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Esia-Donkoh, K.
Two-day Seminar of On-Campus Teaching Practice Organised by the Department of Basic Education, University of Education, Winneba. Old Pavilion, North Campus, University of Education, Winneba. 13th - 14th February, 2018
Paper presented:
1. Qualities of a Good Teacher; 2. Effective Classroom Management Strategies; 3. Making Good Use of Relevant Previous Knowledge in the Classroom
Esia-Donkoh, K.
Two-day Post Internship Seminar for Level 400 Students of the Department of Basic Education. Old Pavilion, North Campus, University of Education, Winneba, Ghana 15th, 16th, & 19th February, 2018
Paper presented:
Writing Introduction and Literature Review of a Project Work
Abstract
Esia-Donkoh, K.
A 4-Day Workshop for Staff of Department of Basic Education on the Theme, Restructuring B.Ed. and M.Phil. Basic Education Programmes to Meet 21st Century Standards. Windy Lodge Beach Resort, Winneba, Ghana 4th - 7th June, 2018
Paper presented:
Structure of the Reviewed Curriculum for Initial Teacher Education (ITE) in Ghana (4-Year Bachelor of Education in Basic Education)
Abstract
Kweku Esia-Donkoh
Images of Childhood and Future: Cross-cultural Perspectives. 59, Flensburg, and Room 065, Building “Helsinki” (HEL), Europa-University Flensburg 29th June - 1st July 2017
Paper presented:
Childhood and Study Habits: Perceptions of the Present and the Future
Abstract
Based on Bakare’s (1977) study habit theory, this study investigated the perception of children in public basic schools in Ekumfi District in the Central Region of Ghana, on their study habits considering the present (nature and challenges) and the expectations for the future. The descriptive survey design in the form of mixed methods was used. Through stratified random sampling technique 380 children were obtained for the quantitative aspect of the study while ten children were conveniently sampled for the qualitative aspect. Data were collected using questionnaire and semi-structured interview guide. Quantitative analysis was done by using descriptive (mean, standard deviation) statistics while qualitative data was analysed using thematic approach. It was revealed that the dominant study habit practiced by the children was examination related, followed by homework and assignment, concentration, reading and note-taking, and time management. Inability to recollect information learnt, poor reading ability, poor spelling, high text/examination anxiety, studying many subjects at a time, and lack of parental support were identified as some of the challenges the children faced in their studies. The children were of the view that regular symposia on strategies (including time management) to learn effectively, remedial lessons by teachers on reading skills, and bye-laws by School Management Committee (SMC) and Parent Teacher Associations (PTAs) to monitor and prevent children from loitering and watching videos at night will help improve their study habits. It is thus recommended that Guidance and Counselling programmes in public basic schools in the District should be strengthened by the Ghana Education Service (GES) so that children will be counselled on the need to develop effective and appropriate study habits. In-service training should be organized by GES for teachers to adopt teaching techniques that suit the children’s study habits. Key words: childhood, perceptions, study habits, nature, challenges, future strategies
Based on Bakare’s (1977) study habit theory, this study investigated the perception of children in public basic schools in Ekumfi District in the Central Region of Ghana, on their study habits considering the present (nature and challenges) and the expectations for the future. The descriptive survey design in the form of mixed methods was used. Through stratified random sampling technique 380 children were obtained for the quantitative aspect of the study while ten children were conveniently sampled for the qualitative aspect. Data were collected using questionnaire and semi-structured interview guide. Quantitative analysis was done by using descriptive (mean, standard deviation) statistics while qualitative data was analysed using thematic approach. It was revealed that the dominant study habit practiced by the children was examination related, followed by homework and assignment, concentration, reading and note-taking, and time management. Inability to recollect information learnt, poor reading ability, poor spelling, high text/examination anxiety, studying many subjects at a time, and lack of parental support were identified as some of the challenges the children faced in their studies. The children were of the view that regular symposia on strategies (including time management) to learn effectively, remedial lessons by teachers on reading skills, and bye-laws by School Management Committee (SMC) and Parent Teacher Associations (PTAs) to monitor and prevent children from loitering and watching videos at night will help improve their study habits. It is thus recommended that Guidance and Counselling programmes in public basic schools in the District should be strengthened by the Ghana Education Service (GES) so that children will be counselled on the need to develop effective and appropriate study habits. In-service training should be organized by GES for teachers to adopt teaching techniques that suit the children’s study habits. Key words: childhood, perceptions, study habits, nature, challenges, future strategies
Kweku Esia-Donkoh
1st International Conference on Competency-Based Training and Research (ICCBTR) on Building the Next Generation of Technologists: The CBT Paradigm. College of Technology Education, Kumasi (COLTEK) of the University of Education, Winneba 13th - 15th September, 2017
Paper presented:
Demographic Variables as Determinants of Leadership Styles of Principals of Public Colleges of Education
Abstract
The study investigated the differences in leadership styles of principals of public Colleges of Education (CoEs) in Ghana in relation to their gender, age, years of work experience, and academic qualification. A cross-sectional survey design was adopted, and with the purposive sampling technique, 38 principals were sampled and used for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted for the study. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals in relation to their gender, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public CoEs in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges. Key Words: leadership style, transformational, transactional, laissez-faire, gender, age, experience, academic qualification
