R&P Entries
Articles in Journals
Sam, E. F., Brijs, K., Daniels, S., Brijs, T., & Wets, G (2019). Construction and validation of a public bus passenger safety scale. Transportation Research Part F, 66,
Abstract
Public transport (PT) passengers make safety evaluations, yet to the best of our knowledge, there exists no instrument that captures what is considered by public transport users when they make such personal safety evaluations. What exists is a generalised service quality scale (SERVQUAL). Unfortunately, this scale does not adequately capture the content domain of personal safety which is important to PT users, especially in developing countries where PT vehicle accidents are both frequent and severe. This study discusses the development and validation of a public bus passenger safety scale (PBPSS), for measuring public bus passengers’ safety. The results of two independent studies suggest that the PBPSS measures three facets of public bus passengers’ safety: driver related, transport operator-related and vehicle-related. Through both exploratory Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA) (using IBM SPSS Statistics and AMOS respectively), we demonstrated that the new scale is reliable, psychometrically sound and can be utilised to assess public bus passengers’ safety. The 3-factor model observed through PCA was confirmed using CFA, indicating that the same factor structure existed in both datasets. The final 3-factor, 17-item model exhibited an acceptable model fit and evidenced both convergent and discriminant validity.
Public transport (PT) passengers make safety evaluations, yet to the best of our knowledge, there exists no instrument that captures what is considered by public transport users when they make such personal safety evaluations. What exists is a generalised service quality scale (SERVQUAL). Unfortunately, this scale does not adequately capture the content domain of personal safety which is important to PT users, especially in developing countries where PT vehicle accidents are both frequent and severe. This study discusses the development and validation of a public bus passenger safety scale (PBPSS), for measuring public bus passengers’ safety. The results of two independent studies suggest that the PBPSS measures three facets of public bus passengers’ safety: driver related, transport operator-related and vehicle-related. Through both exploratory Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA) (using IBM SPSS Statistics and AMOS respectively), we demonstrated that the new scale is reliable, psychometrically sound and can be utilised to assess public bus passengers’ safety. The 3-factor model observed through PCA was confirmed using CFA, indicating that the same factor structure existed in both datasets. The final 3-factor, 17-item model exhibited an acceptable model fit and evidenced both convergent and discriminant validity.
Kyiileyang, M. (2016). Literary Aesthetics in the Narration of Dagara Folktales. Advances in Language and Literary Studies, 7,
Abstract
Dagara folktales, like other African folktales, are embedded with various literary aesthetic features related to structure, language and performance. This paper examines major literary aesthetics found in Dagara folktales. The methodology used is based on the collection, analysis and interpretation of selected Dagara folktales gathered through fieldwork. The focus of the paper is on the structure and the language of Dagara folktales. The argument of this paper is grounded on the Structuralist Theory as seen in Gerard Genette’s Narrative Discourse which offers the basic constituents and techniques of narrative. Genette proposes various categories of narrative which cover Time, Mood and Voice. Genette’s narrative structure suggests that the various categories and subcategories emphasise that the narrative is a complex structure in which the narratee is largely present in the various strata of the structure. Genette is concerned with the macro-text of the recit, that is, the ordering of events in the narrative. The study revealed that there are similarities and differences in the structure and the language of Dagara folktales in relation to other African folktales. Keywords: Dagara People, Folktale, Literary Aesthetics, Performance, Structuralist Theory
Dagara folktales, like other African folktales, are embedded with various literary aesthetic features related to structure, language and performance. This paper examines major literary aesthetics found in Dagara folktales. The methodology used is based on the collection, analysis and interpretation of selected Dagara folktales gathered through fieldwork. The focus of the paper is on the structure and the language of Dagara folktales. The argument of this paper is grounded on the Structuralist Theory as seen in Gerard Genette’s Narrative Discourse which offers the basic constituents and techniques of narrative. Genette proposes various categories of narrative which cover Time, Mood and Voice. Genette’s narrative structure suggests that the various categories and subcategories emphasise that the narrative is a complex structure in which the narratee is largely present in the various strata of the structure. Genette is concerned with the macro-text of the recit, that is, the ordering of events in the narrative. The study revealed that there are similarities and differences in the structure and the language of Dagara folktales in relation to other African folktales. Keywords: Dagara People, Folktale, Literary Aesthetics, Performance, Structuralist Theory
Kyiileyang, M. (2017). Symbolic Representation in the Naming of People among the Dagara of Northwestern Ghana. International Journal of Current Multidisciplinary Studies, 3,
Abstract
