Search R&P Entries
Adjei, S. B. (2019). Conceptualising personhood, agency, and morality for African psychology. Theory & Psychology, 29,
Abstract
One of the functions of psychological science is to develop concepts for thinking about people and their well-being. Since its establishment as a scientific discipline in the late 19th century, psychology has developed concepts that are essentially rooted in the specific spatio-temporal context of Western, Educated, Industrial, Rich, and Democratic (WEIRD) countries. There is a growing ontological and epistemological awareness that psychological science and practices from WEIRD cultural spaces cannot be exclusively representative of the African experience. I draw from interpersonal violence research to discuss the concepts of personhood, agency, and morality from an African perspective and highlight their theoretical and practical utility for psychological science. Based on African communalism, I argue that an understanding of personhood, agency, and morality as culturally contextualised and socially intentioned phenomena is foundational to the advancement of heterogeneous practices of knowledge production in diverse contexts.
One of the functions of psychological science is to develop concepts for thinking about people and their well-being. Since its establishment as a scientific discipline in the late 19th century, psychology has developed concepts that are essentially rooted in the specific spatio-temporal context of Western, Educated, Industrial, Rich, and Democratic (WEIRD) countries. There is a growing ontological and epistemological awareness that psychological science and practices from WEIRD cultural spaces cannot be exclusively representative of the African experience. I draw from interpersonal violence research to discuss the concepts of personhood, agency, and morality from an African perspective and highlight their theoretical and practical utility for psychological science. Based on African communalism, I argue that an understanding of personhood, agency, and morality as culturally contextualised and socially intentioned phenomena is foundational to the advancement of heterogeneous practices of knowledge production in diverse contexts.
Adjei, S. B. (2019). Conceptualizing discursive analysis as a culturally contextualized activity. The Qualitative Report, 24,
Abstract
Discursive psychology recognizes the primacy of the social and relational nature of human life. Research participants whose discourses (empirical data) we analyze do not exist independent of material and social world. In this paper, I attempt to develop an understanding of discursive analysis of social and psychological phenomena as a culturally contextualized activity in which discursive researchers analyze and interpret participants’ discourses in the light of the cultural context in which the discourses are embedded. First, I provide a brief background to discursive psychology. Second, I discuss the cultural embeddedness of discursive analysis. I then conceptualize discursive data analysis as a culturally contextualized enterprise by drawing upon my own reflexive accounts on gender-based violence research to illustrate how discursive analysts can bring together an analysis of in-the-moment performative accounting with an understanding of the cultural context in which this accounting is embedded. I argue for and foreground research participants’ lived experiences and the embodied socio-cultural meanings as origins of the consciousness and social behavior of people with whom and about whom psychological research is conducted. I conclude that data analysis is not and cannot be an innocent activity; it involves active thinking through the cultural lens of both the researcher and the researched.
Discursive psychology recognizes the primacy of the social and relational nature of human life. Research participants whose discourses (empirical data) we analyze do not exist independent of material and social world. In this paper, I attempt to develop an understanding of discursive analysis of social and psychological phenomena as a culturally contextualized activity in which discursive researchers analyze and interpret participants’ discourses in the light of the cultural context in which the discourses are embedded. First, I provide a brief background to discursive psychology. Second, I discuss the cultural embeddedness of discursive analysis. I then conceptualize discursive data analysis as a culturally contextualized enterprise by drawing upon my own reflexive accounts on gender-based violence research to illustrate how discursive analysts can bring together an analysis of in-the-moment performative accounting with an understanding of the cultural context in which this accounting is embedded. I argue for and foreground research participants’ lived experiences and the embodied socio-cultural meanings as origins of the consciousness and social behavior of people with whom and about whom psychological research is conducted. I conclude that data analysis is not and cannot be an innocent activity; it involves active thinking through the cultural lens of both the researcher and the researched.
Gyamfi, S. A., Koranteng, F. N., Apau, R. & Ansong-Gyimah, K., (2020). Predicting engagement on collaborative learning systems: Perceptions of postgraduate students. International Conference on Educational and Information Technology (ICEIT2020). New York: Association for Computing Machinery.
