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Amoah, S. A. & Gyamera, A. (2019). Situational Analysis of Labour Turn Out In the Ghanaian Education Sector: The Strides and Preferences. International Journal of Asian Social Science, 9,
Abstract
Abstract The purpose of the study was to do a situational analysis of teacher turn-out in the Ghanaian education sector. Using a descriptive survey design the study considered the population of education experts including directors, circuit supervisors and the headteachers and teachers of basic education sector. A sample size of 45 respondents, selected through the use of homogenous, purposive, and stratification, sampling techniques. Data were collected with the help of self-developed questionnaire and interview guide. The information collected were analysed using frequencies and thematic approach. Some push factors include teachers’ likeness of the environment, teachers are satisfied with effort within the educational environment. In addition the ease of getting assurances and transfers are the common form of recruitment procedure for the teachers. Also teachers retention and participants characteristics, teacher's ability to manage the variety of observations and attitudes of people within an environment as well as learning from different types of ideas in a collaborative reflective environment came out strongly as some of the findings. It is concluded and recommended that varied structural factors influenced labor turn out in education sector, effective in-service training is needed to train mentors in the municipality such that teacher can be given effective counselling and mentorship training, reflective collaborative activities need to be encouraged so that teachers can interact with their colleagues in a more worthwhile activities that can promote their professional well-being in the municipality. Contribution/ Originality: This study is one of the few studies which have investigated into the situational analysis of labour turn out in the Ghanaian education sector. It looked at the strides and preferences of teachers as to how they stay at a station and what influence them to be at their station. Keywords Ghana Education Service, Collaborative Reflective Environment, Turn-out, Attrition, In-service training, Teacher retention, Mentor.
Abstract The purpose of the study was to do a situational analysis of teacher turn-out in the Ghanaian education sector. Using a descriptive survey design the study considered the population of education experts including directors, circuit supervisors and the headteachers and teachers of basic education sector. A sample size of 45 respondents, selected through the use of homogenous, purposive, and stratification, sampling techniques. Data were collected with the help of self-developed questionnaire and interview guide. The information collected were analysed using frequencies and thematic approach. Some push factors include teachers’ likeness of the environment, teachers are satisfied with effort within the educational environment. In addition the ease of getting assurances and transfers are the common form of recruitment procedure for the teachers. Also teachers retention and participants characteristics, teacher's ability to manage the variety of observations and attitudes of people within an environment as well as learning from different types of ideas in a collaborative reflective environment came out strongly as some of the findings. It is concluded and recommended that varied structural factors influenced labor turn out in education sector, effective in-service training is needed to train mentors in the municipality such that teacher can be given effective counselling and mentorship training, reflective collaborative activities need to be encouraged so that teachers can interact with their colleagues in a more worthwhile activities that can promote their professional well-being in the municipality. Contribution/ Originality: This study is one of the few studies which have investigated into the situational analysis of labour turn out in the Ghanaian education sector. It looked at the strides and preferences of teachers as to how they stay at a station and what influence them to be at their station. Keywords Ghana Education Service, Collaborative Reflective Environment, Turn-out, Attrition, In-service training, Teacher retention, Mentor.
Amoah, S. A., Owusu-Mensah, F., Gyamera, A., & Mensah, A. G. (2019). Do Distance Education students owned their learning: students’ perception of parenting styles and sex role ideologies?. Advances in Social Science Research Journal,, 6,
Abstract
Abstract Students have different ideologies about what they consider appropriate and inappropriate when it comes to learning. In view of this the study sought to find out if DE students own their learning regarding parenting styles and sex role ideologies. Correlational research design was employed in this study. Stratified and simple random sampling techniques were used to select 300 participants from a population of 1480. Using an adopted instruments the Pearson-Product Moment Correlation was used to establish association between parenting styles and sex role ideology and regression was used to ascertain the predictions of the variables. It was found that parenting styles do not contribute to sex role ideologies of the participants to foster learning. However, individuals with authoritative parenting style were more likely to form more modern sex role ideology which influences their learning episode, and individuals with authoritarian parenting style were more likely to have more traditional sex role ideology. The study recommends that since parenting styles relates with sex role ideology DE students need to be guided on how they learn through guidance and counselling to develop the best ideology to learning. Again cultural sentiment need to guide DE students who come from varied cultural settings. Key words: Parenting Styles, Sex role ideology, Distance Education students
