R&P Entries
Articles in Journals
Buabeng-Andoh, C., & Yidana, I. (2015). Implementation of ICT in Learning: A Study of Students in Ghanaian Secondary Schools. Procedia - Social and Behavioral Sciences, 19,
Abstract
This study was conducted to investigate secondary school students’ use of ICT and the factors that relate to their technology use. A total of 3380 students from 24 public and private schools from four regions in Ghana participated in this study. Descriptive statistics, Analysis of variance and multiple regression analysis were used to analyze the findings. The study found that majority of the students used ICT to communicate with peers more than other types of ICT application. However, the study revealed that students’ pedagogical use of ICT was low. The analysis showed that students in public schools pedagogically use ICT more than students in private schools. In addition, urban school students pedagogically use ICT more than semi-urban and rural school students. Finally, the findings indicated that students’ ICT competencies were the most predictor of their technology use. The findings of this study have added to the body of knowledge documenting the fact that digital divide continues to exist.
This study was conducted to investigate secondary school students’ use of ICT and the factors that relate to their technology use. A total of 3380 students from 24 public and private schools from four regions in Ghana participated in this study. Descriptive statistics, Analysis of variance and multiple regression analysis were used to analyze the findings. The study found that majority of the students used ICT to communicate with peers more than other types of ICT application. However, the study revealed that students’ pedagogical use of ICT was low. The analysis showed that students in public schools pedagogically use ICT more than students in private schools. In addition, urban school students pedagogically use ICT more than semi-urban and rural school students. Finally, the findings indicated that students’ ICT competencies were the most predictor of their technology use. The findings of this study have added to the body of knowledge documenting the fact that digital divide continues to exist.
Faculty of Science EducationJul 06, 2015
Yidana, I., & Apeanti, W. O. (2014). Contextual conditions for faculty use of Technology: A survey of two teacher training universities in Ghana. International Journal of ICT and Management, 2,
Abstract
This study investigated the relationship of teacher education faculty members’ attitudes and other perceived factors with faculty technology use for teaching and learning in two Ghanaian tertiary teacher education institutions. Survey methodology supplemented by interviews was used in the study. The quantitative data were analyzed using multiple regression. Participants in the study were 132 faculty members of the University of Education, Winneba and the Faculty of Education of the University of Cape Coast, both Ghanaian teacher education institutions. The faculty technology survey consisted of 65 items factored into five factors with the reliability scales (Cronbach’s Alpha values) for the factors ranging from .76 to .85, which indicate a high degree of reliability. The results showed that: (i) faculty perceptions of the effects of technology use on pedagogy and students’ learning, (ii) faculty perceptions of barriers and challenges to the adoption and use of technology for teaching and learning, and (iii) faculty motivation for adoption of instructional technology made unique significant contributions to explaining faculty use of technology for teaching and learning. The findings could inform university management about technology decisions to promote the use of instructional technology among faculty members. The findings also contribute to a deeper understanding of faculty concerns and needs as contextual conditions for effective pedagogical integration of ICTs.
This study investigated the relationship of teacher education faculty members’ attitudes and other perceived factors with faculty technology use for teaching and learning in two Ghanaian tertiary teacher education institutions. Survey methodology supplemented by interviews was used in the study. The quantitative data were analyzed using multiple regression. Participants in the study were 132 faculty members of the University of Education, Winneba and the Faculty of Education of the University of Cape Coast, both Ghanaian teacher education institutions. The faculty technology survey consisted of 65 items factored into five factors with the reliability scales (Cronbach’s Alpha values) for the factors ranging from .76 to .85, which indicate a high degree of reliability. The results showed that: (i) faculty perceptions of the effects of technology use on pedagogy and students’ learning, (ii) faculty perceptions of barriers and challenges to the adoption and use of technology for teaching and learning, and (iii) faculty motivation for adoption of instructional technology made unique significant contributions to explaining faculty use of technology for teaching and learning. The findings could inform university management about technology decisions to promote the use of instructional technology among faculty members. The findings also contribute to a deeper understanding of faculty concerns and needs as contextual conditions for effective pedagogical integration of ICTs.