This paper examines the nomenclature of the Dagara people in northwestern Ghana. There are two main categories of Dagara nomenclature. The study is narrowed down to human beings with the main focus on traditional Dagara societies of Nandom. The spelling of words is derived from Dagara, the variety of Dagaare spoken in Nandom. I have clarified the identity of the Dagara as part of the MABIA speakers. Next, the study elaborates the two categories of nomenclature: stereotyped names and freely chosen names. Stereotyped names are customary names and fall into five categories. Freely chosen names give a wide scope of naming among the Dagara people. In this category, there are theophoric names. Most of the names depict certain literary features such as metaphor, paradox, hyperbole, various images and symbols. Certain thematic values are associated with some of the names linked to peculiar events. The methodology employed in the study was a sampling of a variety of names from the five categories of stereotyped or customary names from collection of names done by previous Dagara scholars who undertook studies on Dagara traditional practices. In fact, the study reveals how the Dagara society is closely bound with its language, tradition and culture. Keywords:Dagara, Nomenclature, Theophoric, Customary, Figures of speech
This paper examines the nomenclature of the Dagara people in northwestern Ghana. There are two main categories of Dagara nomenclature. The study is narrowed down to human beings with the main focus on traditional Dagara societies of Nandom. The spelling of words is derived from Dagara, the variety of Dagaare spoken in Nandom. I have clarified the identity of the Dagara as part of the MABIA speakers. Next, the study elaborates the two categories of nomenclature: stereotyped names and freely chosen names. Stereotyped names are customary names and fall into five categories. Freely chosen names give a wide scope of naming among the Dagara people. In this category, there are theophoric names. Most of the names depict certain literary features such as metaphor, paradox, hyperbole, various images and symbols. Certain thematic values are associated with some of the names linked to peculiar events. The methodology employed in the study was a sampling of a variety of names from the five categories of stereotyped or customary names from collection of names done by previous Dagara scholars who undertook studies on Dagara traditional practices. In fact, the study reveals how the Dagara society is closely bound with its language, tradition and culture. Keywords:Dagara, Nomenclature, Theophoric, Customary, Figures of speech
Kyiileyang, M. ,Debrah, M.A. & Williams. R. (2017). An Analysis of Images of Contention and Violence in Dagara and Akan Proverbial Expressions. Advances in Language and Literary Studies, 8,
Abstract
Proverbial expressions have typical linguistic and figurative features. These are normally captivating to the listener. The expressive culture of the Dagara and Akan societies is embellished by these proverbial expressions. Most African proverbs, express various images depicting both pleasant and unpleasant situations in life. Unpleasant language normally depicts several terrifying images particularly when threats, insults and other forms of abuse are traded vehemently. Dagara and Akan proverbs are no exceptions to this phenomenon. This paper seeks to examine images of contention and violence depicted in Akan and Dagara proverbial expressions. To achieve this, a variety of proverbs from Akan and Dagara were analysed for their meanings using Yankah’s and Honeck’s Theories. The result revealed that structurally, as with many proverbs, the Akan and Dagara proverbial expressions are pithy and terse. The most dominant images of contention and violence in these expressions expose negative values and perceptions about the people who speak these languages. Keywords: Akan, Dagara, Proverb, Imagery, Contention, Violence
Proverbial expressions have typical linguistic and figurative features. These are normally captivating to the listener. The expressive culture of the Dagara and Akan societies is embellished by these proverbial expressions. Most African proverbs, express various images depicting both pleasant and unpleasant situations in life. Unpleasant language normally depicts several terrifying images particularly when threats, insults and other forms of abuse are traded vehemently. Dagara and Akan proverbs are no exceptions to this phenomenon. This paper seeks to examine images of contention and violence depicted in Akan and Dagara proverbial expressions. To achieve this, a variety of proverbs from Akan and Dagara were analysed for their meanings using Yankah’s and Honeck’s Theories. The result revealed that structurally, as with many proverbs, the Akan and Dagara proverbial expressions are pithy and terse. The most dominant images of contention and violence in these expressions expose negative values and perceptions about the people who speak these languages. Keywords: Akan, Dagara, Proverb, Imagery, Contention, Violence
Sam, E. F., Akansor, J., & Agyemang, W. (2019). Understanding road traffic risks from the street hawker’s perspective. International Journal of Injury Control and Safety Promotion, 26,
Abstract
This study explored street hawkers’ lived experiences and risks in traffic using the phenomenological case study design. Data from 24 hawkers at three hawking spots and field observations form the basis of our study. A stratified purposeful sampling scheme was employed to ensure a balance of gender and age. Thematic data analytic strategy was employed in the data analysis. We found that participants’ traffic incidents were mainly self-induced, attributable to their negligence on the road, indiscriminate road crossing and car-following behaviour. Our results suggest a perceived relationship between socio-demographic characteristics and personal traffic accident encounters. Also, we noted that the ability to manage traffic risk seem to influence hawkers’ traffic risk perceptions, with gender and age as possible mediators. As this study is exploratory, we recommend further scientific enquiry to explain these issues and to provide the basis for appropriate interventions to manage the road safety implications of this activity.
