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Avoke, M. (Ed), (2015). African Journal of Interdisciplinary Studies, 8, http://journals.uew.edu.gh/index.php/AJIS. ISSN: 0855-9724
Yelkpieri, D., Ofosu-Dwamena, E. & Kwegyir-Aggrey, P. (2017). Home related factors and its influence on learning among students in the Awutu-Senya and Effutu educational districts. INTED2017 Proceedings, ,
Abstract
The state of the home influences the development and learning of every child in diverse ways. This study sought to investigate how home related factors such as learning resources like television, radio set among others influence students’ success in schools. A cross sectional survey and multi-site case study design was adopted in carrying out this study. The population of the study was made up of school officials, students and parents. A sample size of 331 was used. The sample was selected by using purposive, quota, convenient and random sampling techniques. The data collection instruments were questionnaire, semi-structured interview schedules and focus group discussions. The instruments were pilot tested to ensure they were reliable. Descriptive and inferential statistics were used in presenting the data. The study found that the learning environment provided by parents at home determines the academic achievements of students. The study revealed that some students did not have basic things such as tables, chairs and a place to study at home. Some students indicated that the learning facilities at home were provided by both parents. Further findings indicated that some students were over-burdened with household chores which affected their learning at home. When the hypothesis was tested the statistics revealed that the correlation was statistically significant (p<.001). The researcher recommends that parents should make sure they create an enabling learning environment at home to enhance students’ success levels in schools.
The state of the home influences the development and learning of every child in diverse ways. This study sought to investigate how home related factors such as learning resources like television, radio set among others influence students’ success in schools. A cross sectional survey and multi-site case study design was adopted in carrying out this study. The population of the study was made up of school officials, students and parents. A sample size of 331 was used. The sample was selected by using purposive, quota, convenient and random sampling techniques. The data collection instruments were questionnaire, semi-structured interview schedules and focus group discussions. The instruments were pilot tested to ensure they were reliable. Descriptive and inferential statistics were used in presenting the data. The study found that the learning environment provided by parents at home determines the academic achievements of students. The study revealed that some students did not have basic things such as tables, chairs and a place to study at home. Some students indicated that the learning facilities at home were provided by both parents. Further findings indicated that some students were over-burdened with household chores which affected their learning at home. When the hypothesis was tested the statistics revealed that the correlation was statistically significant (p<.001). The researcher recommends that parents should make sure they create an enabling learning environment at home to enhance students’ success levels in schools.
Addai-Mununkum, R
American Educational Research Association (AERA) Meeting. San Antonio, TX, USA April 27 - May 2, 2017
Paper presented:
Educational Access "With Strings Attached": Exploring the Role of Religion in Promoting Educational Inequity
Abstract
Literature is replete with reports of missions contributing immensely towards bridging the gap between access and provision of education. However, little work has examined religious practices that exist in such mission sponsored schools and their contribution to inequity in educational access. Using a qualitative case study which employed interviews, observations and focus groups, I examined the experiences of religious minorities in pseudo-religious public schools in Ghana. I observed that such schools make students into a captive audience to religious instruction, thereby encouraging students to adopt less honorable tactics, and falsifying behavior, in order to peaceably access public education. If schools in Africa are to remain this religious, we stand the risk of denying students their rightful access to public education.
Literature is replete with reports of missions contributing immensely towards bridging the gap between access and provision of education. However, little work has examined religious practices that exist in such mission sponsored schools and their contribution to inequity in educational access. Using a qualitative case study which employed interviews, observations and focus groups, I examined the experiences of religious minorities in pseudo-religious public schools in Ghana. I observed that such schools make students into a captive audience to religious instruction, thereby encouraging students to adopt less honorable tactics, and falsifying behavior, in order to peaceably access public education. If schools in Africa are to remain this religious, we stand the risk of denying students their rightful access to public education.