Abstract Students have different ideologies about what they consider appropriate and inappropriate when it comes to learning. In view of this the study sought to find out if DE students own their learning regarding parenting styles and sex role ideologies. Correlational research design was employed in this study. Stratified and simple random sampling techniques were used to select 300 participants from a population of 1480. Using an adopted instruments the Pearson-Product Moment Correlation was used to establish association between parenting styles and sex role ideology and regression was used to ascertain the predictions of the variables. It was found that parenting styles do not contribute to sex role ideologies of the participants to foster learning. However, individuals with authoritative parenting style were more likely to form more modern sex role ideology which influences their learning episode, and individuals with authoritarian parenting style were more likely to have more traditional sex role ideology. The study recommends that since parenting styles relates with sex role ideology DE students need to be guided on how they learn through guidance and counselling to develop the best ideology to learning. Again cultural sentiment need to guide DE students who come from varied cultural settings. Key words: Parenting Styles, Sex role ideology, Distance Education students
Amoah, S. A. (2019). Achieving Assessment Results: Distance Education students of University of Education, use of test taking-skills to solve in-built activities in counselling from self-instructional Course Manual.. Education Quarterly Reviews, 2,
Abstract
Abstract Adopting appropriate test-taking skills is crucial to test performance. The study assesses the use of test-taking skills among distance education (DE) students of University of Education, Winneba (UEW) in solving in-built activities on counselling in self-instructional course manual. Adopting the ex-post facto design and quantitative approach, the study used 18 participants selected through convenience sampling technique. Two instruments-test-taking questionnaire to measure the test-taking skills of participants and in-built activities in DE modules-were used to measure students’ academic performance. From the analysis, DE students all adopted test-taking skills, and it was established that there was a significant relationship between students test-taking skills and their academic performance. It is concluded that test-taking skills was necessary to be used to solve in-built activities on counselling. It is recommended that the model writers need to suggest some test-taking skills which need to be used for solving in-built activities in the DE modules especially in counselling. Keyword: test-taking skills, in-built activities, distance education students, counselling, self-instructional modules, distance education modules.
Abstract Adopting appropriate test-taking skills is crucial to test performance. The study assesses the use of test-taking skills among distance education (DE) students of University of Education, Winneba (UEW) in solving in-built activities on counselling in self-instructional course manual. Adopting the ex-post facto design and quantitative approach, the study used 18 participants selected through convenience sampling technique. Two instruments-test-taking questionnaire to measure the test-taking skills of participants and in-built activities in DE modules-were used to measure students’ academic performance. From the analysis, DE students all adopted test-taking skills, and it was established that there was a significant relationship between students test-taking skills and their academic performance. It is concluded that test-taking skills was necessary to be used to solve in-built activities on counselling. It is recommended that the model writers need to suggest some test-taking skills which need to be used for solving in-built activities in the DE modules especially in counselling. Keyword: test-taking skills, in-built activities, distance education students, counselling, self-instructional modules, distance education modules.
Amoah, S. A. (2019). Test score pollution and performance-based assessment: the thinking among students of the university of Education, Winneba, Ghana. International Journal of Innovative Research & Development, 8,
Abstract
Abstract This study explored students’ views on Test Score Pollution (TSP) and how they practised Performance-Based Assessment (PBA) and whether there was any relationship between TSP and PBA test scores. Descriptive survey design of a quantitative approach with 260 participant, selected through the multistage sampling technique was used. A questionnaire eliciting responses from participant on TSP and PBA was the data collection instrument. Descriptive statistics, mean and Spearman’s Correlation were the analytical tools. The results indicate that students did not have much knowledge on TSP and that PBA scores were contaminated. There was a strong positive correlation in the views expressed by students between TSP and PBA scores. It is concluded that better understanding of TSP is good since PBA scores can be influenced by TSP. It is therefore recommended that assessment experts need to get students understand what TSP is all about. Keywords: Test Score Pollution, Performance Based Assessment, high-stakes test, true score, error score, observed score
