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Hans Kweku Anderson, (2015). Philosophy of education, school curriculum, social chacge and national development.
Abstract
Ali, C.A., Adzifome, S.N. & Addison, A.K. (2015). Contemporary Issues and Challenges in Basic Education in Ghana, Swot Matrix as a Tool of National Development. African Regional Conference on Sustainable Development Strategies, 7,
Abstract
The strengths, weaknesses, opportunities, and threats (SWOT) matrix is very important in identifying contemporary issues and challenges in basic education that face the African continent. We propose this matrix to help identify and address the essential issues that militate against successful implementation of basic education in Ghana. We sampled serving teachers and elicited information that border on internal and external issues of interest in basic schools. The SPSS codes and analyses revealed that the matrix was very appropriate and effective in identifying these issues of enrollments, completion rates, infrastructure and pedagogies. Therefore, educational planners, managers and supervisors should prioritize the use of the SWOT matrix in their domains in the basic schools to accelerate national development
The strengths, weaknesses, opportunities, and threats (SWOT) matrix is very important in identifying contemporary issues and challenges in basic education that face the African continent. We propose this matrix to help identify and address the essential issues that militate against successful implementation of basic education in Ghana. We sampled serving teachers and elicited information that border on internal and external issues of interest in basic schools. The SPSS codes and analyses revealed that the matrix was very appropriate and effective in identifying these issues of enrollments, completion rates, infrastructure and pedagogies. Therefore, educational planners, managers and supervisors should prioritize the use of the SWOT matrix in their domains in the basic schools to accelerate national development
Faculty of Educational StudiesFeb 27, 2016
Ali, C.A. & Akayuure, P. (2016). Exploring Postgraduate Students’ Research Knowledge And Skills in Normality Tests and Verifications. Us-China Education Review ‘A’, 1,
Abstract
The study explored research knowledge and skills of postgraduate students in testing and verifying normality of data in order to boost their confidence and credibility of educational research findings. This exploratory survey randomly sampled 66 postgraduate students, out of about 150 postgraduate students in five faculties of the University of Education, Winneba, Ghana. The results of Statistical Package for Social Sciences (SPSS) Version 16 revealed that the postgraduate students require these innovative skills in order to test and verify their educational research data. We therefore recommended continuous inter-faculty collaborations and regular research conferences participation by teaching staff and postgraduate students to beef up their knowledge and skills in research analyses.
The study explored research knowledge and skills of postgraduate students in testing and verifying normality of data in order to boost their confidence and credibility of educational research findings. This exploratory survey randomly sampled 66 postgraduate students, out of about 150 postgraduate students in five faculties of the University of Education, Winneba, Ghana. The results of Statistical Package for Social Sciences (SPSS) Version 16 revealed that the postgraduate students require these innovative skills in order to test and verify their educational research data. We therefore recommended continuous inter-faculty collaborations and regular research conferences participation by teaching staff and postgraduate students to beef up their knowledge and skills in research analyses.
Faculty of Educational StudiesFeb 27, 2016
Dampson, D. G., (2015). Educational Leadership: Theory and Practice. Cape Coast: Edsam Press. . ISBN: 978-9988-2-2012-7
Abstract
This book provides a unique opportunity for head teachers, circuit supervisors, teachers, student-teachers, post-graduate students and educational leaders to equip themselves with the current trends of school leadership in the 21st century. The majority of the chapters were based on research studies conducted by the author with 209 teachers, 19 head teachers and 11 circuit supervisors. This book presents a detail description of how teachers can be empowered and how leaders can effectively manage schools. Current and relevant concepts, models, and their strategies have been suggested to aid readers think through their approaches. For practicing and prospective head teachers, teachers, and student-teachers who want to construct meaningful ways of working with teachers, this book "Educational Leadership: Theory and Practice" offers critical reflection about leadership using a relevant knowledge base from the Ghanaian perspective.
This book provides a unique opportunity for head teachers, circuit supervisors, teachers, student-teachers, post-graduate students and educational leaders to equip themselves with the current trends of school leadership in the 21st century. The majority of the chapters were based on research studies conducted by the author with 209 teachers, 19 head teachers and 11 circuit supervisors. This book presents a detail description of how teachers can be empowered and how leaders can effectively manage schools. Current and relevant concepts, models, and their strategies have been suggested to aid readers think through their approaches. For practicing and prospective head teachers, teachers, and student-teachers who want to construct meaningful ways of working with teachers, this book "Educational Leadership: Theory and Practice" offers critical reflection about leadership using a relevant knowledge base from the Ghanaian perspective.
Faculty of Educational StudiesAug 21, 2015
Banini, N. K. & Adu, J. (2014). Parents’ Educational Support, School-Related Factors And Pupils’ Academic Performance: A Study of Basic Schools in The Cape Coast Metropolis. The Social Educator, 4,
Abstract
The purpose of this study was to explore parents’ educational support, school related factors and pupils academic performance of basic schools in the Cape Coast Metropolis. The study adopted an ex-post facto research design to identify the differences between pupils with or without educational support and school factors with respect to their academic performance. The sample comprised 260 pupils for the study. However, the parents of each pupil were contacted for information on their current socio-economic support. The stratified proportional sampling technique was used to select the respondents. Two sets of self-structured questionnaire and an observation guide were the instruments used to collect data. An independent sample t-test was employed to test the research hypothesis. The study revealed that significant differences existed. Pupils with support performed better than pupils without support with regard to parents’ educational support variables: The differences in scores were significant for help with homework, provision of breakfast, provision of school materials. Again, significant differences were also found in place for learning and enforcing television rules. It has also been found that adequacy of school facilities per se does not contribute to the enhancement of pupils’ academic performance. Recommendations were made based on the evidence and the conclusions drawn from the study.
