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Workshop on Activities of African Humanities Programme and the 2016-2017 Call for Proposals*Kweku Esia-Donkoh*Senior Lecturer*Faculty of Social Science Education, University of Education, Winneba in Conjunction with African Humanities Programme*Pecku Conference Room, University of Education, Winneba, Ghana*October 21, 2016*October 21, 2016
Seminar on National Launch of the 2016 Global Education Monitoring (GEM) Report*Kweku Esia-Donkoh*Senior Lecturer*Ministry of Education and University of Education, Winneba*ophus Anamuah-Mensah Conference Centre, University of Education, Winneba, Ghana*November 11, 2016*November 11, 2016
Workshop on Cross Cultural Studies on Childhood, Children, and the Future*Kweku Esia-Donkoh*Senior Lecturer*Faculty of Social Sciences Education, University of Education, Winneba and Europa Universitat Flensburg, Germany*Conference Room, Pecku Building, University of Education, Winneba, Ghana*February 28, 2017*February 28, 2017
OSIS Training Workshop for Deans, Heads of Department, Faculty Examination Officers and Graduate Co-ordinators*Kweku Esia-Donkoh*Senior Lecturer/Acting Head of Department*Division of Academic Affairs and Student Records Office University of Education, Winneba*African Virtual University, University of Education, Winneba, Ghana*March 24, 2017*March 24, 2017
E-Library Seminar*Kweku Esia-Donkoh*Senior Lecturer*Library Section, University of Education, Winneba*Professor Jophus Anamuah Mensah Conference Centre, Winneba, Ghana*March 28, 2017*March 28, 2017
Workshop on University of Education, Winneba (UEW) Budget Implementation*Kweku Esia-Donkoh*Senior Lecturer/Acting Head of Department*Finance Section, University of Education, Winneba*Professor Jophus Anamuah Mensah Conference Centre, Winneba, Ghana*May 18, 2017*May 18, 2017
1st International Multi-Disciplinary Conference for Postgraduate Students on “Connecting Practice, Research and Teaching as a Generational Thinker*Kweku Esia-Donkoh*Senior Lecturer*School of Graduate Studies, University of Education, Winneba and Institute for Educational Research and Innovation Studies (IERIS), University of Education, Winneba*Winneba, Ghana*August 1, 2016*August 5, 2016
Esia-Donkoh, K., Bentil, J., Quashigah, A. Y.
Images of Childhood and Future: Cross-cultural Perspectives. Flensburg, Germany June 29, 2017 - July 1, 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
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, Ghana. 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.
Ali, C.A., Davis, E.K., & Agyei, D.D., (2017). 4T Models of Anthropological Moments of Didactical Praxeologies in the Parabola with Digital Technologies. R.S. Galván, J. Leitao, M. Martins, & Rasquinho, M. Innovative and Creative Education Teaching International Conference. , Badajoz, Spain: Theorem Conferences and Events, Edinburgh, Unitd Kingdom.
Abstract
The study integrated digital technologies (GeoGebra) tools to test the significance and success of employing 4T anthropological moments of didactical praxeologies in the teaching and learning of conceptual structures in the parabola. The experimental methodology explored mixed methods concurrent convergent design involving the GeoGebra to collect and analyze quantitative data with quasi-experimental tests and content analysis with an interview guide to collect and analyze qualitative data from thirty three groups of preservice teachers of the University of Education, Winneba, Ghana. The findings of both the quantitative and qualitative results showed that the 4T models of anthropological moments of didactical praxeologies with the GeoGebra achieved higher significant improvements as compared to the conventional methods and were adjudged most successful models for didactical praxeologies in the teaching and learning of conceptual structures in the parabola. It was therefore, concluded that the 4T models be adopted as main instructional models in the teaching and learning of conceptual structures in multiple mathematics domains.
The study integrated digital technologies (GeoGebra) tools to test the significance and success of employing 4T anthropological moments of didactical praxeologies in the teaching and learning of conceptual structures in the parabola. The experimental methodology explored mixed methods concurrent convergent design involving the GeoGebra to collect and analyze quantitative data with quasi-experimental tests and content analysis with an interview guide to collect and analyze qualitative data from thirty three groups of preservice teachers of the University of Education, Winneba, Ghana. The findings of both the quantitative and qualitative results showed that the 4T models of anthropological moments of didactical praxeologies with the GeoGebra achieved higher significant improvements as compared to the conventional methods and were adjudged most successful models for didactical praxeologies in the teaching and learning of conceptual structures in the parabola. It was therefore, concluded that the 4T models be adopted as main instructional models in the teaching and learning of conceptual structures in multiple mathematics domains.