Abstract
One of the main prerequisites for the implementation of collaborative learning systems in higher education is academic engagement by students. At the same time, user satisfaction on collaborative learning systems is a precondition for acceptance of such software by students. This presupposes that, for academic institutions to enhance students’ participation and engagement on collaborative systems, they must be satisfied with the software. The main aim of this paper is to predict postgraduate students’ academic engagement on collaborative learning systems. The paper proposes a model that integrates the Confirmation Expectation Model and Information System (IS) Success Model in order to uncover the factors that influence students’ satisfaction while they are using collaborative learning systems. Using a questionnaire, the model is validated with responses from tertiary students in two public universities in Ghana. A PLS-SEM analysis of 146 valid responses was conducted. The hypothesized model explained 25.7% of the variance on Engagement. The results also confirmed all predicted relationships. Specifically, System Quality and Confirmation predicted Perceived Usefulness. Information Quality, Service Quality and Perceived Usefulness also influenced User Satisfaction and User Satisfaction impacted Engagement. The findings provide insightful perspective for institutions and developers of collaborative learning systems that could help to provide information that is relevant to students’ academic activities.
One of the main prerequisites for the implementation of collaborative learning systems in higher education is academic engagement by students. At the same time, user satisfaction on collaborative learning systems is a precondition for acceptance of such software by students. This presupposes that, for academic institutions to enhance students’ participation and engagement on collaborative systems, they must be satisfied with the software. The main aim of this paper is to predict postgraduate students’ academic engagement on collaborative learning systems. The paper proposes a model that integrates the Confirmation Expectation Model and Information System (IS) Success Model in order to uncover the factors that influence students’ satisfaction while they are using collaborative learning systems. Using a questionnaire, the model is validated with responses from tertiary students in two public universities in Ghana. A PLS-SEM analysis of 146 valid responses was conducted. The hypothesized model explained 25.7% of the variance on Engagement. The results also confirmed all predicted relationships. Specifically, System Quality and Confirmation predicted Perceived Usefulness. Information Quality, Service Quality and Perceived Usefulness also influenced User Satisfaction and User Satisfaction impacted Engagement. The findings provide insightful perspective for institutions and developers of collaborative learning systems that could help to provide information that is relevant to students’ academic activities.
Koranteng, F. K., Sarsah, F. K., Kuada, E. & Gyamfi, S. A. (2020). An empirical investigation into the perceived effectiveness of collaborative software for students’ projects. Education and Information Technologies, 25,
Abstract
Technology has penetrated all aspects of the society in recent years. In the education sector, collaborative software such as Google Docs is pervasively used by both faculty and students. This is often because they enable frequent, cheaper and faster communication opportunities. Nonetheless, little evidence exists on the factors that influences its use and effectiveness particularly for students’ projects. Amidst these, many of the studies on collaborative software drew samples from developed countries. Given that technology acceptance differs across geographic locations, such westernized models are less applicable in developing countries. In this paper, a quantitative survey questionnaire was adopted to collect response from 510 respondents. These responses were used to evaluate a research model that had been deductively developed from relevant literature. The research model extended the IS Success model to examine the factors that affect the perceived effectiveness of collaborative software for students’ projects. PLS-SEM was adopted to estimate the proposed relationships. Information Quality, Service Quality and Primary Task Support had significant influence on Intention to Use whereas Self-Efficacy and System Quality did not. However, whilst Primary Task Support, Self-Efficacy and System Quality did not have any significant effect; only Information and Service Quality affected User Satisfaction. Although, there were no significant relations between Intention to Use and User Satisfaction, they both significantly affected Perceived Effectiveness. The results illuminate stakeholders to prioritize user satisfaction to improve the effectiveness of collaborative software for students’ projects. Future research must however, explore why certain proposed relationships were not significant.
Technology has penetrated all aspects of the society in recent years. In the education sector, collaborative software such as Google Docs is pervasively used by both faculty and students. This is often because they enable frequent, cheaper and faster communication opportunities. Nonetheless, little evidence exists on the factors that influences its use and effectiveness particularly for students’ projects. Amidst these, many of the studies on collaborative software drew samples from developed countries. Given that technology acceptance differs across geographic locations, such westernized models are less applicable in developing countries. In this paper, a quantitative survey questionnaire was adopted to collect response from 510 respondents. These responses were used to evaluate a research model that had been deductively developed from relevant literature. The research model extended the IS Success model to examine the factors that affect the perceived effectiveness of collaborative software for students’ projects. PLS-SEM was adopted to estimate the proposed relationships. Information Quality, Service Quality and Primary Task Support had significant influence on Intention to Use whereas Self-Efficacy and System Quality did not. However, whilst Primary Task Support, Self-Efficacy and System Quality did not have any significant effect; only Information and Service Quality affected User Satisfaction. Although, there were no significant relations between Intention to Use and User Satisfaction, they both significantly affected Perceived Effectiveness. The results illuminate stakeholders to prioritize user satisfaction to improve the effectiveness of collaborative software for students’ projects. Future research must however, explore why certain proposed relationships were not significant.
