R&P Entries
Articles in Journals
Amoako, S. (2012). Cogs in the Wheel: Teacher Unions and Public Sector Strikes in Post Apartheid South Africa, 1999-2010. Labour, Capital and Society, 45,
Abstract
This article examines the participation of the two largest teacher unions in South Africa, the South African Democratic Teachers’ Union (SADTU) and the National Professional Teachers’ Association of South Africa (NAPTOSA), in public sector strikes from 1999 to 2010. The main contention is that the involvement of teachers’ unions in these public sector strikes has been influenced, largely, by the pressures brought on teachers’ salaries and related working conditions due to the government’s neoliberal economic policies. The teachers’ unions’ frustrations with the employer’s attitude towards negotiations for improved salaries and related working conditions within this neoliberal economic framework has caused them to resort to strikes. Thus, teachers, and their unions, in order to defend their material and working conditions, have maintained high levels of militancy, and have teamed up with other public sector workers to demand better wages and improved conditions of service for their members. However, the strikes are also linked to broader social and political discontent, including poor service delivery, growing inequality, and periodic ruptures in the ruling ANC alliance.
This article examines the participation of the two largest teacher unions in South Africa, the South African Democratic Teachers’ Union (SADTU) and the National Professional Teachers’ Association of South Africa (NAPTOSA), in public sector strikes from 1999 to 2010. The main contention is that the involvement of teachers’ unions in these public sector strikes has been influenced, largely, by the pressures brought on teachers’ salaries and related working conditions due to the government’s neoliberal economic policies. The teachers’ unions’ frustrations with the employer’s attitude towards negotiations for improved salaries and related working conditions within this neoliberal economic framework has caused them to resort to strikes. Thus, teachers, and their unions, in order to defend their material and working conditions, have maintained high levels of militancy, and have teamed up with other public sector workers to demand better wages and improved conditions of service for their members. However, the strikes are also linked to broader social and political discontent, including poor service delivery, growing inequality, and periodic ruptures in the ruling ANC alliance.
Faculty of Social Sciences EducationJul 08, 2015
Mordedzi, B. & Kpogo, V. L. (2015). Can girls become achievers in studying financial accounting?. International Journal of Physical and Social Sciences, 5,
Abstract
The aims of this classroom-action research were to discover the performance of the girls we taught, help them to improve their academic performance in financial accounting, help us improve our own teaching practices, and enable us to make instructional changes. All the thirty girls in the class took part in the study because they performed poorly after taking the pre-test. We changed conditions in the classroom to promote effective teaching and learning. We used class tests, assignments, teacher journals or field notes, student reflective logbooks, and observations to collect data. We coded the data we obtained and presented the results in tables. We used percentages to analyse the findings. Post intervention results showed that the performance of the students improved consistently over the study period. Results suggest that students can become achievers in the subjects they study if teachers make them engaged learners.
The aims of this classroom-action research were to discover the performance of the girls we taught, help them to improve their academic performance in financial accounting, help us improve our own teaching practices, and enable us to make instructional changes. All the thirty girls in the class took part in the study because they performed poorly after taking the pre-test. We changed conditions in the classroom to promote effective teaching and learning. We used class tests, assignments, teacher journals or field notes, student reflective logbooks, and observations to collect data. We coded the data we obtained and presented the results in tables. We used percentages to analyse the findings. Post intervention results showed that the performance of the students improved consistently over the study period. Results suggest that students can become achievers in the subjects they study if teachers make them engaged learners.