The study investigated the differences in leadership styles of principals of public Colleges of Education (CoEs) in Ghana in relation to their gender, age, years of work experience, and academic qualification. A cross-sectional survey design was adopted, and with the purposive sampling technique, 38 principals were sampled and used for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted for the study. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals in relation to their gender, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public CoEs in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges. Key Words: leadership style, transformational, transactional, laissez-faire, gender, age, experience, academic qualification
Kweku Esia-Donkoh
Mathematics Education and Research Methodology Conference and Workshop on “Fostering Professional Development of Early Career Researchers in Ghana. Auditorium of the Institute of Education, University of Cape Coast. 16th - 20th October, 2017
Paper presented:
Influence of Students’ Demographic Variables on their Learning Style Preferences: The Case of Public Colleges of Education in the Central-Western Zone of Ghana
Abstract
Using the VAK Learning Style Model, the study investigated the learning style preferences of students of public Colleges of Education (CoEs) in the Central-Western Zone of Ghana, and how demographic variables of the students influence these preferred learning styles. The cross-sectional survey design was used and through the random sampling technique 1,396 students were sampled from five public CoEs in the zone for the study. Frequencies, percentages, and t-test were used to analyse the data. Generally the students preferred a combination of visual, auditory and kinaesthetic learning styles. There were statistically significant differences in the learning style preference by sex of the students, and the nature of the college. However, there were no such differences in terms of their level of study. It was concluded that even though the VAK learning style has been critiqued, especially on the basis that it is based on human senses, and that there has not been rigorous research evidence on its reliability, it underscored the need for the tutors to combine various pedagogical approaches to suit the learning needs of all students. Among the recommendations was that tutors should encourage students to adopt multiple learning styles and effective study habits to enhance their academic endeavours. Key words: learning style preference, gender, nature of college, level of study
Using the VAK Learning Style Model, the study investigated the learning style preferences of students of public Colleges of Education (CoEs) in the Central-Western Zone of Ghana, and how demographic variables of the students influence these preferred learning styles. The cross-sectional survey design was used and through the random sampling technique 1,396 students were sampled from five public CoEs in the zone for the study. Frequencies, percentages, and t-test were used to analyse the data. Generally the students preferred a combination of visual, auditory and kinaesthetic learning styles. There were statistically significant differences in the learning style preference by sex of the students, and the nature of the college. However, there were no such differences in terms of their level of study. It was concluded that even though the VAK learning style has been critiqued, especially on the basis that it is based on human senses, and that there has not been rigorous research evidence on its reliability, it underscored the need for the tutors to combine various pedagogical approaches to suit the learning needs of all students. Among the recommendations was that tutors should encourage students to adopt multiple learning styles and effective study habits to enhance their academic endeavours. Key words: learning style preference, gender, nature of college, level of study
Kweku Esia-Donkoh
5th International Conference on Sciences, Technology and Social Sciences (ICSTSS). Hotel Grand Flora, Al-Rigga Road Deira, Dubai, UAE. 30th - 31st December, 2017
Paper presented:
Instructional Supervisory Practices of Headteachers and Teacher Motivation in Public Basic Schools in Anomabo Education Circuit
Abstract
The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation. Key Words: instructional supervision, practices, headteachers, teachers, motivation
The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation. Key Words: instructional supervision, practices, headteachers, teachers, motivation
Esia-Donkoh, K., Eshun, E. S., Acquaye, V. N. A., & Amponsah, N. (2017). Learning style preferences of male and female sandwich students of the department of basic education, University of Education, Winneba.. Journal of Innovation in Education in Africa,, 1,
Abstract
The study investigated the learning style preference of male and female sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana. It employed descriptive (quantitative) survey design. Convenience sampling was used to obtain the respondents for the study. Questionnaire was distributed to all 476 students. Four hundred and forty-six (94.5%) questionnaires which were correctly filled were used for the analysis. It was found out that the most preferred learning style of the students was a combination of auditory and visual learning styles. However, more of the male students preferred a combination of auditory and visual learning styles while more of the female students opted for a combination of visual and kinesthetic learning styles. Teacher and learner factors greatly influenced the learning style preferences of the students. There was no statistically significant difference in the perception of male and female students on physical and environmental factors; personal factors; and teacher and learning factors that affect their learning style preferences. Again, there was no statistically significant difference between the male and female students’ perception on the overall factors that affect their learning style preferences. Among other things, it is recommended that lecturers of the Department should ensure that they identify the learning styles of male and female students in order to structure their teaching to suit the learning style needs of the students. Key Words: learning style, preference, male, female, post-diploma, sandwich students.
