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Esia-Donkoh, K., & Bentil, J. (2017). Factors influencing learning style preferences of students in public colleges of education in the central-western zone of Ghana. African Journal of Interdisciplinary Studies, 10,
Abstract
Studies into learning styles for the past three decades have brought about an increasing attention and awareness to the diverse ways through which students prefer to learn. Researchers in education indicate that individuals have different learning styles which are influenced by different factors. This study investigated the factors influencing learning style preferences of students in public Colleges of Education (CoEs) in the Central-Western Zone of Ghana. The study adopted quantitative approach of the cross-sectional survey design. Through random sampling, 1396 respondents were used for the study. The adapted instrument used for the study was pre-tested and its analysis yielded a Cronbach Alpha Co-efficient of 0.87 which was deemed appropriate. The students agreed that instructional factors influenced their learning style preferences but disagreed that their learning style preferences were influenced by personal factors, and environmental factors. There were statistically significant differences in the perception of students on factors that influence their learning style preferences based on sex (male or female), level (Level 100 or Level 200), and nature of College (single-sex or co-educational).It was concluded that students’ learning style preferences are affected by different factors which in turn affect their study habits. As such, it was recommended among others that tutors of public CoEs in the Central-Western Zone of Ghana should regularly provide an enabling classroom environment and adopt appropriate and varied teaching methods, techniques and strategies to enhance students’ learning style preferences. Keywords: Learning style, preference, environmental, personal, instructional, factors
Studies into learning styles for the past three decades have brought about an increasing attention and awareness to the diverse ways through which students prefer to learn. Researchers in education indicate that individuals have different learning styles which are influenced by different factors. This study investigated the factors influencing learning style preferences of students in public Colleges of Education (CoEs) in the Central-Western Zone of Ghana. The study adopted quantitative approach of the cross-sectional survey design. Through random sampling, 1396 respondents were used for the study. The adapted instrument used for the study was pre-tested and its analysis yielded a Cronbach Alpha Co-efficient of 0.87 which was deemed appropriate. The students agreed that instructional factors influenced their learning style preferences but disagreed that their learning style preferences were influenced by personal factors, and environmental factors. There were statistically significant differences in the perception of students on factors that influence their learning style preferences based on sex (male or female), level (Level 100 or Level 200), and nature of College (single-sex or co-educational).It was concluded that students’ learning style preferences are affected by different factors which in turn affect their study habits. As such, it was recommended among others that tutors of public CoEs in the Central-Western Zone of Ghana should regularly provide an enabling classroom environment and adopt appropriate and varied teaching methods, techniques and strategies to enhance students’ learning style preferences. Keywords: Learning style, preference, environmental, personal, instructional, factors
Baffoe, S., Esia-Donkoh, K., & Anderson, H. K. (2018). Influence of headteachers’ personal characteristics on their instructional supervisory practices. International Journal of Basic Education Research and Policy, 1,
Abstract
The study investigated the influence of personal characteristics of headteachers of public basic schools in the Anomabo Education Circuit on their instructional supervisory practices. The cross-sectional design was adopted for the study. Forty-four headteachers of public basic schools in the Education Circuit were obtained through the stratified sampling technique. A questionnaire based on a five-point Likert scale was used to collect the data from the headteachers. The instrument was pre-tested in the Yamoransa Education Circuit. A test-re-test method was used to establish the reliability of the instrument. The coefficients obtained were 8.41 for orientation of new teaching staff, 8.69 for monitoring punctuality and regularity, 8.63 for lesson observation, 8.87 for checking teachers’ record of work, and 8.72 for provision of in-service training. These indicated that the instrument was reliable. The data obtained were analysed using descriptive (frequency, mean, standard deviation) and inferential (t-test, and ANOVA) statistics. The study concluded that sex, age, academic qualification, and years of work experience of the headteachers did not significantly influence their instructional supervisory practices. Among the recommendations was that in the selection criteria for the position of headteachers in public basic schools in the Anomabo Education Circuit, the Mfantseman Municipal Directorate of Ghana Education Service should consider competence rather than personal characteristics.