Faculty of Business EducationJul 08, 2015
Mordedzi, B. & Mireku, V. (2015). Senior high school students’ learning styles in cost accounting in Ghana. International Journal of Management, IT and Engineering, 5,
Abstract
The purpose of this classroom-action research is to improve the learning styles of our students in the study of cost accounting in a private Senior High School in Ghana. All the 15 students in the class took part in the study because they all lacked the requisite learning skills. We gave assignments and tests to the students and provided them with feedback. Students took part in the planning of lessons. They assessed themselves and they commented on our evaluation of their learning. In addition, they used the SQ5R learning method to improve their reading skills. We used observation, interview guides, and questionnaires to collect data. We presented the results in tables and used percentages to analyse the findings. Pre-intervention results showed that most of the students were auditory learners, followed by visual students. A few of the students did not fall into any specific group. However, post-intervention results showed that most of the students preferred kinaesthetic and visual learning styles. The least preferred learning style was independent learning or reflection. In spite of these findings, we can conclude that our students were diverse groups of learners who can be successful and effective if they adopt good study habits.
The purpose of this classroom-action research is to improve the learning styles of our students in the study of cost accounting in a private Senior High School in Ghana. All the 15 students in the class took part in the study because they all lacked the requisite learning skills. We gave assignments and tests to the students and provided them with feedback. Students took part in the planning of lessons. They assessed themselves and they commented on our evaluation of their learning. In addition, they used the SQ5R learning method to improve their reading skills. We used observation, interview guides, and questionnaires to collect data. We presented the results in tables and used percentages to analyse the findings. Pre-intervention results showed that most of the students were auditory learners, followed by visual students. A few of the students did not fall into any specific group. However, post-intervention results showed that most of the students preferred kinaesthetic and visual learning styles. The least preferred learning style was independent learning or reflection. In spite of these findings, we can conclude that our students were diverse groups of learners who can be successful and effective if they adopt good study habits.
Faculty of Business EducationJul 08, 2015
Mordedzi, B. (2015). Whistleblowing in Ghana: A conceptual analysis. International Journal of Commerce, IT and Social Sciences, 2,
Abstract
This paper appraised the Ghana Whistleblower Act, 2006 (Act 720) in the context of Ghana’s cultural milieu. It examined the duties of workers and directors, the reasons for blowing the whistle, the protection of whistleblowers and the strengths and weaknesses of the Act. The study was a desk research that was conducted in the qualitative mode. Documents were selected using purposive sampling. The data analysis technique used was analytical induction. The paper found that the Whistleblower Act has many weaknesses. These include limiting whistleblowing to only six areas, failure to protect workers who refuse to obey unlawful orders from management, and failure to protect individuals perceived as whistleblowers or as assisting whistleblowers. Other weaknesses are failure to allow anonymous disclosures, giving investigative powers to many persons and agencies and limiting the reward for whistleblowers to only the arrest and conviction of accused persons or the recovery of money. The Act is also silent on the person who must provide the burden of proof for wrongdoing. In the paper’s view, people must see whistleblowing as an important aspect of corporate governance because it promotes probity, accountability, open governance, and respect for human rights, especially freedom of speech. Whistleblowing acts as a police force for many people in the effort to reduce rampant fraud, waste, and abuse. It is also an asset in any good corporate governance system that requires conservation of corporate resources. The paper’s major contributions are the broader view it gives to the nature of whistleblowing, the theoretical arguments advanced concerning defects in the Ghana Whistleblower Act, and the useful lessons it offers on whistleblowing for managers and policymakers.
This paper appraised the Ghana Whistleblower Act, 2006 (Act 720) in the context of Ghana’s cultural milieu. It examined the duties of workers and directors, the reasons for blowing the whistle, the protection of whistleblowers and the strengths and weaknesses of the Act. The study was a desk research that was conducted in the qualitative mode. Documents were selected using purposive sampling. The data analysis technique used was analytical induction. The paper found that the Whistleblower Act has many weaknesses. These include limiting whistleblowing to only six areas, failure to protect workers who refuse to obey unlawful orders from management, and failure to protect individuals perceived as whistleblowers or as assisting whistleblowers. Other weaknesses are failure to allow anonymous disclosures, giving investigative powers to many persons and agencies and limiting the reward for whistleblowers to only the arrest and conviction of accused persons or the recovery of money. The Act is also silent on the person who must provide the burden of proof for wrongdoing. In the paper’s view, people must see whistleblowing as an important aspect of corporate governance because it promotes probity, accountability, open governance, and respect for human rights, especially freedom of speech. Whistleblowing acts as a police force for many people in the effort to reduce rampant fraud, waste, and abuse. It is also an asset in any good corporate governance system that requires conservation of corporate resources. The paper’s major contributions are the broader view it gives to the nature of whistleblowing, the theoretical arguments advanced concerning defects in the Ghana Whistleblower Act, and the useful lessons it offers on whistleblowing for managers and policymakers.
