R&P Entries
Articles in Journals
Osei, L. A. (2014). Encouraging dance and its notation in Ghanaian basic schools. Journal of Performing Arts, 4,
Abstract
For many years, we have come to accept that oral traditions have aided in the passing on of information from one generation to the other. However, due to social change and modernity, the youth of today do not want to have anything to do with the past. Unfortunately our present life and future depend greatly on our past. Formal education has become the main source for the handing down of information. Yet cultural issues like dance have not been well catered for by formal education. What are the reasons and to what extent can they be looked at? It is the objective of this paper to examine this through a project carried out in a formal education environment.
For many years, we have come to accept that oral traditions have aided in the passing on of information from one generation to the other. However, due to social change and modernity, the youth of today do not want to have anything to do with the past. Unfortunately our present life and future depend greatly on our past. Formal education has become the main source for the handing down of information. Yet cultural issues like dance have not been well catered for by formal education. What are the reasons and to what extent can they be looked at? It is the objective of this paper to examine this through a project carried out in a formal education environment.
Osei, L. A. (2014). Encouraging Dance and its Notation in Ghanaian Basic Schools. Journal of Performing Arts, 4,
Abstract
For many years, we have come to accept that oral traditions have aided in the passing on of information from one generation to the other. However, due to social change and modernity, the youth of today do not want to have anything to do with the past. Unfortunately our present life and future depend greatly on our past. Formal education has become the main source for the handing down of information. Yet cultural issues like dance have not been well catered for by formal education. What are the reasons and to what extent can they be looked at? It is the objective of this paper to examine this through a project carried out in a formal education environment.
For many years, we have come to accept that oral traditions have aided in the passing on of information from one generation to the other. However, due to social change and modernity, the youth of today do not want to have anything to do with the past. Unfortunately our present life and future depend greatly on our past. Formal education has become the main source for the handing down of information. Yet cultural issues like dance have not been well catered for by formal education. What are the reasons and to what extent can they be looked at? It is the objective of this paper to examine this through a project carried out in a formal education environment.
Clement Ayarebilla Ali and David Naaya Zuure (2015). The Dietary Right of Children and Its Effect on Pupils' Performance in Mathematics in Rural Ghana; The Voices of Stakeholders in Naaga Traditional Area. Education and Science Journal of Policy Review and Curriculum Development, 5,
Abstract
Despite strengthening commitments from governments to provide quality education, a significant portion of pupils across rural Ghana still feed on poor diets. These diets seemed to effect negatively on pupils' performance in Mathematics in these areas. The purpose of this study was therefore, to explore the dietary right of children and its effect on pupils' performance in Mathematics. We randomly sampled one hundred stakeholders, comprising health workers, parents, teachers, pupils and orphans in the area. The MS Excel was used to produce descriptive charts and tables to analyze their responses. It was discovered that sociocultural norms, poverty and ignorance attributed to the denial of the dietary rights of the pupils. These resulted in high incidence of deficiency diseases, absenteeism, truancy, low enrollments and drop-out rates. These subsequently had negative effects on the pupils' performance in Mathematics, which in turn, retarded the socioeconomic growth and development of the rural Ghanaian economy, and the African economy as a whole. We therefore, recommended meal sensitization and new cultural paradigm shifts to improve upon performance in Mathematics in the rural schools.
Despite strengthening commitments from governments to provide quality education, a significant portion of pupils across rural Ghana still feed on poor diets. These diets seemed to effect negatively on pupils' performance in Mathematics in these areas. The purpose of this study was therefore, to explore the dietary right of children and its effect on pupils' performance in Mathematics. We randomly sampled one hundred stakeholders, comprising health workers, parents, teachers, pupils and orphans in the area. The MS Excel was used to produce descriptive charts and tables to analyze their responses. It was discovered that sociocultural norms, poverty and ignorance attributed to the denial of the dietary rights of the pupils. These resulted in high incidence of deficiency diseases, absenteeism, truancy, low enrollments and drop-out rates. These subsequently had negative effects on the pupils' performance in Mathematics, which in turn, retarded the socioeconomic growth and development of the rural Ghanaian economy, and the African economy as a whole. We therefore, recommended meal sensitization and new cultural paradigm shifts to improve upon performance in Mathematics in the rural schools.