Gyaase, P. O, Gyamfi, S. A. & Kuranchie, A. (2019). Gauging the e-readiness for the integration of information and communication technology into pre-tertiary education in Ghana: An assessment of teachers' Technological Pedagogical Content Knowledge (TPACK). International Journal of Information and Communication Technology Education, 15,
Abstract
Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers’ e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.
Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers’ e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.
Gyaase, P. O., Gyamfi, S. A., Kuranchie, A. & Koomson, F. S. (2020). The Integration of Information and Communication Technology in Pre-University Education in Ghana: A Principal Component Analysis.. In L. Tomei & D. Carbonara Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom.. Hershey, PA.: IGI Global.
Abstract
Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.
Wiafe, I., Koranteng, F. N., Owusu, E., Ekpezu, A. O, & Gyamfi S, A. (2020). Persuasive social features that promote knowledge sharing among tertiary students on social networking sites: An empirical study.. Journal of Computer Assisted Learning, ,
Abstract
Persuasive system features have been widely adopted to encourage attitude and behaviour change. Recently, most social networking sites (SNS) adopt some form of persuasive system features that leverage social influence to deliberately induce prescribed behaviours in their users. However, studies on how these features can be used to promote knowledge sharing are inadequate; particularly, regarding how SNS that have been developed solely for academic purposes can adopt these features to promote knowledge sharing. To address this knowledge gap, this study integrates constructs from the social capital theory and persuasive systems design model to investigate the impact of persuasive social features on knowledge sharing among students of tertiary institutions on academic social networking sites. Data are quantitatively gathered from 218 respondents from tertiary institutions and statistically analyzed. The results suggest that perceived dialogue support and perceived social support have strong influences on knowledge sharing behaviour.
Persuasive system features have been widely adopted to encourage attitude and behaviour change. Recently, most social networking sites (SNS) adopt some form of persuasive system features that leverage social influence to deliberately induce prescribed behaviours in their users. However, studies on how these features can be used to promote knowledge sharing are inadequate; particularly, regarding how SNS that have been developed solely for academic purposes can adopt these features to promote knowledge sharing. To address this knowledge gap, this study integrates constructs from the social capital theory and persuasive systems design model to investigate the impact of persuasive social features on knowledge sharing among students of tertiary institutions on academic social networking sites. Data are quantitatively gathered from 218 respondents from tertiary institutions and statistically analyzed. The results suggest that perceived dialogue support and perceived social support have strong influences on knowledge sharing behaviour.
Cobbold, C., & Boateng, P. (2016). How Confident are Kindergarten Teachers in Their Ability to Keep Order in the Classroom? A Study of Teacher Efficacy in Classroom Management. Journal of Education and Practice, 7,
Abstract
The objective of the study was to investigate kindergarten teachers’ efficacy beliefs in classroom management. The sample size was 299 teachers drawn from both public and private kindergarten schools in the Kumasi Metropolis of Ghana. The efficacy beliefs of the teachers with respect to their classroom management practices were measured on a six-point Likert agreement survey questionnaire. Findings from the study indicated that kindergarten teachers in the study area had high efficacy beliefs in classroom management practices. No statistically significant difference was found in the efficacy beliefs in classroom management practices of trained and untrained kindergarten teachers, and of public and private kindergarten teachers. The study drew the conclusion that the professional status of the teachers (i.e. whether they were trained or untrained) and their institutional placement (i.e. whether they taught in a public or private school) were not important influential factors in the teachers’ efficacy beliefs in classroom management. Recommendations for early childhood teacher education programme and research are made.