Abstract This study explored students’ views on Test Score Pollution (TSP) and how they practised Performance-Based Assessment (PBA) and whether there was any relationship between TSP and PBA test scores. Descriptive survey design of a quantitative approach with 260 participant, selected through the multistage sampling technique was used. A questionnaire eliciting responses from participant on TSP and PBA was the data collection instrument. Descriptive statistics, mean and Spearman’s Correlation were the analytical tools. The results indicate that students did not have much knowledge on TSP and that PBA scores were contaminated. There was a strong positive correlation in the views expressed by students between TSP and PBA scores. It is concluded that better understanding of TSP is good since PBA scores can be influenced by TSP. It is therefore recommended that assessment experts need to get students understand what TSP is all about. Keywords: Test Score Pollution, Performance Based Assessment, high-stakes test, true score, error score, observed score
Edwards, A. K, and Amoah, S. A (2020). Deontological Perspective of the Free Secondary Education Policy in Ghana. World Journal of Educational Research, 7,
Abstract
Abstract The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All. Keywords Altruism, deontology, ethical leadership, Free SHS, secondary education in Ghana, utilitarian ethics
Abstract The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All. Keywords Altruism, deontology, ethical leadership, Free SHS, secondary education in Ghana, utilitarian ethics
Edwards, A. K, and Amoah, S. A (2020). Deontological Perspective of the Free Secondary Education Policy in Ghana. World Journal of Educational Research, 7,
Abstract
Abstract The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All. Keywords Altruism, deontology, ethical leadership, Free SHS, secondary education in Ghana, utilitarian ethics
Abstract The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All. Keywords Altruism, deontology, ethical leadership, Free SHS, secondary education in Ghana, utilitarian ethics
Tamanja, E. M. J. (2016). Patterns in child migration in Ghana. Research on Humanities and Social Sciences, 6,
Abstract
The phenomenon of migration in Ghana is not new, however, the involvement of children and those migrating independent of their parents is a recent phenomenon. Tracing the trajectories of the journeys children make in Ghana reveals a north south pattern, similar to that of adults. Although migration of children to and within urban settlements in other regions has been observed to be significant, Accra (national capital) and Kumasi (second largest city) remain preferred destinations of child migrants. This study involves interviews with 35 migrant children from the north east to the south of Ghana, over a period of three months. It identified circular, step-wise, chain and “leapfrog” migration as patterns of child migration in Ghana. Leapfrog migration emerged as a novel type of migration, where children leaped from an origin over an intermediate to a final destination. Although this new finding is exciting, it involved a small number of children, therefore, more data is required for its validation. The study recommends recognition by local, regional and national policy and decision makers of the underpinning motivations for such journeys is crucial in order to minimise the risk associated with such journeys, while optimising the advantages of the phenomenon of child migration in Ghana.
The phenomenon of migration in Ghana is not new, however, the involvement of children and those migrating independent of their parents is a recent phenomenon. Tracing the trajectories of the journeys children make in Ghana reveals a north south pattern, similar to that of adults. Although migration of children to and within urban settlements in other regions has been observed to be significant, Accra (national capital) and Kumasi (second largest city) remain preferred destinations of child migrants. This study involves interviews with 35 migrant children from the north east to the south of Ghana, over a period of three months. It identified circular, step-wise, chain and “leapfrog” migration as patterns of child migration in Ghana. Leapfrog migration emerged as a novel type of migration, where children leaped from an origin over an intermediate to a final destination. Although this new finding is exciting, it involved a small number of children, therefore, more data is required for its validation. The study recommends recognition by local, regional and national policy and decision makers of the underpinning motivations for such journeys is crucial in order to minimise the risk associated with such journeys, while optimising the advantages of the phenomenon of child migration in Ghana.
Tamanja, E. M. J. (2016). Teacher professional development through sandwich programmes and absenteeism in basic schools in Ghana. Journal of Education and Practice, 7,
Abstract
Continuous professional development of teachers plays a crucial role in improving learning outcomes in schools. This study investigated how teaching time is lost when teachers absent themselves to participate in sandwich programmes to upgrade themselves in the University of Education, Winneba (UEW) in Ghana. Using a survey of 475 teachers pursuing sandwich programmes in the University and interviews with pupils and gatekeepers of schools in Effutu Municipality, it emerged that indeed, participation in sandwich programmes at UEW lead to loss of 45 days of classroom instructional time in basic schools. The academic calendars for basic schools and that of the sandwich programme overlap by 9 weeks, implying teachers who enrol in the sandwich programmes lose an average of 264 hours each of classroom instructional time with their pupils in an academic year. Other effects include inability of teachers to participate in religious and social activities such as worship, weddings and funerals. The study concludes that, although sandwich is a good approach for teachers to upgrade themselves, the existing arrangement is not favourable to the teachers and their pupils as time meant for classroom interactions are spent in the University campus on sandwich programmes. Therefore, harmonising the calendar arrangements could reduce the time loss by a minimum of 3 weeks to improve teaching and learning in schools.