This study explored street hawkers’ lived experiences and risks in traffic using the phenomenological case study design. Data from 24 hawkers at three hawking spots and field observations form the basis of our study. A stratified purposeful sampling scheme was employed to ensure a balance of gender and age. Thematic data analytic strategy was employed in the data analysis. We found that participants’ traffic incidents were mainly self-induced, attributable to their negligence on the road, indiscriminate road crossing and car-following behaviour. Our results suggest a perceived relationship between socio-demographic characteristics and personal traffic accident encounters. Also, we noted that the ability to manage traffic risk seem to influence hawkers’ traffic risk perceptions, with gender and age as possible mediators. As this study is exploratory, we recommend further scientific enquiry to explain these issues and to provide the basis for appropriate interventions to manage the road safety implications of this activity.
Addai-Mununkum, R (2018). Teacher Identity, Positionality and (Mis) Representation of Religion in the Ghanaian School Contexts: Insider/Outsider Case Study Perspectives. American Journal of Qualitative Research, 2,
Abstract
Studies on teacher religious identity have been premised on the assumption that public schools are religiously neutral and if teachers’ religious identities are acknowledged and properly accommodated, teaching will be better enacted. I conducted a qualitative case study of teachers in religiously affiliated public schools in Ghana to get a nuanced understanding of how they navigate tensions arising from complexities generated by their own religious identities, their schools’ and that of their students. Using data from interviews, observations, and focus groups, my findings challenge existing notions of religious neutrality of public schools. In the Ghanaian context where the lines between secular and religious schools are blurry, teachers are (un)knowingly positioned as in(out)siders and their consequent pedagogical (in)actions are highly influenced by such (un)natural religious tensions in their schools. It is such issues emanating from teacher positionalities that I seek to highlight as ripe for qualitative inquiry.
Studies on teacher religious identity have been premised on the assumption that public schools are religiously neutral and if teachers’ religious identities are acknowledged and properly accommodated, teaching will be better enacted. I conducted a qualitative case study of teachers in religiously affiliated public schools in Ghana to get a nuanced understanding of how they navigate tensions arising from complexities generated by their own religious identities, their schools’ and that of their students. Using data from interviews, observations, and focus groups, my findings challenge existing notions of religious neutrality of public schools. In the Ghanaian context where the lines between secular and religious schools are blurry, teachers are (un)knowingly positioned as in(out)siders and their consequent pedagogical (in)actions are highly influenced by such (un)natural religious tensions in their schools. It is such issues emanating from teacher positionalities that I seek to highlight as ripe for qualitative inquiry.
Hanson, R., Twumasi, A. K.; & Boi-Doku, A. (2019). Analysis of indistrial effluents from some factories in Tema. European Journal of Earth and Environment, 6,
Abstract
This research work analysed the quality of some important physico-chemical parameters of industrial effluents collected from two soap factories (A and B) in the Tema industrial area. In the study, PO4-, NH3, BOD, COD, TSS and turbidity for both factories were high compared to the EPA standards. Measures of NO3-, total hardness, calcium, and chloride, for both factories were below the EPA standard. Alkalinity value for factory A was below the EPA standard while that for factory B was higher. pH value for factory A was within the pH range for EPA while that of factory B was higher. TDS and conductivity for factory A were below the recommended EPA standard while that of factory B was higher. Due to the high amount of PO4-, NH3, and turbidity, eutrophication could occur in the receiving water, thereby affecting aquatic life. The high BOD, COD and TSS contribute to the decrease in oxygen supply in the receiving water which indicates high pollution by organic pollutants. The high alkalinity, TDS, conductivity and pH could contribute to the deformity and death of fishes in the receiving water from especially Factory A. Effluents from both factories were highly polluted in many respects and so EPA audits must be intensified to prevent pollution of water bodies in Ghana. Keywords: BOD, COD, Industrial Effluent, Physico-Chemical, TDS, TSS, Water Pollution
This research work analysed the quality of some important physico-chemical parameters of industrial effluents collected from two soap factories (A and B) in the Tema industrial area. In the study, PO4-, NH3, BOD, COD, TSS and turbidity for both factories were high compared to the EPA standards. Measures of NO3-, total hardness, calcium, and chloride, for both factories were below the EPA standard. Alkalinity value for factory A was below the EPA standard while that for factory B was higher. pH value for factory A was within the pH range for EPA while that of factory B was higher. TDS and conductivity for factory A were below the recommended EPA standard while that of factory B was higher. Due to the high amount of PO4-, NH3, and turbidity, eutrophication could occur in the receiving water, thereby affecting aquatic life. The high BOD, COD and TSS contribute to the decrease in oxygen supply in the receiving water which indicates high pollution by organic pollutants. The high alkalinity, TDS, conductivity and pH could contribute to the deformity and death of fishes in the receiving water from especially Factory A. Effluents from both factories were highly polluted in many respects and so EPA audits must be intensified to prevent pollution of water bodies in Ghana. Keywords: BOD, COD, Industrial Effluent, Physico-Chemical, TDS, TSS, Water Pollution
Mak-Mensah, E., Sam, A., & Hanson, R. (2018). Using cooperative learning to enhance pupils’ understanding about the solar system in the Agortime-Ziope District of Ghana. European Journal of Basic and Applied Sciences, 5,
Abstract
Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. A pre-test administered at the beginning of the study, showed that both groups had about the same entry point. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. A whole class interview session was conducted with the experimental group after the post test. Post-test results showed that pupils taught with the cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts. It also showed that using collaborative techniques such as paired or group modeling go further than simply motivating students through other verbal, coercive and independent (individual) work approaches. Keywords: Concepts, cooperative learning, primary school, pupils, solar system.
Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. A pre-test administered at the beginning of the study, showed that both groups had about the same entry point. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. A whole class interview session was conducted with the experimental group after the post test. Post-test results showed that pupils taught with the cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts. It also showed that using collaborative techniques such as paired or group modeling go further than simply motivating students through other verbal, coercive and independent (individual) work approaches. Keywords: Concepts, cooperative learning, primary school, pupils, solar system.
Sam, A., Eminah, J. K., Hanson, R., & Raheem, K. (2019). Teacher trainees' alternative conceptions about some aspects of coordination chemistry: A case study at the University of Education, Winneba- Ghana. European Journal of Research and Reflection in Educational Studies, 7,
Abstract
Students’ alternative conceptions of some aspects of coordination chemistry namely nomenclature and geometry, geometrical isomerism, bonding and colours in complexes differ greatly from scientific concepts. This study investigated the causes of students’ alternative conceptions and how they express these conceptions in coordination chemistry. A case study design within the Model of Educational Reconstruction (MER) approach was used. The access population were all third-year chemistry pre-service teacher trainees in the University of Education, Winneba (UEW)-Ghana with sample size of fifteen (15) students. A pre-test administered at the beginning of the study in a class of 5 groups, comprising 3 students each over eleven weeks showed that students had alternative conceptions about some aspects of coordination chemistry. The students’ alternative conceptions were derived from two-tiered questions, written tasks and inorganic formulae of some coordination chemistry complexes. The results among others indicated that the causes of the students’ alternative conceptions emanated from their inability to distinguish between 2D and 3D visualisation and the misunderstandings of some inorganic chemistry terms. The study recommended that the coordination chemistry content at UEW has to be well connected in order to give the students a broader basis for conceptual change through meaningful interventional approaches such as Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS). Keywords: Alternative conceptions, conceptual change, heuristics, modelling skills.
Students’ alternative conceptions of some aspects of coordination chemistry namely nomenclature and geometry, geometrical isomerism, bonding and colours in complexes differ greatly from scientific concepts. This study investigated the causes of students’ alternative conceptions and how they express these conceptions in coordination chemistry. A case study design within the Model of Educational Reconstruction (MER) approach was used. The access population were all third-year chemistry pre-service teacher trainees in the University of Education, Winneba (UEW)-Ghana with sample size of fifteen (15) students. A pre-test administered at the beginning of the study in a class of 5 groups, comprising 3 students each over eleven weeks showed that students had alternative conceptions about some aspects of coordination chemistry. The students’ alternative conceptions were derived from two-tiered questions, written tasks and inorganic formulae of some coordination chemistry complexes. The results among others indicated that the causes of the students’ alternative conceptions emanated from their inability to distinguish between 2D and 3D visualisation and the misunderstandings of some inorganic chemistry terms. The study recommended that the coordination chemistry content at UEW has to be well connected in order to give the students a broader basis for conceptual change through meaningful interventional approaches such as Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS). Keywords: Alternative conceptions, conceptual change, heuristics, modelling skills.
Hanson, R. & Seheri-Jele, N. (2018). Assessing conceptual change instruction accompanied with concept maps and analogies: A case of acid-base strengths. Journal of Turkish Science Education, 15,
Abstract
The research assessed secondary school students’ conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre- and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts. Key words: Analogy, conceptual change, concept mapping, misconception, visualization
The research assessed secondary school students’ conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre- and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts. Key words: Analogy, conceptual change, concept mapping, misconception, visualization
