988, Abakah 2005). However, it is observed that these nasals, particularly [m], are sometimes deleted in some reduplicants final position. In this paper, I show that verb bases of CVN or CVVN structures are of two different morphemic structures in the underlying representation; monomorphemic verb base and bimorphemic verb base. The latter structure, on which this paper focuses, has the composition: morpheme1 + morpheme 2. It is observed that while the former preserve their ‘final’ nasals in the reduplicants, the latter, on the other hand, lose them in their reduplicants. We analyse this phonological phenomenon as resulting from the language’s bid towards satisfying a high-ranking template satisfaction constraint (after McCarthy and Prince 1994) within the Optimality Theory framework.
In this paper, I examine the phenomenon of reduplicant-nasal deletion observed in some reduplicative prefixes of Akan (a Niger-Congo, Kwa language). In the Akan phonology, nasals are among non-vowel sonorants that are permitted syllable or word-finally (Dolphyne 1988, Abakah 2005). However, it is observed that these nasals, particularly [m], are sometimes deleted in some reduplicants final position. In this paper, I show that verb bases of CVN or CVVN structures are of two different morphemic structures in the underlying representation; monomorphemic verb base and bimorphemic verb base. The latter structure, on which this paper focuses, has the composition: morpheme1 + morpheme 2. It is observed that while the former preserve their ‘final’ nasals in the reduplicants, the latter, on the other hand, lose them in their reduplicants. We analyse this phonological phenomenon as resulting from the language’s bid towards satisfying a high-ranking template satisfaction constraint (after McCarthy and Prince 1994) within the Optimality Theory framework.
Adomako, K. (2015). Some phonological processes in an Akan linguistic game. Linguistik Online, 72,
Abstract
This paper examines some phonological processes observed in the Pig Latin; a linguistic game played in Akan, a Niger-Congo (Kwa) language. The Akan Pig Latin (henceforth APL), which is popularly known as Megesege is usually played among Akan youth. The purpose of this game varies from concealment to social identity establishment. This paper is a qualitative study of 200 stimuli of sentences in regular Akan constructions manipulated into the APL. The simple rule for playing the game is to syllabify an already existing word and to add a [CV] syllable to each of those segmented syllables. Through this manipulation of existing word, several phonological processes are observed including insertion, syllabification, palatalization etc. The paper presents a descriptive analysis of some of the processes and shows how the study of the APL can facilitate our understanding of the several phonological phenomena in Akan, even though it may display, in many parts, quite different patterns from what obtains in the regular Akan grammar.
This paper examines some phonological processes observed in the Pig Latin; a linguistic game played in Akan, a Niger-Congo (Kwa) language. The Akan Pig Latin (henceforth APL), which is popularly known as Megesege is usually played among Akan youth. The purpose of this game varies from concealment to social identity establishment. This paper is a qualitative study of 200 stimuli of sentences in regular Akan constructions manipulated into the APL. The simple rule for playing the game is to syllabify an already existing word and to add a [CV] syllable to each of those segmented syllables. Through this manipulation of existing word, several phonological processes are observed including insertion, syllabification, palatalization etc. The paper presents a descriptive analysis of some of the processes and shows how the study of the APL can facilitate our understanding of the several phonological phenomena in Akan, even though it may display, in many parts, quite different patterns from what obtains in the regular Akan grammar.
Akom, K., Asante, G. & Adjei-Frimpong, B. (2016). An Investigation into the use of ICT Tools in the Technical Vocational Education and Training (TVET) Delivery – Evidence from Kumasi Metropolis. International Journal of Computer Applications, 133,
Abstract
This study investigated the use of ICT tools in Vocational and Technical Education and Training (TVET) in the Kumasi Metropolis. The study was designed to collect information from selected schools on how far they use ICT tools in teaching technical subjects. The people who were contacted with the research were ICT teachers, technical teachers on the field, parents and educationists, students and computer experts. The research objective was to find out if adequate or well-equipped structures have been put in place for this modern technology and also to find out if enough funds are provided for maintenance to promote effective teaching and learning. The descriptive research design was adopted and questionnaires and interviews were used as the research instruments. The Statistical Package for Social Sciences (SPSS) was used to analyse the results. The sample involved 400 students, 100 teachers, 80 ICT teachers and 40 parents and educationist. Four Deputy/Assistant Directors and two computer experts were also interviewed. The results showed that about 86% of respondents would like the usage of ICT tools in our Voc/Tech schools for the students to be abreast with current technological advancement. The schools do appreciate the contribution of ICT tools to their performance, but there are various barriers which require government intervention to adopt appropriate policies to address them. The findings, however, revealed financial problems, inadequate quality ICT teachers, inadequate ICT tools and inadequate well-equipped computer laboratories, making it difficult to continue with the programme which has already started in the schools visited.