The study investigated the influence of personal characteristics of headteachers of public basic schools in the Anomabo Education Circuit on their instructional supervisory practices. The cross-sectional design was adopted for the study. Forty-four headteachers of public basic schools in the Education Circuit were obtained through the stratified sampling technique. A questionnaire based on a five-point Likert scale was used to collect the data from the headteachers. The instrument was pre-tested in the Yamoransa Education Circuit. A test-re-test method was used to establish the reliability of the instrument. The coefficients obtained were 8.41 for orientation of new teaching staff, 8.69 for monitoring punctuality and regularity, 8.63 for lesson observation, 8.87 for checking teachers’ record of work, and 8.72 for provision of in-service training. These indicated that the instrument was reliable. The data obtained were analysed using descriptive (frequency, mean, standard deviation) and inferential (t-test, and ANOVA) statistics. The study concluded that sex, age, academic qualification, and years of work experience of the headteachers did not significantly influence their instructional supervisory practices. Among the recommendations was that in the selection criteria for the position of headteachers in public basic schools in the Anomabo Education Circuit, the Mfantseman Municipal Directorate of Ghana Education Service should consider competence rather than personal characteristics.
Ghanney, R., Antwi, T., Agyeman, E, (2017). The Effects of Social Media on Literacy Development among Pupils in Junior High Schools in Ghana. . United Kingdom: Society for Science and Education.
Abstract
The study sought to investigate the effects of social media on literacy development among pupils in junior high schools particularly on their perception about the nature of literacy, identifying major social media network sites and their mass usage among pupils as well as the effects of social media and social networking sites on pupils’ language learning and literacy development within the context of socio-cultural and social learning theories. To achieve the objectives of this study, a case study design was used which comprised the use of interviews to solicit pupils’ responses on the effects of social media on literacy development. The population of the study consisted of all JHS pupils in the Asante-Akim South District in the Ashanti region of Ghana. A purposive sampling technique was used to select 25 pupils (14 females, 11 males) from three junior high schools. The data were analyzed using thematic analysis (qualitative content and document analyses), table with description and data triangulation. The findings showed participants’ exposure to major social media tools and social networking sites such as Facebook, Short Message Services (SMS), WhatsApp, Twitter and You Tube likewise online practices such as chatting, blogging, watching movies, listening to audios, image sharing, and so on. The study in addition revealed that social media tools and online practices influence participants’ reading skills and habits, writing skills and speaking in every way. This research recommends the strict application of Ghana Education Service rules and parental guidance on electronic devices usage in schools, homes and the promotion of social media networks for educational purposes.
The study sought to investigate the effects of social media on literacy development among pupils in junior high schools particularly on their perception about the nature of literacy, identifying major social media network sites and their mass usage among pupils as well as the effects of social media and social networking sites on pupils’ language learning and literacy development within the context of socio-cultural and social learning theories. To achieve the objectives of this study, a case study design was used which comprised the use of interviews to solicit pupils’ responses on the effects of social media on literacy development. The population of the study consisted of all JHS pupils in the Asante-Akim South District in the Ashanti region of Ghana. A purposive sampling technique was used to select 25 pupils (14 females, 11 males) from three junior high schools. The data were analyzed using thematic analysis (qualitative content and document analyses), table with description and data triangulation. The findings showed participants’ exposure to major social media tools and social networking sites such as Facebook, Short Message Services (SMS), WhatsApp, Twitter and You Tube likewise online practices such as chatting, blogging, watching movies, listening to audios, image sharing, and so on. The study in addition revealed that social media tools and online practices influence participants’ reading skills and habits, writing skills and speaking in every way. This research recommends the strict application of Ghana Education Service rules and parental guidance on electronic devices usage in schools, homes and the promotion of social media networks for educational purposes.
Annobil, C. N. & Asare-Danso, S., (2016). Religious and Moral Education in Early Childhood Education. University of Education, Winneba (UEW): Institute for Educational Development and Extension. . ISBN:
Annobil, C. N. & Mummuni, T. (2017). A comparison of Western and Ghanaian Early Childhood Curricula: Montley of Complexities. Journal of Innovation in Education in Africa (JIEA), 1,
Abstract
The early childhood curriculum in Ghana is developed along the lines of developmentally appropriate practices (DAP) which is, the western world conception of how young children construct knowledge as they interact with elements in their world. The main purpose of this paper was to examine the complexities of the early childhood curriculum in Ghana in terms of the theoretical basis of the curriculum as well as the relationship between major western ideas (theories) and their influences on early childhood curriculum and teacher practices in Ghana. The study sought to examine the implications of the three theories of learning in terms of teaching and learning and practices in nursery and kindergarten classrooms. The convergences and divergences between the western notions of what is appropriate for young children to learn and that of the Ghanaian socio-cultural context were also examined. Five (5) research questions were formulated to guide the study. The paper further discussed the intricacies that are inherent in the lived –world and the text-world aspects of the early childhood curriculum. It was recommended among other things that preschool children should be provided with appropriate learning experiences to enable them harness their potentials; they should be given quality care and the desired social protection; and finally early childhood educators should have a firm grasp of the content of the early childhood curriculum in order that they can produce rich learning experiences for young children.