Faculty of Business EducationJul 08, 2015
Mordedzi, B. (2015). Bases of power, leadership styles, and demographic profiles of undergraduate business students in Ghana. International Journal of Management & Social Sciences, 3,
Abstract
This study sought to determine the differences in the bases of power, leadership styles, and demographic characteristics among undergraduate business students enrolled at a public university in Ghana. Sixty-three students took part in the study. Students were chosen using simple random sampling. A 5-point Likert scale questionnaire was used to collect data. Means, standard deviations, t-test, ANOVA, 2, and Pearson’s r were used to analyse the results. The results showed that men had expert and legitimate power and exhibited transactional leadership style. Women had coercive and referent power and exhibited transformational leadership style. Students, irrespective of age or programme area, had legitimate power. However, students below 40 years exhibited transactional leadership style while students who were 40 or more years exhibited transformational leadership style. Management students exhibited transformational leadership skill; marketing and executive office administration students exhibited transactional leadership skills. The t-test showed no significant differences in students’ bases of power and gender. Similarly, the ANOVA was not significant for the differences in the bases of reward, coercive, expert, and referent power and students’ age. The chi- square test was also not significant for the differences in students’ bases of reward, legitimate, and referent power and programme area. The Pearson’s r was significant at the 1% level and showed moderate to high levels of inter-correlations among the dimensions of bases of power (and intuitively leadership style). Overall, the results showed that students had more expert power and weaker referent power. In addition, students exhibited transactional leadership styles.
This study sought to determine the differences in the bases of power, leadership styles, and demographic characteristics among undergraduate business students enrolled at a public university in Ghana. Sixty-three students took part in the study. Students were chosen using simple random sampling. A 5-point Likert scale questionnaire was used to collect data. Means, standard deviations, t-test, ANOVA, 2, and Pearson’s r were used to analyse the results. The results showed that men had expert and legitimate power and exhibited transactional leadership style. Women had coercive and referent power and exhibited transformational leadership style. Students, irrespective of age or programme area, had legitimate power. However, students below 40 years exhibited transactional leadership style while students who were 40 or more years exhibited transformational leadership style. Management students exhibited transformational leadership skill; marketing and executive office administration students exhibited transactional leadership skills. The t-test showed no significant differences in students’ bases of power and gender. Similarly, the ANOVA was not significant for the differences in the bases of reward, coercive, expert, and referent power and students’ age. The chi- square test was also not significant for the differences in students’ bases of reward, legitimate, and referent power and programme area. The Pearson’s r was significant at the 1% level and showed moderate to high levels of inter-correlations among the dimensions of bases of power (and intuitively leadership style). Overall, the results showed that students had more expert power and weaker referent power. In addition, students exhibited transactional leadership styles.
Faculty of Business EducationJul 08, 2015
Mordedzi, B. (2014). Dividend payout and manufacturing firm performance in Ghana. Journal of Emerging Issues in Accounting and Finance, 1,
Abstract
The aim of this study is to determine the relationship between explanatory factors and the performance of manufacturing firms listed on the Ghana Stock Exchange. The explanatory factors used are dividend payout, firm size, capital structure, and Tobin’s Q. The proxies for firm performance are return on assets, return on equity, and future earnings. The study used balanced panel data that was built from the audited financial accounts of the seven manufacturing firms listed on the Ghana Stock Exchange. A pooled ordinary least square model was used to estimate the regression equation via Excel 2010/XLSTAT 2014. The results show that dividend payout has an insignificant negative relationship with return on assets but an insignificant positive relationship with return on equity and future earnings. Firm size has a significant positive relationship with return on assets, return on equity, and future earnings. Capital structure has a negative relationship with firm performance but the relationship is insignificant for return on equity. Tobin’s Q has a negative relationship with firm performance but the relationship is insignificant for return on assets and future earnings. Based on the findings of this study, the conclusion is that dividend policy is irrelevant in determining the performance of listed manufacturing firms in Ghana. Consequently, managers of listed manufacturing firms should pay attention to other firm characteristics such as firm size for enhancing firm profitability and maximizing shareholder value.