The objective of the study was to investigate kindergarten teachers’ efficacy beliefs in classroom management. The sample size was 299 teachers drawn from both public and private kindergarten schools in the Kumasi Metropolis of Ghana. The efficacy beliefs of the teachers with respect to their classroom management practices were measured on a six-point Likert agreement survey questionnaire. Findings from the study indicated that kindergarten teachers in the study area had high efficacy beliefs in classroom management practices. No statistically significant difference was found in the efficacy beliefs in classroom management practices of trained and untrained kindergarten teachers, and of public and private kindergarten teachers. The study drew the conclusion that the professional status of the teachers (i.e. whether they were trained or untrained) and their institutional placement (i.e. whether they taught in a public or private school) were not important influential factors in the teachers’ efficacy beliefs in classroom management. Recommendations for early childhood teacher education programme and research are made.
Taluah, A. R. (2015). Oral Traditions as Embodiments of Knowledge: The Case of the Kasena of North Eastern Ghana. International Journal of Humanities and Cultural Studies, 2,
Abstract
Before the advent of the European, every existing African community had its own means of education. Like the Kasena, the worldview of most communities is inextricably woven into the fiber of their oral traditions. Kasena oral traditions express beliefs, values, ideas and other socio-cultural negotiations that depict their philosophy of life. Quite apart from the novelty of technique of Kasena oral traditions, they serve as road guides to their endeavors and offer a better understanding of the spiritual and mundane worlds. Oral traditions embody the sense of time, place and identity of the Kasena in this multicultural world. The ways and manner to practice good hygiene and conserve the environment are embodied in proverbs, whereas the code of conduct and several other social negotiations are carried in folktales and puzzles. However, in the wake of globalization and its attendants such as Christianity, formal education and rural-urban migration amongst a host of other factors, the role and purpose of Kasena oral traditions have taken a down turn. This article therefore seeks to bring to the fore the significant role of Kasena oral traditions in transmitting and maintaining indigenous knowledge. It further examines the negative toll globalization has on Kasena oral traditions.
Before the advent of the European, every existing African community had its own means of education. Like the Kasena, the worldview of most communities is inextricably woven into the fiber of their oral traditions. Kasena oral traditions express beliefs, values, ideas and other socio-cultural negotiations that depict their philosophy of life. Quite apart from the novelty of technique of Kasena oral traditions, they serve as road guides to their endeavors and offer a better understanding of the spiritual and mundane worlds. Oral traditions embody the sense of time, place and identity of the Kasena in this multicultural world. The ways and manner to practice good hygiene and conserve the environment are embodied in proverbs, whereas the code of conduct and several other social negotiations are carried in folktales and puzzles. However, in the wake of globalization and its attendants such as Christianity, formal education and rural-urban migration amongst a host of other factors, the role and purpose of Kasena oral traditions have taken a down turn. This article therefore seeks to bring to the fore the significant role of Kasena oral traditions in transmitting and maintaining indigenous knowledge. It further examines the negative toll globalization has on Kasena oral traditions.
Arhin Ato Kwamina, Adelaide Koryoe Offoe (2015). Gender Differences and Mathematics Achievement of Senior High School Students: A Case of Ghana National College. Journal of Education and Practice, 6,
Abstract
A quasi-experimental research was conducted to find out differences in mathematics performance of students using performance assessme[nt-driven instructions at the senior high school level at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental and control groups. These two classes were randomly chosen for the study. The experimental group consisted of forty-two students and the control group forty students. Data was collected through the use of an open ended test in mathematics. The independent sample t-test and paired sample t-test were used to find the differences between the groups. The experimental group differed significantly on the post-test scores from the control group. This study identified that PA-driven instruction improved students’ problem-solving abilities and showed no bias among gender. It is recommended that mathematics teachers use PA-driven instructions and performance assessment task in their mathematics lessons. Keywords: Gender, performance assessment and performance-driven instructions.
A quasi-experimental research was conducted to find out differences in mathematics performance of students using performance assessme[nt-driven instructions at the senior high school level at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental and control groups. These two classes were randomly chosen for the study. The experimental group consisted of forty-two students and the control group forty students. Data was collected through the use of an open ended test in mathematics. The independent sample t-test and paired sample t-test were used to find the differences between the groups. The experimental group differed significantly on the post-test scores from the control group. This study identified that PA-driven instruction improved students’ problem-solving abilities and showed no bias among gender. It is recommended that mathematics teachers use PA-driven instructions and performance assessment task in their mathematics lessons. Keywords: Gender, performance assessment and performance-driven instructions.