Faculty of Science EducationJul 06, 2015
Buabeng-Andoh, C., & Yidana, I. (2014). An investigation of secondary school students’ attitudes toward pedagogical use of ICT in learning in Ghana.. Interactive Technology and Smart Education, 11,
Abstract
The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.
The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.
Faculty of Science EducationJul 06, 2015
Nabie, M. J. (2015). Where 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.
Faculty of Science EducationJul 05, 2015
Owu-Ewie, C (2014). Obstacles to thinking in the Ghanaian classroom: The case of pre-service teacher training in Ghana.. Ghana Journal of Education and Teaching (GHAJET), 13,
Abstract
The aim of any progressive education is to develop the critical and creative thinking skills of learners. Good thinking is crucial to any technological and multicultural world. For learners to achieve personal advancement, schools must prepare them to exercise critical judgment and creative thinking to gather, evaluate, and use information for effective problem solving. However, in most parts of the world and in Ghana in particular teachers are inadequately prepared to undertake a task of this enormity. Developing better thinking skills in learners is affected by a host of factors which differ from environment to environment. This qualitative case study used interviews and observation to investigate the factors that inhibit thinking in pre-service teacher training institutions in Ghana and what can be done to improve the situation. The study used inductive analysis and creative synthesis approach and narrative logic approach as the data analysis and data presentation respectively. The study found that the culture of the society and the educational system, perception of teaching, teacher educational policies, teaching strategies and classroom environment impede the development of thinking in pre-service institutions in Ghana. These factors are cyclical; one begets the other. The study also identified that enhancing the thinking skills of pre-service teachers must be a collective endeavor among teachers, learners, teacher education administrators, and the institution in question.
The aim of any progressive education is to develop the critical and creative thinking skills of learners. Good thinking is crucial to any technological and multicultural world. For learners to achieve personal advancement, schools must prepare them to exercise critical judgment and creative thinking to gather, evaluate, and use information for effective problem solving. However, in most parts of the world and in Ghana in particular teachers are inadequately prepared to undertake a task of this enormity. Developing better thinking skills in learners is affected by a host of factors which differ from environment to environment. This qualitative case study used interviews and observation to investigate the factors that inhibit thinking in pre-service teacher training institutions in Ghana and what can be done to improve the situation. The study used inductive analysis and creative synthesis approach and narrative logic approach as the data analysis and data presentation respectively. The study found that the culture of the society and the educational system, perception of teaching, teacher educational policies, teaching strategies and classroom environment impede the development of thinking in pre-service institutions in Ghana. These factors are cyclical; one begets the other. The study also identified that enhancing the thinking skills of pre-service teachers must be a collective endeavor among teachers, learners, teacher education administrators, and the institution in question.
Faculty of Ghanaian Languages EducationJul 04, 2015
• Owu-Ewie, C. & Eshun, E. S (2015). The Use of English as Medium of Instruction at the Upper Basic Level (Primary four to Junior High School) in Ghana: From Theory to Practice.. Journal of Education and Practice, 6,
Abstract
The language of education is crucial to learners’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana,because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system.
The language of education is crucial to learners’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana,because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C. & Edu-Buandoh, D. F. (2014). Living with negative attitudes towards the study of L1 in Ghanaian Senior High Schools (SHS).. Ghana Journal of Linguistics, 3,
Abstract
The study and use of indigenous African languages in education have received unfavourable attitude by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language. In 1994, the study of Ghanaian language as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in a considerable reduced enrolment of students who study Ghanaian languages. Students offered Ghanaian language as part of their SHS programs reluctantly accept them because of the negative attitudes towards the study of indigenous language. It is therefore important to investigate this phenomenon in the SHS. This qualitative study, used semi-structured interview and observation as data collection strategies to investigate the attitudes of Ghanaians towards the study of L1 in the SHS, how SHS students studying their L1 are coping with the negative attitude and examine ways that the negative attitude towards the study of L1 in SHS can be changed.