The aim of this study is to determine the relationship between explanatory factors and the performance of manufacturing firms listed on the Ghana Stock Exchange. The explanatory factors used are dividend payout, firm size, capital structure, and Tobin’s Q. The proxies for firm performance are return on assets, return on equity, and future earnings. The study used balanced panel data that was built from the audited financial accounts of the seven manufacturing firms listed on the Ghana Stock Exchange. A pooled ordinary least square model was used to estimate the regression equation via Excel 2010/XLSTAT 2014. The results show that dividend payout has an insignificant negative relationship with return on assets but an insignificant positive relationship with return on equity and future earnings. Firm size has a significant positive relationship with return on assets, return on equity, and future earnings. Capital structure has a negative relationship with firm performance but the relationship is insignificant for return on equity. Tobin’s Q has a negative relationship with firm performance but the relationship is insignificant for return on assets and future earnings. Based on the findings of this study, the conclusion is that dividend policy is irrelevant in determining the performance of listed manufacturing firms in Ghana. Consequently, managers of listed manufacturing firms should pay attention to other firm characteristics such as firm size for enhancing firm profitability and maximizing shareholder value.
Faculty of Business EducationJul 08, 2015
Gyamfi, S. A. & Ansong-Gyimah, K. (2015). Digitally mediated learning and pre-service teachers in less resourced regions. International Journal of Science and Research, 4,
Abstract
Digital technologies of today have challenged the traditional systems of education and have created potential new ways of delivery of knowledge and skills that require a critical look at learning and how it might be delivered. This study seeks to identify and describe the types of digitally mediated learning (DML) practices present at the training of teachers in less resourced regions. A qualitative analysis of pre-service teachers’ online posts on a selected social media will be analysed to identify Hanging Out, Messing Around and Geeking Out – HOMAGO (Ito, et al., 2010) practices and to ascertain if any interest-driven learning occurs in this environment. Results from this study will add to existing knowledgebase of DML practices especially in teacher education.
Digital technologies of today have challenged the traditional systems of education and have created potential new ways of delivery of knowledge and skills that require a critical look at learning and how it might be delivered. This study seeks to identify and describe the types of digitally mediated learning (DML) practices present at the training of teachers in less resourced regions. A qualitative analysis of pre-service teachers’ online posts on a selected social media will be analysed to identify Hanging Out, Messing Around and Geeking Out – HOMAGO (Ito, et al., 2010) practices and to ascertain if any interest-driven learning occurs in this environment. Results from this study will add to existing knowledgebase of DML practices especially in teacher education.
Faculty of Technical EducationJul 08, 2015
Gyamfi, S. A. & Gyaase, P. O. (2015). Students’ perception of blended learning environment: A case study of the University of Education, Winneba - Kumasi campus, Ghana. International Journal of Education and Development using Information and Communication Technology, 11,
Abstract
The increasing utilization of Information and Communications Technology (ICT) in addressing various societal needs has catalysed the need to deploy this all important tool in education in developing countries to address the need of the increasing student enrolment in universities. This study was conducted to assess students’ perception of blended learning environment. The blended learning environment was designed on a Moodle platform using an adaptation of the practical enquiry model. This intervention was designed to ensure that the benefits of both online and face-to-face learning environment were harnessed for the achievement of set pedagogical goals. The study used formative experiment with 75 first year university students and their lecturers who were studying Communication Skills (CS) as the participants. The experiment was carried out over two semesters at the University of Education, Winneba – Kumasi Campus in Ghana. The findings showed positive perceptions of student on the blended learning environment. However, the problem of slow Internet connectivity and lack of Internet access for some of the students outside the university campus hindered the effectiveness of the blended learning environment for a few students. Improvement in ICT infrastructure and capacity building for lecturers to adopt blended learning approach were recommended.