Samlafo, B.V (2015). Iodine, Copper, and Zinc Levels as Indices of Nutritional Status among Residents of Wassa West District, a Mining Impacted Region of Ghana, Using Instrumental Neutron Activation Analysis. International Journal of innvative research & development, 4,
Abstract
Human hair and nail samples from fifty volunteers were collected from Wassa West district, a mining impacted region of Ghana, and used as biomakers of nutritional status. Activation Analysis (INAA) was employed to analyze for levels of iodine, copper and zinc. The mean concentrations of iodine in hair of experimental subjects was3.34± 0.54μg/g. The control subjects had a mean concentration of 1.21± 0.32μg/g of iodine. These levels were above the ideal level of 1.0μg/g to meet the physiological requirements of the individual. Mean iodine in nails of the experimental subjects was 2.70±0.25μg/g, and that of the control was 1.50±0.12μg/g. Mean Copper levels in hair of experimental subjects were determined to be 28.49±3.40μg/g and the control recorded 15.91±2.15μg/g. Mean copper levels in nail of the experimental subjects was 29.64±1.05μg/g and the control was 19.08±2.21μg/g. Mean zinc levels in hair of the experimental subjects was 105.82±2.12μg/g, and that of the control was 113±3.45μg/g. Mean levels of zinc in the nails of the experimental subjects was 105.51±3.21μg/g and the control was 105.75±2.68μg/g. Generally, there were no striking significant statistical differences between the two groups. The two groups were well nourished.The precision and the accuracy of the analytical technique (INAA) were assessed by simultaneous activation of certified standard human hair reference material GBW 09101. The values obtained compared well with the certified values as Pearson’s correlation coefficient was + 0.99. The measurement precision as specified by the relative standard deviation was within ±0.4%.The experimental values were within ±5% of the certified values. T-test was used to establish significant statistical differences(p<0.05) between the two groups. Keywords: Nutrition, human hair, nail, poverty, mining, biomaker, health, diet
Human hair and nail samples from fifty volunteers were collected from Wassa West district, a mining impacted region of Ghana, and used as biomakers of nutritional status. Activation Analysis (INAA) was employed to analyze for levels of iodine, copper and zinc. The mean concentrations of iodine in hair of experimental subjects was3.34± 0.54μg/g. The control subjects had a mean concentration of 1.21± 0.32μg/g of iodine. These levels were above the ideal level of 1.0μg/g to meet the physiological requirements of the individual. Mean iodine in nails of the experimental subjects was 2.70±0.25μg/g, and that of the control was 1.50±0.12μg/g. Mean Copper levels in hair of experimental subjects were determined to be 28.49±3.40μg/g and the control recorded 15.91±2.15μg/g. Mean copper levels in nail of the experimental subjects was 29.64±1.05μg/g and the control was 19.08±2.21μg/g. Mean zinc levels in hair of the experimental subjects was 105.82±2.12μg/g, and that of the control was 113±3.45μg/g. Mean levels of zinc in the nails of the experimental subjects was 105.51±3.21μg/g and the control was 105.75±2.68μg/g. Generally, there were no striking significant statistical differences between the two groups. The two groups were well nourished.The precision and the accuracy of the analytical technique (INAA) were assessed by simultaneous activation of certified standard human hair reference material GBW 09101. The values obtained compared well with the certified values as Pearson’s correlation coefficient was + 0.99. The measurement precision as specified by the relative standard deviation was within ±0.4%.The experimental values were within ±5% of the certified values. T-test was used to establish significant statistical differences(p<0.05) between the two groups. Keywords: Nutrition, human hair, nail, poverty, mining, biomaker, health, diet
Samlafo, B.V, Doamekpor, L.K, Bobobee, L.H (2015). Limonoids Constituents in the Stem Bark of Guarea Cedrata. Knowledge of Research, 2,
Abstract
Presence of limonoids and related compounds which can be used for insecticidal and medicinal purposes was investigated in the stem bark of Guarea cedrata. The plant material was air-dried, milled and cold macerated in methanol. The concentrated methanol extract gave brown crystals which were subjected to thin layer chromatographic analysis (TLC). The methanol crystals were also subjected to qualitative phytochemical screening, after TLC analysis. Column chromatography was later performed on the crude methanol extract to separate the various components. Five fractions were collected from the column. The five components obtained, after chemical analysis all gave characteristic limonoid colour reactions with Ehrlich’s reagent. Keywords: Guarea cedrata, Limonoids, Extraction, Lice, Alkaloids, Glycosides.