The study and use of indigenous African languages in education have received unfavourable attitude by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language. In 1994, the study of Ghanaian language as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in a considerable reduced enrolment of students who study Ghanaian languages. Students offered Ghanaian language as part of their SHS programs reluctantly accept them because of the negative attitudes towards the study of indigenous language. It is therefore important to investigate this phenomenon in the SHS. This qualitative study, used semi-structured interview and observation as data collection strategies to investigate the attitudes of Ghanaians towards the study of L1 in the SHS, how SHS students studying their L1 are coping with the negative attitude and examine ways that the negative attitude towards the study of L1 in SHS can be changed.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C (2014). Readability of comprehension passages in Junior High School (JHS) English textbooks in Ghana. Ghana Journal of Linguistics, 3,
Abstract
Understanding what is read is essential to academic success in general and literacy development in particular. The aim of any textbook, especially English language textbooks for second language learners is to help readers improve their English language competence. This aim is defeated when students cannot read texts intended for them. One factor which makes a reading material unreadable is the complexity of the language used in relation to the reading ability of the reader. Research has shown that most materials meant for second language learners are difficult for the intended readers. It is therefore crucial to determine the readability of comprehension passages in Junior High School (JHS) English language textbooks used in Ghana and also to examine what can be done to improve L2 text writing in Ghana to make materials readable. This paper, therefore used The Gunning FOG Readability test, Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Index, Coleman-Liau and Automated Readability Index readability formulas to determine the readability of 48 comprehension passages purposively selected from four different sets of JHS 1-3 English language textbooks. It was found that most of the passages were above the age of learners and were therefore difficult for them to read and comprehend. The study through interviews examined ways that writing of JHS English textbooks can be improved to enhance readability.
Understanding what is read is essential to academic success in general and literacy development in particular. The aim of any textbook, especially English language textbooks for second language learners is to help readers improve their English language competence. This aim is defeated when students cannot read texts intended for them. One factor which makes a reading material unreadable is the complexity of the language used in relation to the reading ability of the reader. Research has shown that most materials meant for second language learners are difficult for the intended readers. It is therefore crucial to determine the readability of comprehension passages in Junior High School (JHS) English language textbooks used in Ghana and also to examine what can be done to improve L2 text writing in Ghana to make materials readable. This paper, therefore used The Gunning FOG Readability test, Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Index, Coleman-Liau and Automated Readability Index readability formulas to determine the readability of 48 comprehension passages purposively selected from four different sets of JHS 1-3 English language textbooks. It was found that most of the passages were above the age of learners and were therefore difficult for them to read and comprehend. The study through interviews examined ways that writing of JHS English textbooks can be improved to enhance readability.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C. (2014). A morphosyntactic analysis of some Fante Habitation names (econym). The International Journal Of Humanities & Social Studies, 2,
Abstract
This paper is a toponomastic study of some Fante habitation names from a morphosyntactic perspective. Names are given in particular languages whose morphology, syntax and semantics inform their meaning to a great extent (Batoma, 2006). This implies that understanding place (habitation) names hinges on taking a critical look at the internal structure of the word(s) and the syntactic structure that constitute the name besides sociolinguistics, sociocultural and ethno-linguistics domains.The paper investigates the morphological and syntactic structure of about one hundred and fifty (150) Fante habitation(towns/villages) names. It discusses the typology of Fante habitation names under two broad areas; morphological analysis and syntactic analysis. The morphological analysis revealed that some Fante habitation names can be single stems, compounds, inflections (affixation), and reduplication. The study also found that Fante habitation names at sentential level can function as statements, interrogatives or imperatives, while they can be structurally simple, compound, or complex sentence. The habitation names for this study were collected from both primary and secondary sources. The researcher also supported this approach with semi-structured interviews to ascertain the complete structure of the names since some might have been written wrongly or might have undergone some phonological processes