The study investigated the learning style preference of male and female sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana. It employed descriptive (quantitative) survey design. Convenience sampling was used to obtain the respondents for the study. Questionnaire was distributed to all 476 students. Four hundred and forty-six (94.5%) questionnaires which were correctly filled were used for the analysis. It was found out that the most preferred learning style of the students was a combination of auditory and visual learning styles. However, more of the male students preferred a combination of auditory and visual learning styles while more of the female students opted for a combination of visual and kinesthetic learning styles. Teacher and learner factors greatly influenced the learning style preferences of the students. There was no statistically significant difference in the perception of male and female students on physical and environmental factors; personal factors; and teacher and learning factors that affect their learning style preferences. Again, there was no statistically significant difference between the male and female students’ perception on the overall factors that affect their learning style preferences. Among other things, it is recommended that lecturers of the Department should ensure that they identify the learning styles of male and female students in order to structure their teaching to suit the learning style needs of the students. Key Words: learning style, preference, male, female, post-diploma, sandwich students.
Esia-Donkoh, K., Bentil, J., & Quashigah, A. Y. (2017). Study habits of pupils of public basic schools: Perceptions of the present and the future. European Journal of Research and Reflection in Educational Studies, 5,
Abstract
Based on Bakare’s (1977) study habit theory, this study investigated the perception of children in public basic schools in Ekumfi District in the Central Region of Ghana, on their study habits considering the present (nature and challenges) and the expectations for the future. The descriptive survey design in the form of mixed methods was used. Through stratified random sampling technique 380 children were obtained for the quantitative aspect of the study while ten children were conveniently sampled for the qualitative aspect. Data were collected using questionnaire and semi-structured interview guide. Quantitative analysis was done by using descriptive (mean, standard deviation) statistics while qualitative data was analysed using thematic approach. It was revealed that the dominant study habit practiced by the children was examination related, followed by homework and assignment, concentration, reading and note-taking, and time management. Inability to recollect information learnt, poor reading ability, poor spelling, high text/examination anxiety, studying many subjects at a time, and lack of parental support were identified as some of the challenges the children faced in their studies. The children were of the view that regular symposia on strategies (including time management) to learn effectively, remedial lessons by teachers on reading skills, and bye-laws by School Management Committee (SMC) and Parent Teacher Associations (PTAs) to monitor and prevent children from loitering and watching videos at night will help improve their study habits. It is thus recommended that Guidance and Counselling programmes in public basic schools in the District should be strengthened by the Ghana Education Service (GES) so that children will be counselled on the need to develop effective and appropriate study habits. In-service training should be organized by GES for teachers to adopt teaching techniques that suit the children’s study habits. Key words: childhood, perceptions, study habits, nature, challenges, future strategies
Based on Bakare’s (1977) study habit theory, this study investigated the perception of children in public basic schools in Ekumfi District in the Central Region of Ghana, on their study habits considering the present (nature and challenges) and the expectations for the future. The descriptive survey design in the form of mixed methods was used. Through stratified random sampling technique 380 children were obtained for the quantitative aspect of the study while ten children were conveniently sampled for the qualitative aspect. Data were collected using questionnaire and semi-structured interview guide. Quantitative analysis was done by using descriptive (mean, standard deviation) statistics while qualitative data was analysed using thematic approach. It was revealed that the dominant study habit practiced by the children was examination related, followed by homework and assignment, concentration, reading and note-taking, and time management. Inability to recollect information learnt, poor reading ability, poor spelling, high text/examination anxiety, studying many subjects at a time, and lack of parental support were identified as some of the challenges the children faced in their studies. The children were of the view that regular symposia on strategies (including time management) to learn effectively, remedial lessons by teachers on reading skills, and bye-laws by School Management Committee (SMC) and Parent Teacher Associations (PTAs) to monitor and prevent children from loitering and watching videos at night will help improve their study habits. It is thus recommended that Guidance and Counselling programmes in public basic schools in the District should be strengthened by the Ghana Education Service (GES) so that children will be counselled on the need to develop effective and appropriate study habits. In-service training should be organized by GES for teachers to adopt teaching techniques that suit the children’s study habits. Key words: childhood, perceptions, study habits, nature, challenges, future strategies
Esia-Donkoh, K., & Baffoe, S. (2018). Instructional supervisory practices of headteachers and teacher motivation in public basic schools in Anomabo education circuit. Journal of Education and e-Learning Research, 5,
Abstract
The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation. Keywords: instructional supervision, practices, headteachers, teachers, motivation
The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation. Keywords: instructional supervision, practices, headteachers, teachers, motivation