The early childhood curriculum in Ghana is developed along the lines of developmentally appropriate practices (DAP) which is, the western world conception of how young children construct knowledge as they interact with elements in their world. The main purpose of this paper was to examine the complexities of the early childhood curriculum in Ghana in terms of the theoretical basis of the curriculum as well as the relationship between major western ideas (theories) and their influences on early childhood curriculum and teacher practices in Ghana. The study sought to examine the implications of the three theories of learning in terms of teaching and learning and practices in nursery and kindergarten classrooms. The convergences and divergences between the western notions of what is appropriate for young children to learn and that of the Ghanaian socio-cultural context were also examined. Five (5) research questions were formulated to guide the study. The paper further discussed the intricacies that are inherent in the lived –world and the text-world aspects of the early childhood curriculum. It was recommended among other things that preschool children should be provided with appropriate learning experiences to enable them harness their potentials; they should be given quality care and the desired social protection; and finally early childhood educators should have a firm grasp of the content of the early childhood curriculum in order that they can produce rich learning experiences for young children.
Annobil, C. N. & Mummuni, T. (2016). A Critical Analysis of the Cognitive constructivists and socio-cultural theories as a frame for Kindergarten Education.. Afican Jounal of Interdisciplinary Studies., 9,
Abstract
The concern for how young children learn has been an issue that has agitated the minds of theorists and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist and the sociocultural theories and their implications for teaching and learning in kindergarten classrooms. The study was based on the premised on that the teaching and learning in kindergarten classrooms is anchored on the notion that young children actively create their own knowledge by relying on what they already know to construct knowledge within the context of the physical and the social world. The purpose of the study was to examine the impact of Piaget’s cognitive constructivist and Vygotsky’s sociocultural theories of learning on teacher practices in kindergarten classrooms. Three (3) research questions were formulated to guide the study. The study sought to examine the implications of the two theories of learning in terms of teaching and learning and assessment practices in early kindergarten classrooms. In addition, the study revealed contrarieties and connections which are inherent in both theories in terms of how children learn. It was recommended to teachers to augment children’s effort by engaging them in various learning activities which would eventually help the children to develop the capacity of looking at issues from various angles and engendering critical mindedness. Finally, it was recommended to educational administrators to be conversant with the kindergarten curriculum and see to it that relevant teaching and learning materials are provided to enhance effective teaching and learning in kindergarten classrooms have been highlighted.
The concern for how young children learn has been an issue that has agitated the minds of theorists and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist and the sociocultural theories and their implications for teaching and learning in kindergarten classrooms. The study was based on the premised on that the teaching and learning in kindergarten classrooms is anchored on the notion that young children actively create their own knowledge by relying on what they already know to construct knowledge within the context of the physical and the social world. The purpose of the study was to examine the impact of Piaget’s cognitive constructivist and Vygotsky’s sociocultural theories of learning on teacher practices in kindergarten classrooms. Three (3) research questions were formulated to guide the study. The study sought to examine the implications of the two theories of learning in terms of teaching and learning and assessment practices in early kindergarten classrooms. In addition, the study revealed contrarieties and connections which are inherent in both theories in terms of how children learn. It was recommended to teachers to augment children’s effort by engaging them in various learning activities which would eventually help the children to develop the capacity of looking at issues from various angles and engendering critical mindedness. Finally, it was recommended to educational administrators to be conversant with the kindergarten curriculum and see to it that relevant teaching and learning materials are provided to enhance effective teaching and learning in kindergarten classrooms have been highlighted.