This paper is a toponomastic study of some Fante habitation names from a morphosyntactic perspective. Names are given in particular languages whose morphology, syntax and semantics inform their meaning to a great extent (Batoma, 2006). This implies that understanding place (habitation) names hinges on taking a critical look at the internal structure of the word(s) and the syntactic structure that constitute the name besides sociolinguistics, sociocultural and ethno-linguistics domains.The paper investigates the morphological and syntactic structure of about one hundred and fifty (150) Fante habitation(towns/villages) names. It discusses the typology of Fante habitation names under two broad areas; morphological analysis and syntactic analysis. The morphological analysis revealed that some Fante habitation names can be single stems, compounds, inflections (affixation), and reduplication. The study also found that Fante habitation names at sentential level can function as statements, interrogatives or imperatives, while they can be structurally simple, compound, or complex sentence. The habitation names for this study were collected from both primary and secondary sources. The researcher also supported this approach with semi-structured interviews to ascertain the complete structure of the names since some might have been written wrongly or might have undergone some phonological processes
Faculty of Ghanaian Languages EducationJul 04, 2015
Bediako, M., Kevern, J. T., & Amankwah, E. O. (2015). Effect of Curing Environment on the Strength Properties of Cement and Cement Extenders. Materials Sciences and Applications, 6,
Abstract
Curing of cement based products such as concrete and mortar, is very important to achieve good strength and durable products. However the curing environment plays a pivotal role in the overall quality of cement based products in terms of strength development. ASTM C192 allows moist curing either in a fog room or under water. However, these must meet ASTM C511 which controls temperature, and specifically for water curing, the concentration of calcium ions in the curing solution. Unfortunately in many parts of the world, water curing literally means curing in tap water. This is done primarily because there is a lack of knowledge or ignorance regarding the mobility and roll of calcium hydroxide in the curing process. To illustrate the differences, in this study, straight ASTM Type I/II Portland cement and that mixed with powdered waste clay bricks as a cement extender were used to prepare two different batches of mortars. The chemical properties of the powdered waste clay brick met the ASTM C618 standard specifications for Class N pozzolans. Both mortar specimens were cured under two different environment comprising of either water and lime saturated water. Mortar specimens were tested for compressive strength at 3, 7, 14 and 28 days of either curing conditions. Test results indicated that mortar specimens cured in lime saturated water obtained higher strength than those cured in fresh water at all ages of curing. Statistical inference drawn from ANOVA testing showed that curing conditions had significant impact on strength development of the blended and unblended cement systems. The study recommends that testing of concrete and mortar samples and other research related works be performed in lime saturated water other than fresh water.
Curing of cement based products such as concrete and mortar, is very important to achieve good strength and durable products. However the curing environment plays a pivotal role in the overall quality of cement based products in terms of strength development. ASTM C192 allows moist curing either in a fog room or under water. However, these must meet ASTM C511 which controls temperature, and specifically for water curing, the concentration of calcium ions in the curing solution. Unfortunately in many parts of the world, water curing literally means curing in tap water. This is done primarily because there is a lack of knowledge or ignorance regarding the mobility and roll of calcium hydroxide in the curing process. To illustrate the differences, in this study, straight ASTM Type I/II Portland cement and that mixed with powdered waste clay bricks as a cement extender were used to prepare two different batches of mortars. The chemical properties of the powdered waste clay brick met the ASTM C618 standard specifications for Class N pozzolans. Both mortar specimens were cured under two different environment comprising of either water and lime saturated water. Mortar specimens were tested for compressive strength at 3, 7, 14 and 28 days of either curing conditions. Test results indicated that mortar specimens cured in lime saturated water obtained higher strength than those cured in fresh water at all ages of curing. Statistical inference drawn from ANOVA testing showed that curing conditions had significant impact on strength development of the blended and unblended cement systems. The study recommends that testing of concrete and mortar samples and other research related works be performed in lime saturated water other than fresh water.
Works and Physical DevelopmentJul 03, 2015