This study investigated the use of ICT tools in Vocational and Technical Education and Training (TVET) in the Kumasi Metropolis. The study was designed to collect information from selected schools on how far they use ICT tools in teaching technical subjects. The people who were contacted with the research were ICT teachers, technical teachers on the field, parents and educationists, students and computer experts. The research objective was to find out if adequate or well-equipped structures have been put in place for this modern technology and also to find out if enough funds are provided for maintenance to promote effective teaching and learning. The descriptive research design was adopted and questionnaires and interviews were used as the research instruments. The Statistical Package for Social Sciences (SPSS) was used to analyse the results. The sample involved 400 students, 100 teachers, 80 ICT teachers and 40 parents and educationist. Four Deputy/Assistant Directors and two computer experts were also interviewed. The results showed that about 86% of respondents would like the usage of ICT tools in our Voc/Tech schools for the students to be abreast with current technological advancement. The schools do appreciate the contribution of ICT tools to their performance, but there are various barriers which require government intervention to adopt appropriate policies to address them. The findings, however, revealed financial problems, inadequate quality ICT teachers, inadequate ICT tools and inadequate well-equipped computer laboratories, making it difficult to continue with the programme which has already started in the schools visited.
Ngman-Wara, E. (2015). Ghanaian junior high school science teachers’ knowledge of contextualised science instruction.. Journal of Curriculum and Teaching, 4,
Abstract
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’ knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses. KEY WORDS: contextualised science instruction, contextualised science instructional strategies, teachers’ knowledge of contextualised science instruction,
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’ knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses. KEY WORDS: contextualised science instruction, contextualised science instructional strategies, teachers’ knowledge of contextualised science instruction,
Ngman-Wara, E., Tachie, Y. T., & Mawusi, S. K. (2015). Assessing in-service needs of basic school natural science teachers in New Juaben Municipality, Ghana. American Journal of Educational Research, 3,
Abstract
This study sought to assess in-service needs of basic school teachers who teach Natural Science in the New Juaben Municipality. Data for the study were collected from 234 primary school teachers using a questionnaire. The questionnaire sought response on eight dimensions of science teachers’ need generic pedagogical knowledge and skills knowledge and skills in Science subjects managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Descriptive statistics were used or organize the data into frequency counts and percentage while chi square statistic was used to establish any association between the independent variables and the dimensions. Results of the descriptive analysis indicated that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subject, generic pedagogical knowledge and skills and planning of science instruction. When measures of association were determined between the science teachers’ needs and the independent variable, it was found that no significant associations existed. It is recommended among other things that in-service courses be used as platform in upgrading the teachers’ needs and in-service course organizers should first assess the in-service needs of participants before providing the services.
This study sought to assess in-service needs of basic school teachers who teach Natural Science in the New Juaben Municipality. Data for the study were collected from 234 primary school teachers using a questionnaire. The questionnaire sought response on eight dimensions of science teachers’ need generic pedagogical knowledge and skills knowledge and skills in Science subjects managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Descriptive statistics were used or organize the data into frequency counts and percentage while chi square statistic was used to establish any association between the independent variables and the dimensions. Results of the descriptive analysis indicated that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subject, generic pedagogical knowledge and skills and planning of science instruction. When measures of association were determined between the science teachers’ needs and the independent variable, it was found that no significant associations existed. It is recommended among other things that in-service courses be used as platform in upgrading the teachers’ needs and in-service course organizers should first assess the in-service needs of participants before providing the services.
Ngman-Wara, E., & Acquah, S. (2015). Ghanaian junior high science teachers’ reflections on the use of Tessa secondary science modules.. American Journal of Educational Research., 3,
Abstract
The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.
The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.