Presence of limonoids and related compounds which can be used for insecticidal and medicinal purposes was investigated in the stem bark of Guarea cedrata. The plant material was air-dried, milled and cold macerated in methanol. The concentrated methanol extract gave brown crystals which were subjected to thin layer chromatographic analysis (TLC). The methanol crystals were also subjected to qualitative phytochemical screening, after TLC analysis. Column chromatography was later performed on the crude methanol extract to separate the various components. Five fractions were collected from the column. The five components obtained, after chemical analysis all gave characteristic limonoid colour reactions with Ehrlich’s reagent. Keywords: Guarea cedrata, Limonoids, Extraction, Lice, Alkaloids, Glycosides.
Samlafo, B.V, Bobobee, L.H, Yeboah, P.O & Serfor-Armah (2014). Speciation of Se(IV) and Se(VI) in Human Blood Samples from Residents of Wassa West District, a Mining Impacted Area of Ghana. The International Journal Of Science & Technoledge, 2,
Abstract
This paper examines the speciation of selenium(IV) (selenite) and selenium(VI) (selenate) levels in human whole blood samples from Tarkwa and its environs, a mining impacted area in Ghana, using hydride generation atomic absorption spectrophotometric technique.Selenium(IV) in the experimental subjects ranged from 0.08±0.01 μg/mL to 0.50±0.02μg/mL with a mean of 0.29 μg/mL, while the controlsranged from 0.02±0.1 μg/mL to 0.21 ±0.05 μg/mL, with a mean of 0.07 μg/mL. Significant differences existed between the levels of selenium(IV)concentrations in experimental and controlsubjects(p=0.0001 <0.05). The selenium(VI) in experimental subjects ranged from 2.97±0.52 μg/mL to 4.39±0.42 μg/mL,with amean of 3.63 μg/mL, while the control ranged from 0.60 μg/mL to 1.0 μg/mL, with a mean of 0.89 μg/mL.Significant differences exited between the levels of selenium(VI) in experimental and the control subjects (p=5.98 x10-14<0.05). The measurement precision determined by relative standard deviation was within ±5%. The accuracy of the determination was evaluated by analysing certified standard human hair reference material GBW 09101. The observed valueswere within ±6% of the certified values. Keywords: blood, selenium, speciation, health, toxicity, mining, nutrient, hospital
This paper examines the speciation of selenium(IV) (selenite) and selenium(VI) (selenate) levels in human whole blood samples from Tarkwa and its environs, a mining impacted area in Ghana, using hydride generation atomic absorption spectrophotometric technique.Selenium(IV) in the experimental subjects ranged from 0.08±0.01 μg/mL to 0.50±0.02μg/mL with a mean of 0.29 μg/mL, while the controlsranged from 0.02±0.1 μg/mL to 0.21 ±0.05 μg/mL, with a mean of 0.07 μg/mL. Significant differences existed between the levels of selenium(IV)concentrations in experimental and controlsubjects(p=0.0001 <0.05). The selenium(VI) in experimental subjects ranged from 2.97±0.52 μg/mL to 4.39±0.42 μg/mL,with amean of 3.63 μg/mL, while the control ranged from 0.60 μg/mL to 1.0 μg/mL, with a mean of 0.89 μg/mL.Significant differences exited between the levels of selenium(VI) in experimental and the control subjects (p=5.98 x10-14<0.05). The measurement precision determined by relative standard deviation was within ±5%. The accuracy of the determination was evaluated by analysing certified standard human hair reference material GBW 09101. The observed valueswere within ±6% of the certified values. Keywords: blood, selenium, speciation, health, toxicity, mining, nutrient, hospital