Addai-Mununkum, R
American Educational Research Association (AERA) Meeting 2017. San Antonio, USA April 27 - May 2, 2017
Paper presented:
Misrepresentation of Religion in Curriculum of Ghanaian Schools: Mapping Educational (In)equity to Official Knowledge
Abstract
Little research has conceptualized official knowledge and its connections to (in)equity in educational opportunity. Subjecting religious education curricula of Ghanaian schools through a qualitative discourse analysis, this work seeks to highlight official knowledge as a “hidden” medium by which educational inequity is manifested. In examining the dual role of religion as an identity maker and content of study, I identify, who is studied, who is (mis)studied, and who is not studied. I suggest that achieving the promise of equal educational opportunity, requires the redirection of research attention to curricular representations and the inequities they endorse
Little research has conceptualized official knowledge and its connections to (in)equity in educational opportunity. Subjecting religious education curricula of Ghanaian schools through a qualitative discourse analysis, this work seeks to highlight official knowledge as a “hidden” medium by which educational inequity is manifested. In examining the dual role of religion as an identity maker and content of study, I identify, who is studied, who is (mis)studied, and who is not studied. I suggest that achieving the promise of equal educational opportunity, requires the redirection of research attention to curricular representations and the inequities they endorse
Addai-Mununkum, R (2017). Adding and Dividing by Religion: The Not-So-Hidden Curriculum of Mission-Public Schools in Ghana. Religion & Education, 44,
Abstract
With the abundance of religious conflicts globally, public schools are called to nurture students for this religiously plural world. To achieve this, scholarship has overly focused on promoting teaching about religion to the neglect of schools’ religious climate and its’ impact on diversity education. This article, written to fill this need, is based on a qualitative case study of 3 pseudo-religious public schools in Ghana. Through interviews, observations, and focus groups, I infer from the findings to argue that, although opportunities exist for schools to create dialogue out of their diversities, it also offers scenarios for dissections along religious lines.
With the abundance of religious conflicts globally, public schools are called to nurture students for this religiously plural world. To achieve this, scholarship has overly focused on promoting teaching about religion to the neglect of schools’ religious climate and its’ impact on diversity education. This article, written to fill this need, is based on a qualitative case study of 3 pseudo-religious public schools in Ghana. Through interviews, observations, and focus groups, I infer from the findings to argue that, although opportunities exist for schools to create dialogue out of their diversities, it also offers scenarios for dissections along religious lines.
International Workshop on Childhood, Children and the Future: African and European Perspectives in the 21st Century*Kweku Esia-Donkoh*Senior Lecturer*University of Education, Winneba, Ghana and Europa-Universität Flensburg, Germany*Conference Room, Pecku Building, University of Education, Winneba, Ghana*March 1, 2016*March 1, 2016
Workshop on Education Research Grants Programme Training*Kweku Esia-Donkoh*Senior Lecturer*Educational Research Network for West and Central Africa*Conference Room, Pecku Building, University of Education, Winneba, Ghana*June 20, 2016*June 20, 2016
Seminar on Current Trends in Teacher Education in Ghana*Kweku Esia-Donkoh*Senior Lecturer*Institute of Educational Research and Innovation Studies, University of Education, Winneba*Prof. Jophus Anamuah-Mensah Conference Centre, University of Education, Winneba, Ghana*July 14, 2016*July 14, 2016
Seminar on Open and E-Learning in Tertiary Institutions*Kweku Esia-Donkoh*Senior Lecturer*Institute of Educational Research and Innovation Studies, University of Education, Winneba*ophus Anamuah-Mensah Conference Centre, University of Education, Winneba, Ghana*August 1, 2016*August 1, 2016
Senior Academic Leadership Training Programme for Heads of Department*Kweku Esia-Donkoh*Senior Lecturer/Acting Head of Department*National Council for Tertiary Education in Collaboration with Carnegie Corporation of New York*Institute of Statistical, Social and Economic Research, University of Ghana, Legon, Accra, Ghana*August 29, 2016*August 31, 2016
