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Ali, C.A. & Akayuure, P. (2016). Student-Teachers’ Knowledge and Skills in Contemporary Quantitative Methods in Action Research Reporting. IOSR International Journal of Research and Method in Education (IOSR JRME), 6,
Abstract
The study explored the knowledge and skills of undergraduate student-teachers in utilizing contemporary quantitative techniques to present their action research reports. The study purposely sampled 165 student-teachers who pursued Bachelor of Education in Basic Education degree in the University of Education, Winneba in Ghana, and adopted an exploratory mixed design in exploring the student-teachers’ demographic information, academic qualifications, and knowledge and skills to cover many and varied characteristics of the student-teachers. Particularly, their knowledge and skills were centred on data collection instruments, data representing skills, and data analysis methods. Their views were sought on the main areas to help diagnose and improve their knowledge and skills. The findings revealed that student-teachers implored inadequate quantitative methods to support the statistical significances of their reports to confidently disseminate to influence educational policies and national discourse.
The study explored the knowledge and skills of undergraduate student-teachers in utilizing contemporary quantitative techniques to present their action research reports. The study purposely sampled 165 student-teachers who pursued Bachelor of Education in Basic Education degree in the University of Education, Winneba in Ghana, and adopted an exploratory mixed design in exploring the student-teachers’ demographic information, academic qualifications, and knowledge and skills to cover many and varied characteristics of the student-teachers. Particularly, their knowledge and skills were centred on data collection instruments, data representing skills, and data analysis methods. Their views were sought on the main areas to help diagnose and improve their knowledge and skills. The findings revealed that student-teachers implored inadequate quantitative methods to support the statistical significances of their reports to confidently disseminate to influence educational policies and national discourse.
Ali, C.A. & Wilmot, E.M. (2016). Pre-Service Teachers’ Didactic Conceptual Structures in the Absolute and Quadratic Inequalities. IOSR Journal of Mathematics (IOSR JM), 12,
Abstract
This paper examined the didactic conceptual structures of preservice teachers in the absolute and quadratic inequalities to deduce mistakes and errors. Quasi-experimental and mixed exploratory sequential designs were adopted on the participants who worked in 37 groups of 10 members in the Department of Basic Education, University of Education, Winneba in Ghana. The data collection instruments consisted of 15 open-ended items on the basic ideas of the absolute and quadratic inequalities to identify the didactic content knowledge in solving the problems. The thematic analysis of the conceptual structures as well as the marked scores revealed the errors and mistakes in the inner structures, inner relations, representations, and vertical-horizontal relations preservice teachers had confronted in solving problems in absolute and quadratic inequalities. The implications of these would impact negatively on the teaching and learning of mathematics curriculum, and inappropriately applied in a variety of daily lives.
This paper examined the didactic conceptual structures of preservice teachers in the absolute and quadratic inequalities to deduce mistakes and errors. Quasi-experimental and mixed exploratory sequential designs were adopted on the participants who worked in 37 groups of 10 members in the Department of Basic Education, University of Education, Winneba in Ghana. The data collection instruments consisted of 15 open-ended items on the basic ideas of the absolute and quadratic inequalities to identify the didactic content knowledge in solving the problems. The thematic analysis of the conceptual structures as well as the marked scores revealed the errors and mistakes in the inner structures, inner relations, representations, and vertical-horizontal relations preservice teachers had confronted in solving problems in absolute and quadratic inequalities. The implications of these would impact negatively on the teaching and learning of mathematics curriculum, and inappropriately applied in a variety of daily lives.
Ali, C.A. & Agyei, D.D. (2016). Preservice teachers’ technological, pedagogical and content knowledge in utilizing the Merrill’s first principles in solving polynomials. Merit Research Journal of Education and Review, 4,
Abstract
This study paper examined preservice teachers’ technological, pedagogical and content knowledge (TPACK) in utilizing the Merrill’s First Principles to solve problems in polynomial equations in order to showcase its relevance in modern technological discourse. Quasi-experimental and mixed exploratory sequential designs were adopted on 25 preservice teachers in the Department of Basic Education, University of Education, Winneba in Ghana. The data collection instruments consisted of 12 open-ended items in the knowledge and applications of the computer in using polynomial equations. Thematic analysis as well as single-subject t-test hypothesis revealed the low base of technological pedagogical and content knowledge of preservice teachers in solving polynomial problems. There is therefore the need to vigorously champion curriculum design principles that are sacrosanct with technology integration in the teaching and learning of mathematics in basic schools.
This study paper examined preservice teachers’ technological, pedagogical and content knowledge (TPACK) in utilizing the Merrill’s First Principles to solve problems in polynomial equations in order to showcase its relevance in modern technological discourse. Quasi-experimental and mixed exploratory sequential designs were adopted on 25 preservice teachers in the Department of Basic Education, University of Education, Winneba in Ghana. The data collection instruments consisted of 12 open-ended items in the knowledge and applications of the computer in using polynomial equations. Thematic analysis as well as single-subject t-test hypothesis revealed the low base of technological pedagogical and content knowledge of preservice teachers in solving polynomial problems. There is therefore the need to vigorously champion curriculum design principles that are sacrosanct with technology integration in the teaching and learning of mathematics in basic schools.
