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Omoregie, P. O
PERSONAL AND CORPORATE FITNESS TRAINING IN NIGERIA. University of Lagos Conference Centre, Lagos Nigeria 22 - 26 September, 2014
Paper presented:
ENGAGING WOMEN AND GIRLS ACTIVELY IN PHYSICAL ACTIVITY: A COMPREHENSIVE APPROACH PERSPECTIVE
Abstract
Participation in physical activity provide a wide range of physical, psychological and social benefits for women and girls. Studies of women’s and girls’ experiences of physical activity suggested that positive experiences can contribute to a sense of empowerment for participants, and the development of ownership of their bodies. Increasing the active engagement of women and girls in physical activity requires a variety of strategies that contribute to a comprehensive approach. The paper examined social-ecological model impact of intrapersonal, interpersonal, environmental, and policy factors on actively engaging women’s and girls’ in sport and physical activity participation. It is recommended that all stakeholders involved in sport and physical activity must create quality sport, physical activity and physical education programmes for women and girls. Also, inclusive language should be used, and discriminatory language should be avoided against women and girls knowing they have a place in physical activity participation.
Participation in physical activity provide a wide range of physical, psychological and social benefits for women and girls. Studies of women’s and girls’ experiences of physical activity suggested that positive experiences can contribute to a sense of empowerment for participants, and the development of ownership of their bodies. Increasing the active engagement of women and girls in physical activity requires a variety of strategies that contribute to a comprehensive approach. The paper examined social-ecological model impact of intrapersonal, interpersonal, environmental, and policy factors on actively engaging women’s and girls’ in sport and physical activity participation. It is recommended that all stakeholders involved in sport and physical activity must create quality sport, physical activity and physical education programmes for women and girls. Also, inclusive language should be used, and discriminatory language should be avoided against women and girls knowing they have a place in physical activity participation.
Faculty of Science EducationJul 15, 2015
Asiedu-Addo, S. K., Amppiah, M. E., & Armah, G., (2014). Probability & Statistics: A First Course for Tertiary Institutions.. Koforidua: Pedaddo Ventures. . ISBN: 978-9988-2-0593-5
Abstract
Faculty of Science EducationJul 14, 2015
Omoregie, P. O & Attorkwe, C. W (2015). ASSESSMENT OF BODY COMPOSITION LEVELS OF YOUTH IN AMASAMAN SENIOR HIGH TECHNICAL SCHOOL ACCRA, GHANA. International Journal of Special and General Education, 6,
Abstract
Faculty of Science EducationJul 14, 2015
Asiedu-Addo, S. K., Armah, G. & Boakye-Mensah, E. (2014). Head Teachers Supervisory Strategies in Junior High Schools in the Mfantseman West Municipality. International Journal of Educational Research and Development, 3,
Abstract
The study was designed to investigate the supervisory roles of head teachers in public and private Junior High Schools in the Mfantseman West Municipality. Primary data were collected using self-developed questionnaire and a semi-structured interview schedule. The qualitative research paradigm was employed for the study using the descriptive survey design. Simple random and purposive sampling techniques were used in selecting forty-five head teachers from public schools and fifteen head teachers from private schools drawn from eight Junior High Schools. The analysis of the results revealed that both public and private head teachers need professional trainig in monitoring and supervision to discharge their duties effectively and efficiently. Again, while the public school head teachers were using directing and controlling as their supervisory strategy, private school head teachers employed stimulating and initiating strategies.
The study was designed to investigate the supervisory roles of head teachers in public and private Junior High Schools in the Mfantseman West Municipality. Primary data were collected using self-developed questionnaire and a semi-structured interview schedule. The qualitative research paradigm was employed for the study using the descriptive survey design. Simple random and purposive sampling techniques were used in selecting forty-five head teachers from public schools and fifteen head teachers from private schools drawn from eight Junior High Schools. The analysis of the results revealed that both public and private head teachers need professional trainig in monitoring and supervision to discharge their duties effectively and efficiently. Again, while the public school head teachers were using directing and controlling as their supervisory strategy, private school head teachers employed stimulating and initiating strategies.
Faculty of Science EducationJul 09, 2015
Armah, G. & Asiedu-Addo, S. K. (2014). Ghanaian Students' Knowledge of The Averages after Senior High Education. Researchjournali's Journal of Mathematics, 1,
Abstract
In this study, students’ knowledge of the average supposed to have been learnt from primary to Senior High School (SHS) level on the Ghanaian educational ladder is investigated among first year mathematics education students of the University of Education, Winneba, Ghana. The simple random sampling technique was used to select 140 first year students from each of two year groups: 2012/13 and 2013/14 academic years. Data collecting instrument was questionnaire and class discussion. Simple frequencies and percentages were used to analyze the results which showed that students lack the understanding of the average: mean, median and mode, even though they find it easy to compute these statistical measures.
In this study, students’ knowledge of the average supposed to have been learnt from primary to Senior High School (SHS) level on the Ghanaian educational ladder is investigated among first year mathematics education students of the University of Education, Winneba, Ghana. The simple random sampling technique was used to select 140 first year students from each of two year groups: 2012/13 and 2013/14 academic years. Data collecting instrument was questionnaire and class discussion. Simple frequencies and percentages were used to analyze the results which showed that students lack the understanding of the average: mean, median and mode, even though they find it easy to compute these statistical measures.
Faculty of Science EducationJul 09, 2015
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
Quarcoo,R., (2015). Garment Production under AGOA in the Freezone Areas of Ghana..
Abstract
Over the past decade, U.S government initiative on poverty alleviation in Sub-Saharan African countries (African Growth and Opportunity Act,AGOA) has been in force and Ghana is a beneficiary country for apparel provision among others. Other African countries have made tremendous gains with the apparel provisions under AGOA.How did Ghana utilize this advantage? This book looks at the extent to which the objectives of AGOA have been achieved through the apparel provision in the Ghanaian context; The benefits being derived by garment producing industries under AGOA; the challenges they are facing and the strategies that will help improve garment production in Ghana in order to maximize the advantage derived from the Apparel provision under AGOA.
Over the past decade, U.S government initiative on poverty alleviation in Sub-Saharan African countries (African Growth and Opportunity Act,AGOA) has been in force and Ghana is a beneficiary country for apparel provision among others. Other African countries have made tremendous gains with the apparel provisions under AGOA.How did Ghana utilize this advantage? This book looks at the extent to which the objectives of AGOA have been achieved through the apparel provision in the Ghanaian context; The benefits being derived by garment producing industries under AGOA; the challenges they are facing and the strategies that will help improve garment production in Ghana in order to maximize the advantage derived from the Apparel provision under AGOA.
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