The increasing utilization of Information and Communications Technology (ICT) in addressing various societal needs has catalysed the need to deploy this all important tool in education in developing countries to address the need of the increasing student enrolment in universities. This study was conducted to assess students’ perception of blended learning environment. The blended learning environment was designed on a Moodle platform using an adaptation of the practical enquiry model. This intervention was designed to ensure that the benefits of both online and face-to-face learning environment were harnessed for the achievement of set pedagogical goals. The study used formative experiment with 75 first year university students and their lecturers who were studying Communication Skills (CS) as the participants. The experiment was carried out over two semesters at the University of Education, Winneba – Kumasi Campus in Ghana. The findings showed positive perceptions of student on the blended learning environment. However, the problem of slow Internet connectivity and lack of Internet access for some of the students outside the university campus hindered the effectiveness of the blended learning environment for a few students. Improvement in ICT infrastructure and capacity building for lecturers to adopt blended learning approach were recommended.
Faculty of Technical EducationJul 08, 2015
Gyamfi, S. A. & Gyaase, P. O. (2015). Students’ perception of blended learning environment: A case study of the University of Education, Winneba - Kumasi campus, Ghana. International Journal of Education and Development using Information and Communication Technology., 11,
Abstract
The increasing utilization of Information and Communications Technology (ICT) in addressing various societal needs has catalysed the need to deploy this all important tool in education in developing countries to address the need of the increasing student enrolment in universities. This study was conducted to assess students’ perception of blended learning environment. The blended learning environment was designed on a Moodle platform using an adaptation of the practical enquiry model. This intervention was designed to ensure that the benefits of both online and face-to-face learning environment were harnessed for the achievement of set pedagogical goals. The study used formative experiment with 75 first year university students and their lecturers who were studying Communication Skills (CS) as the participants. The experiment was carried out over two semesters at the University of Education, Winneba – Kumasi Campus in Ghana. The findings showed positive perceptions of student on the blended learning environment. However, the problem of slow Internet connectivity and lack of Internet access for some of the students outside the university campus hindered the effectiveness of the blended learning environment for a few students. Improvement in ICT infrastructure and capacity building for lecturers to adopt blended learning approach were recommended.
The increasing utilization of Information and Communications Technology (ICT) in addressing various societal needs has catalysed the need to deploy this all important tool in education in developing countries to address the need of the increasing student enrolment in universities. This study was conducted to assess students’ perception of blended learning environment. The blended learning environment was designed on a Moodle platform using an adaptation of the practical enquiry model. This intervention was designed to ensure that the benefits of both online and face-to-face learning environment were harnessed for the achievement of set pedagogical goals. The study used formative experiment with 75 first year university students and their lecturers who were studying Communication Skills (CS) as the participants. The experiment was carried out over two semesters at the University of Education, Winneba – Kumasi Campus in Ghana. The findings showed positive perceptions of student on the blended learning environment. However, the problem of slow Internet connectivity and lack of Internet access for some of the students outside the university campus hindered the effectiveness of the blended learning environment for a few students. Improvement in ICT infrastructure and capacity building for lecturers to adopt blended learning approach were recommended.
Faculty of Technical EducationJul 08, 2015
Gyamfi, S. A. & Gyaase, P. O. (2015). Students’ perception of blended learning environment: A case study of the University of Education, Winneba - Kumasi campus, Ghana. International Journal of Education and Development using Information and Communication Technology, ,
Abstract
Faculty of Technical EducationJul 08, 2015