Ghanney, R. (2017). Exploring the Capacity of Formal School Governing Bodies in Rural Ghana: The Case of Effutu Municipality. Journal of Education and Culture Studies, 1,
Abstract
As part of its wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralisation in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman and Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of school management committees (SMCs), governing bodies and parent teacher associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., (2005; Robinson, 2007) but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain better understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable participants upgrade their knowledge and skills in school governance. Keywords Education decentralization, community participation, School Management Committees (SMCs), capacity and school governance
As part of its wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralisation in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman and Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of school management committees (SMCs), governing bodies and parent teacher associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., (2005; Robinson, 2007) but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain better understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable participants upgrade their knowledge and skills in school governance. Keywords Education decentralization, community participation, School Management Committees (SMCs), capacity and school governance
Ghanney, R. (2017). A Case Study of Teacher Involvement that affect Parental Involvement in Basic Education in Rural Ghana. World Journal of Educational Research, 4,
Abstract
This study explores teacher involvement in basic education from the perspectives of community stakeholders in two school communities in rural Ghana. There has been relatively little previous research on teacher practices that affect parental involvement in school governance in Ghana generally and in poorer rural areas in particular to benefit children. In recognition of this, the study sought to understand the inter-relationship between teacher involvement and local school governance bodies but also the specific challenges within such context. In such context, teacher involvement are understood as contextually located and produced through intersecting spheres of influence between school, parents and community. It also recognises the importance of relational matters (Baquedano-Lopez, Alexander and Hernandez, 2013). The study adopted qualitative methods of focus groups to gain a better understanding of teacher involvement from key community stakeholder perspectives. The study findings identified tensions in the monitoring and supervision of teachers as well as issues of transparency and accountability in the administration of capitation grant in school governance. The study recommends that policies designed to encourage teacher involvement in school governance must not only reflect important contextual differences but also social dynamics between participants and structures in rural communities.
This study explores teacher involvement in basic education from the perspectives of community stakeholders in two school communities in rural Ghana. There has been relatively little previous research on teacher practices that affect parental involvement in school governance in Ghana generally and in poorer rural areas in particular to benefit children. In recognition of this, the study sought to understand the inter-relationship between teacher involvement and local school governance bodies but also the specific challenges within such context. In such context, teacher involvement are understood as contextually located and produced through intersecting spheres of influence between school, parents and community. It also recognises the importance of relational matters (Baquedano-Lopez, Alexander and Hernandez, 2013). The study adopted qualitative methods of focus groups to gain a better understanding of teacher involvement from key community stakeholder perspectives. The study findings identified tensions in the monitoring and supervision of teachers as well as issues of transparency and accountability in the administration of capitation grant in school governance. The study recommends that policies designed to encourage teacher involvement in school governance must not only reflect important contextual differences but also social dynamics between participants and structures in rural communities.
Ghanney, R. (2017). A Study of Socio-Economic factors and Role of Extended Family in Children's Basic Education in Rural Ghana: The Case of Effutu Municipality. Journal of Education and Practice, 8,
Abstract
The decentralized system of education delivery in Ghana through the Central government or the Ministry of Education has created space for understanding of how schools and communities should operate and how communities should assume an important role in schools but less on how informal bodies should be backed with the requisite support to be actively involved in their children’s education. This creates a policy and practice gap which is more pronounced in poor rural communities and Effutu Municipality is no exception. In recognition of this, the study sought to explore the role of the extended family in resource constraint communities from the perspectives of individual parents in two schools in a rural Ghana. The case study adopted a qualitative method of interviews with twelve parents to gain understanding of their involvement in children’s education including the socio-economic challenges within such context. Additional data were collected through interviews with teachers. The data were analysed through coding to identify themes. The study findings reveal that in rural communities, the notion of parents goes beyond the biological parent to wider family and community networks in part as a result of seasonal migration. It identified grandparents, mothers in particular as playing a vital role in children’s education. Consequently, the study recommends that policies on education decentralization should reflect the local factors which impact on extended family’s role in children’s education. Keywords: Extended family role, socio-economic challenges, community networks, and individual parents
The decentralized system of education delivery in Ghana through the Central government or the Ministry of Education has created space for understanding of how schools and communities should operate and how communities should assume an important role in schools but less on how informal bodies should be backed with the requisite support to be actively involved in their children’s education. This creates a policy and practice gap which is more pronounced in poor rural communities and Effutu Municipality is no exception. In recognition of this, the study sought to explore the role of the extended family in resource constraint communities from the perspectives of individual parents in two schools in a rural Ghana. The case study adopted a qualitative method of interviews with twelve parents to gain understanding of their involvement in children’s education including the socio-economic challenges within such context. Additional data were collected through interviews with teachers. The data were analysed through coding to identify themes. The study findings reveal that in rural communities, the notion of parents goes beyond the biological parent to wider family and community networks in part as a result of seasonal migration. It identified grandparents, mothers in particular as playing a vital role in children’s education. Consequently, the study recommends that policies on education decentralization should reflect the local factors which impact on extended family’s role in children’s education. Keywords: Extended family role, socio-economic challenges, community networks, and individual parents
Ghanney, R., Antwi, T., Ali, H (2017). School Culture and Teacher Job Performance: A comparative analysis of the perception of teaching staff in private and public basic schools in Ga South Municipality. British Journal of Education, 5,
Abstract
This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals. Keywords: job performance, organizational culture, and school culture
This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals. Keywords: job performance, organizational culture, and school culture