Continuous professional development of teachers plays a crucial role in improving learning outcomes in schools. This study investigated how teaching time is lost when teachers absent themselves to participate in sandwich programmes to upgrade themselves in the University of Education, Winneba (UEW) in Ghana. Using a survey of 475 teachers pursuing sandwich programmes in the University and interviews with pupils and gatekeepers of schools in Effutu Municipality, it emerged that indeed, participation in sandwich programmes at UEW lead to loss of 45 days of classroom instructional time in basic schools. The academic calendars for basic schools and that of the sandwich programme overlap by 9 weeks, implying teachers who enrol in the sandwich programmes lose an average of 264 hours each of classroom instructional time with their pupils in an academic year. Other effects include inability of teachers to participate in religious and social activities such as worship, weddings and funerals. The study concludes that, although sandwich is a good approach for teachers to upgrade themselves, the existing arrangement is not favourable to the teachers and their pupils as time meant for classroom interactions are spent in the University campus on sandwich programmes. Therefore, harmonising the calendar arrangements could reduce the time loss by a minimum of 3 weeks to improve teaching and learning in schools.
Tamanja, E. M. J. (2016). Child migration decision making in Ghana: The actors and processes. Ghana Journal of Geography, 8,
Abstract
The discourse on child migration decision making tends to present children as vulnerable and without agency. This presupposes that decisions are often imposed on the individual child who only complies with decisions of adults. On the contrary, the process is complex and continuous, and can only be well understood within the contexts in which such decisions are made. It involves many actors and varying conditions under which the decisions are made. Therefore, understanding child migration decision making requires a deeper understanding of the context and the actors involved. Drawing on interviews with young migrants from rural farming communities in the north east of Ghana to Accra, and using the child-in-family approach to migration decision making, this paper examines the actors and intricacies in child migration decision making in Ghana. In contrast with perceptions that migration decisions are often imposed on children, this study finds a complex but congenial process on a continuum from unilateral to consultative and imposed, involving children, their parents and members of their communities. The paper suggests that parents and policy makers be more proactive and sensitive to the concerns of children, with local government and traditional authorities focusing on education, to expose the realities of child migration before the decisions are made.
The discourse on child migration decision making tends to present children as vulnerable and without agency. This presupposes that decisions are often imposed on the individual child who only complies with decisions of adults. On the contrary, the process is complex and continuous, and can only be well understood within the contexts in which such decisions are made. It involves many actors and varying conditions under which the decisions are made. Therefore, understanding child migration decision making requires a deeper understanding of the context and the actors involved. Drawing on interviews with young migrants from rural farming communities in the north east of Ghana to Accra, and using the child-in-family approach to migration decision making, this paper examines the actors and intricacies in child migration decision making in Ghana. In contrast with perceptions that migration decisions are often imposed on children, this study finds a complex but congenial process on a continuum from unilateral to consultative and imposed, involving children, their parents and members of their communities. The paper suggests that parents and policy makers be more proactive and sensitive to the concerns of children, with local government and traditional authorities focusing on education, to expose the realities of child migration before the decisions are made.
Tamanja, E. M. J. (2016). Child migration and academic performance: The case of basic education in Ghana. Journal of Education and Practice, 7,
Abstract
The nexus between migration and academic performance is complex and difficult to extricate. Not only are there several factors affecting academic performance, but also many of these factors are confounding, making it difficult to identify and isolate in order to address. Furthermore, the discourse appears silent on the nexus between child migration and education in general and academic performance in particular. This study seeks to fill this gap by comparing the performances of 250 migrant and 240 non-migrant school children randomly selected and their examination marks obtained in ten basic schools in the Upper East region of Ghana. Using the Independent Sample T-Test to analyse the data, it emerged that although performance was generally low in the schools, non-migrant children performed relatively better than their migrant counterparts. This implies that, migrant children are more likely to underachieve and possibly unable to progress to higher levels of education since performance is a proximate determinant to academic progress in Ghana. Therefore, school authorities, parents and other stakeholders in education need to give more attention to migrant children in their schools to address the effects and improve learning outcomes.
The nexus between migration and academic performance is complex and difficult to extricate. Not only are there several factors affecting academic performance, but also many of these factors are confounding, making it difficult to identify and isolate in order to address. Furthermore, the discourse appears silent on the nexus between child migration and education in general and academic performance in particular. This study seeks to fill this gap by comparing the performances of 250 migrant and 240 non-migrant school children randomly selected and their examination marks obtained in ten basic schools in the Upper East region of Ghana. Using the Independent Sample T-Test to analyse the data, it emerged that although performance was generally low in the schools, non-migrant children performed relatively better than their migrant counterparts. This implies that, migrant children are more likely to underachieve and possibly unable to progress to higher levels of education since performance is a proximate determinant to academic progress in Ghana. Therefore, school authorities, parents and other stakeholders in education need to give more attention to migrant children in their schools to address the effects and improve learning outcomes.