Ngman-Wara, E. I. D., Anamuah-Mensah, J., & Otuka, J. O. E. (2014). Ghanaian junior high school science teachers’ attitude towards contextualised science instruction. International Journal of Pedagogy, Policy and ICT in Education, 4,
Abstract
Contextualising science instruction has been found to improve pupils’ understanding of science content since it links science content to the context of the pupil. Science teachers play vital roles in this effort to make science teaching relevant to the Ghanaian child through contextualisation of science instruction. Their successful role will depend on their attitudes towards contextualised instruction. The study sought to investigate junior high school science teachers’ attitude towards contextualised science instruction. The study employed the survey design to collect data. The study sample consisted of 288 junior high science teachers (33 females and 255 males). However 204 (24 females and 180 males) of the respondents, representing 70.8 % of the total sample, submitted their completed questionnaires. Some key findings that emerged in the study were: Majority of the JHS science teachers had a positive attitude towards contextualised science instruction. The years of teaching experience correlated positively and significantly with the participants’ attitude towards contextualised science instruction. A number of implications for contextualised science instruction were made. Also recommendations were made to the Ministry of Education, Ghana Education Service and science educators.
Contextualising science instruction has been found to improve pupils’ understanding of science content since it links science content to the context of the pupil. Science teachers play vital roles in this effort to make science teaching relevant to the Ghanaian child through contextualisation of science instruction. Their successful role will depend on their attitudes towards contextualised instruction. The study sought to investigate junior high school science teachers’ attitude towards contextualised science instruction. The study employed the survey design to collect data. The study sample consisted of 288 junior high science teachers (33 females and 255 males). However 204 (24 females and 180 males) of the respondents, representing 70.8 % of the total sample, submitted their completed questionnaires. Some key findings that emerged in the study were: Majority of the JHS science teachers had a positive attitude towards contextualised science instruction. The years of teaching experience correlated positively and significantly with the participants’ attitude towards contextualised science instruction. A number of implications for contextualised science instruction were made. Also recommendations were made to the Ministry of Education, Ghana Education Service and science educators.
Appau, O. B., & Kwantwi-Barima, F. (2016). A Case for Financial Assistance to Needy Students of the University of Education, Winneba. The International Journal Of Humanities & Social St udies, 4,
Abstract
The plight of needy students in the tertiary educat ion environment, particularly, the College of Agric ulture Education of the University of Education, Winneba is very deplorable . This is so because such students are unable to ca ter for their basic needs such as paying for a decent accommodation, pa ying fees on time and getting money to feed on regu lar basis. In the light of this, one can only suggest that the Univer sity authorities have to set up a fund, purposely f or the upkeep of identified needy students within its ranks. On this score, it should be noted that the University of Education, W inneba is not oblivious of the disadvantaged nature of some of its students since a few have been assisted in the past through the Vodafone, MasterCard and Carnegie scholarships. However, some thing concrete needs to be done in that direction. In this paper, an argument has been made to detach the word ‘brilliant’ from the phrase ‘needy but bri lliant’, since, it is no more tenable to hold on to that cliché. Rather, rig ht from the word go, the University should make con scious efforts to identify needy students who obviously possess the b asic competences to study in a tertiary education e nvironment and more importantly, one’s brilliance would only be sustain ed if the required atmosphere is available. Reasons had been assigned and it is prudent that students who are found to be needy should be given financial assistance from th e proposed Needy Students’ Fund, as is being done in sister tertiary institutions.
The plight of needy students in the tertiary educat ion environment, particularly, the College of Agric ulture Education of the University of Education, Winneba is very deplorable . This is so because such students are unable to ca ter for their basic needs such as paying for a decent accommodation, pa ying fees on time and getting money to feed on regu lar basis. In the light of this, one can only suggest that the Univer sity authorities have to set up a fund, purposely f or the upkeep of identified needy students within its ranks. On this score, it should be noted that the University of Education, W inneba is not oblivious of the disadvantaged nature of some of its students since a few have been assisted in the past through the Vodafone, MasterCard and Carnegie scholarships. However, some thing concrete needs to be done in that direction. In this paper, an argument has been made to detach the word ‘brilliant’ from the phrase ‘needy but bri lliant’, since, it is no more tenable to hold on to that cliché. Rather, rig ht from the word go, the University should make con scious efforts to identify needy students who obviously possess the b asic competences to study in a tertiary education e nvironment and more importantly, one’s brilliance would only be sustain ed if the required atmosphere is available. Reasons had been assigned and it is prudent that students who are found to be needy should be given financial assistance from th e proposed Needy Students’ Fund, as is being done in sister tertiary institutions.