The purpose of this study was to explore parents’ educational support, school related factors and pupils academic performance of basic schools in the Cape Coast Metropolis. The study adopted an ex-post facto research design to identify the differences between pupils with or without educational support and school factors with respect to their academic performance. The sample comprised 260 pupils for the study. However, the parents of each pupil were contacted for information on their current socio-economic support. The stratified proportional sampling technique was used to select the respondents. Two sets of self-structured questionnaire and an observation guide were the instruments used to collect data. An independent sample t-test was employed to test the research hypothesis. The study revealed that significant differences existed. Pupils with support performed better than pupils without support with regard to parents’ educational support variables: The differences in scores were significant for help with homework, provision of breakfast, provision of school materials. Again, significant differences were also found in place for learning and enforcing television rules. It has also been found that adequacy of school facilities per se does not contribute to the enhancement of pupils’ academic performance. Recommendations were made based on the evidence and the conclusions drawn from the study.
Faculty of Educational StudiesAug 04, 2015
Banini, N. K. & Adu, J. (2014). PARENTS’ EDUCATIONAL SUPPORT, SCHOOL-RELATED FACTORS AND PUPILS’ ACADEMIC PERFORMANCE: A STUDY OF BASIC SCHOOLS IN THE CAPE COAST METROPOLIS. The Social Educator, 4,
Abstract
The purpose of this study was to explore parents’ educational support, school related factors and pupils academic performance of basic schools in the Cape Coast Metropolis. The study adopted an ex-post facto research design to identify the differences between pupils with or without educational support and school factors with respect to their academic performance. The sample comprised 260 pupils for the study. However, the parents of each pupil were contacted for information on their current socio-economic support. The stratified proportional sampling technique was used to select the respondents. Two sets of self-structured questionnaire and an observation guide were the instruments used to collect data. An independent sample t-test was employed to test the research hypothesis. The study revealed that significant differences existed. Pupils with support performed better than pupils without support with regard to parents’ educational support variables: The differences in scores were significant for help with homework, provision of breakfast, provision of school materials. Again, significant differences were also found in place for learning and enforcing television rules. It has also been found that adequacy of school facilities per se does not contribute to the enhancement of pupils’ academic performance. Recommendations were made based on the evidence and the conclusions drawn from the study.
The purpose of this study was to explore parents’ educational support, school related factors and pupils academic performance of basic schools in the Cape Coast Metropolis. The study adopted an ex-post facto research design to identify the differences between pupils with or without educational support and school factors with respect to their academic performance. The sample comprised 260 pupils for the study. However, the parents of each pupil were contacted for information on their current socio-economic support. The stratified proportional sampling technique was used to select the respondents. Two sets of self-structured questionnaire and an observation guide were the instruments used to collect data. An independent sample t-test was employed to test the research hypothesis. The study revealed that significant differences existed. Pupils with support performed better than pupils without support with regard to parents’ educational support variables: The differences in scores were significant for help with homework, provision of breakfast, provision of school materials. Again, significant differences were also found in place for learning and enforcing television rules. It has also been found that adequacy of school facilities per se does not contribute to the enhancement of pupils’ academic performance. Recommendations were made based on the evidence and the conclusions drawn from the study.
Faculty of Educational StudiesAug 04, 2015
Avoke, M. (Ed), (2014). African Journal of Interdisciplinary Studies, 7, http://journals.uew.edu.gh/index.php/AJIS. ISSN: 0855-9724
Faculty of Educational StudiesJul 27, 2015
Adu, J. & Banini, N. K. (2014). Emergent writing practices of kindergarten pupils in the Cape Coast metropolis. The Social Educator, 4,
Abstract
This is a case study of emergent writing practices of kindergarten pupils in the Cape Coast Metropolis of Ghana. Thirty two pupils between the ages of four and five years and eight teachers were involved in the study for a period of twelve weeks. The simple random sampling technique was used to select respondents. Field notes, observation check list and a semi-structured interview protocol were the instruments used to collect data. The study revealed that pupils were taken through various pre-writing activities to help them develop conventional of way writing, but regardless of the effort teachers put in to help pupils develop their fine motor skills in order to write conventionally, visual structures of emergent writing were seen in their writing. Pupils also remembered what they wrote on their own and could easily talk about them but could not remember most of the things their teachers asked them to write. Teachers also ignored pupils own type of writing and concentrated on the conventional way of writing. Recommendations were made based on the evidence and the conclusions drawn from the study.
This is a case study of emergent writing practices of kindergarten pupils in the Cape Coast Metropolis of Ghana. Thirty two pupils between the ages of four and five years and eight teachers were involved in the study for a period of twelve weeks. The simple random sampling technique was used to select respondents. Field notes, observation check list and a semi-structured interview protocol were the instruments used to collect data. The study revealed that pupils were taken through various pre-writing activities to help them develop conventional of way writing, but regardless of the effort teachers put in to help pupils develop their fine motor skills in order to write conventionally, visual structures of emergent writing were seen in their writing. Pupils also remembered what they wrote on their own and could easily talk about them but could not remember most of the things their teachers asked them to write. Teachers also ignored pupils own type of writing and concentrated on the conventional way of writing. Recommendations were made based on the evidence and the conclusions drawn from the study.
Faculty of Educational StudiesJul 23, 2015
Asante, O. & Arhin, D., (2015). Child Behaviour Management. Winneba: Institute for Educational development and Extension, University of Education, Winneba. . ISBN:
Abstract
Faculty of Educational StudiesJul 15, 2015
Ohene J., & Asante, O., (2015). Professionalism and the Early Childhood Educator.
Abstract
Faculty of Educational StudiesJul 15, 2015