Owusu, S. (2014). On exceptions to Akan vowel harmony. International Journal of Scientific Research and Innovative Technology, 1,
Abstract
The vowel harmony in Akan is described as a phonological process of regressive assimilation (i.e. advanced vowels assimilate unadvanced ones that precede them Dolphyne (1988) devotes a section of her book to Akan vowel harmony. She identifies six groups of words that deviate from the Akan vowel harmony rule. This paper argues that some of the words discussed in Dolphyne (1988) as exceptions to the Akan vowel harmony rule do not break the vowel harmony rule in the language. This is because unadvanced vowels cannot assimilate advanced vowels that precede them. Rather, it is the advanced vowels that assimilate unadvanced ones that precede them. In effect, there are virtually no exceptions to the vowel harmony rule in Akan.
The vowel harmony in Akan is described as a phonological process of regressive assimilation (i.e. advanced vowels assimilate unadvanced ones that precede them Dolphyne (1988) devotes a section of her book to Akan vowel harmony. She identifies six groups of words that deviate from the Akan vowel harmony rule. This paper argues that some of the words discussed in Dolphyne (1988) as exceptions to the Akan vowel harmony rule do not break the vowel harmony rule in the language. This is because unadvanced vowels cannot assimilate advanced vowels that precede them. Rather, it is the advanced vowels that assimilate unadvanced ones that precede them. In effect, there are virtually no exceptions to the vowel harmony rule in Akan.
Wilson, K. B. (2014). Computer Usage Among University Teacher-Trainees. . Journal of US-China Education Review A, 4,
Abstract
This study reported the findings of a survey from a broader study conducted to: (a) find out the level to which students use computers; (b) compare which gender is more proficient in computer use; and (c) discuss the relationship between students’ age and their computer proficiency. Activity theory was adopted as the theoretical framework to explain behavioural intentions of computer interactions. The study used self-answering questionnaires with closed-ended items to collect data from a group of teacher-trainees. A total of 1,500 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means, frequencies, standard deviation, independent sample t-test, Chi-square test, and cross-tabulation. Findings from the study showed a significant difference of computer usage in level of proficiency by gender. The main findings are: 1. Younger students have higher computer proficiency skills as compared to the older students; 2. The students use computers for various activities including listening to music, playing games, researching, chatting, and e-mailing; 3. The students get access to educational resources including electronic journals, e-books, open educational resources (OER), educational digital video disk/compact disc (DVD/CD), and online databases; and 4. Male students have higher technology literacy skills than female students. The study recommended that efforts should be made to provide more access time to computing facilities to increase students’ computer usage. There is a need to bridge the computer usage gap between male and female students. Older students should be encouraged to improve their technology literacy skills. Furthermore, the results suggested that the students used technologies within the objectivist model of teaching and learning. From the findings, teacher education programs need to provide teacher-trainees with further training programs to help them enhance their skills in the use of computers as an instructional tool for teaching and learning.
This study reported the findings of a survey from a broader study conducted to: (a) find out the level to which students use computers; (b) compare which gender is more proficient in computer use; and (c) discuss the relationship between students’ age and their computer proficiency. Activity theory was adopted as the theoretical framework to explain behavioural intentions of computer interactions. The study used self-answering questionnaires with closed-ended items to collect data from a group of teacher-trainees. A total of 1,500 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means, frequencies, standard deviation, independent sample t-test, Chi-square test, and cross-tabulation. Findings from the study showed a significant difference of computer usage in level of proficiency by gender. The main findings are: 1. Younger students have higher computer proficiency skills as compared to the older students; 2. The students use computers for various activities including listening to music, playing games, researching, chatting, and e-mailing; 3. The students get access to educational resources including electronic journals, e-books, open educational resources (OER), educational digital video disk/compact disc (DVD/CD), and online databases; and 4. Male students have higher technology literacy skills than female students. The study recommended that efforts should be made to provide more access time to computing facilities to increase students’ computer usage. There is a need to bridge the computer usage gap between male and female students. Older students should be encouraged to improve their technology literacy skills. Furthermore, the results suggested that the students used technologies within the objectivist model of teaching and learning. From the findings, teacher education programs need to provide teacher-trainees with further training programs to help them enhance their skills in the use of computers as an instructional tool for teaching and learning.
Wilson, K. B., & Agyenim Boateng, K. (2014). Integrating ICTs into the Teaching process: Issues in Pedagogical Practices in Teacher Education. International Journal of Computing Academic Research, 3,
Abstract
Traditional teaching methods have been used in teaching and learning since the advent of formal education. However, their limitations in different circumstances vary depending on student and instructor needs, where they are and who they are. This study looks at the issues and implications of integrating ICTs into teacher education with a focus on instructors. pedagogical practices. This study used a blend of qualitative and quantitative methods to collect empirical data from instructors of teacher education institutions in Ghana. Using stratified and convenience sampling, 16 instructors were interviewed whiles 100 closed-ended self-answering questionnaires were administered to the instructors of which 75 were returned. The quantitative data was analysed using simple means, frequencies, standard deviation, and cross-tabulation. Responses to the open-ended questions were analysed according to themes. Findings from the study showed a substantial difference of technology usage in teaching and level of technology proficiency among instructors. The main findings of the study are: 1. In spite of the huge investment made by stakeholders in education, technology use and literacy level among instructors is still low; 2. Some instructors used technology to support their pedagogical practices; 3. A number of the instructors were inept and lacked innovative ideas to use technology; 4. Some instructors still depend heavily on the Victorian methods of teaching; 5. Some of the instructors encourage students to use technology to do group work. The lessons drawn from the study could be used to formulate ideas in the deployment of ICT tools and facilities. Efforts should be made to provide continuous training for practicing teachers. It is hoped that this study will provide information to support teacher.s pedagogical practices. The results could be a useful reference for the design of ICT curriculum for Teacher Training programmes.
Traditional teaching methods have been used in teaching and learning since the advent of formal education. However, their limitations in different circumstances vary depending on student and instructor needs, where they are and who they are. This study looks at the issues and implications of integrating ICTs into teacher education with a focus on instructors. pedagogical practices. This study used a blend of qualitative and quantitative methods to collect empirical data from instructors of teacher education institutions in Ghana. Using stratified and convenience sampling, 16 instructors were interviewed whiles 100 closed-ended self-answering questionnaires were administered to the instructors of which 75 were returned. The quantitative data was analysed using simple means, frequencies, standard deviation, and cross-tabulation. Responses to the open-ended questions were analysed according to themes. Findings from the study showed a substantial difference of technology usage in teaching and level of technology proficiency among instructors. The main findings of the study are: 1. In spite of the huge investment made by stakeholders in education, technology use and literacy level among instructors is still low; 2. Some instructors used technology to support their pedagogical practices; 3. A number of the instructors were inept and lacked innovative ideas to use technology; 4. Some instructors still depend heavily on the Victorian methods of teaching; 5. Some of the instructors encourage students to use technology to do group work. The lessons drawn from the study could be used to formulate ideas in the deployment of ICT tools and facilities. Efforts should be made to provide continuous training for practicing teachers. It is hoped that this study will provide information to support teacher.s pedagogical practices. The results could be a useful reference for the design of ICT curriculum for Teacher Training programmes.
Asante,E. K. Essuman, S. Asante, O. (2015). Contextual-specific dynamics on collegiality and reciprocity in mentoring relationships: Ethical implications in the Ghanaian context. British Journal of Education, 3,
Abstract
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning 
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning 