Ali, C.A. & Davis, E.K., (2016). Harnessing Indigenous Basketry Resources for National Development: A Long Term Prospects for Mathematics Education in Ghana. S. Abazaami, A. Mahama & A. Seidu Northern Harmattan School. University for Development Studies, Tamale, Ghana: Institute for Continuing Education and Interdisciplinary Research (ICEIR), University for Development Studies.
Abstract
The study explored how indigenous basket resources could be harnessed to benefit long term development planning in mathematics education to accelerate national development. Even though basket weaving is an age old occupation in Northern Ghana, its resources have still experienced little exploitation to be integrated and consolidated into formal education in Ghana. This qualitative survey purposively interviewed four teachers and two basket artisans in the Bolgatanga Municipality of Upper East Region of Ghana. The findings revealed that the indigenous basket resources would boost employment, reduce poverty rate, combat migration, integrate indigenous knowledge and improve learning upon outcomes. We therefore, recommended that other stakeholders fashion out policies and programmes to harness the indigenous basket resources to help achieve long term development goals.
The study explored how indigenous basket resources could be harnessed to benefit long term development planning in mathematics education to accelerate national development. Even though basket weaving is an age old occupation in Northern Ghana, its resources have still experienced little exploitation to be integrated and consolidated into formal education in Ghana. This qualitative survey purposively interviewed four teachers and two basket artisans in the Bolgatanga Municipality of Upper East Region of Ghana. The findings revealed that the indigenous basket resources would boost employment, reduce poverty rate, combat migration, integrate indigenous knowledge and improve learning upon outcomes. We therefore, recommended that other stakeholders fashion out policies and programmes to harness the indigenous basket resources to help achieve long term development goals.
Ali, C.A., Adzifome, N.S. & Addison, K.A., (2015). Contemporary Issues and Challenges in Basic Education in Gha; Principal Component Extractions of SWOT Matrix for National Development. F. Anam, Diji, C. & Adebitan, E. African Regional Research Conference on Sustainable Development Strategies. Kenyatta University, Nairobi, Kenya: International Institute for Policy Review and Development Strategies.
Abstract
The strengths, weaknesses, opportunities, and threats (SWOT) matrix is very appropriate 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 appropriate 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.
Ali, C.A. & Akayuure, P. (2016). Exploring Postgraduate Students’ Research Knowledge and Skills in Normality Tests and Verifications. US-China Education Review ‘A’, 6,
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 participations 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 participations by teaching staff and postgraduate students to beef up their knowledge and skills in research analyses.
Ali, C.A., Adzifome, N.S. & Addison, A.K. (2016). Contemporary Issues of Basic Education in Ghana; Principal Component Extractions of Swot Matrix for National Development. International Journal of Strategic Research in Education, Technology and Humanities, 1,
Abstract
The strengths, weaknesses, opportunities and threats matrix identified the critical contemporary and essential issues that confront policies and programmes of basic education in Ghana. We purposively sampled sixty-five teachers and elicited fortythree essential internal and external issues in the basic schools. The SPSS method of principal component extractions revealed that internal issues of good and neat pupils in structured mathematics classrooms enhanced teaching and learning but lack of communication with authorities, pupils' previous knowledge and poor fellow teacher support hindered teaching and learning. Externally, stakeholders' support to teachers, upgrading of teachers' knowledge and general popularity of the basic schools boosted teaching and learning, whereas poor quality of pupils enrolled to pursue the overloaded mathematics syllabus and competitions faced with faith-based and private basic schools in attracting good quality pupils inhibited teaching and learning. We therefore, recommended adoption of the matrix to prioritize, address, and accelerate national development.
The strengths, weaknesses, opportunities and threats matrix identified the critical contemporary and essential issues that confront policies and programmes of basic education in Ghana. We purposively sampled sixty-five teachers and elicited fortythree essential internal and external issues in the basic schools. The SPSS method of principal component extractions revealed that internal issues of good and neat pupils in structured mathematics classrooms enhanced teaching and learning but lack of communication with authorities, pupils' previous knowledge and poor fellow teacher support hindered teaching and learning. Externally, stakeholders' support to teachers, upgrading of teachers' knowledge and general popularity of the basic schools boosted teaching and learning, whereas poor quality of pupils enrolled to pursue the overloaded mathematics syllabus and competitions faced with faith-based and private basic schools in attracting good quality pupils inhibited teaching and learning. We therefore, recommended adoption of the matrix to prioritize, address, and accelerate national development.
Ali, C.A. & Akayuure, P. (2016). Infusing Competencies and Skills of Vocational Instructors Innovations to Boost Science and Technology for National Development. American Scientific Research Journal for Engineering, Technology and Sciences (ASRJETS), 18,
Abstract
The study explored how teacher-training institutions could infuse the Community Development Vocational and Technical Institutes’ instructors with educational competencies and skills as innovations to boost science and technology to accelerate national development. Even though the restructuring transformed the then Women Vocational Training Institutes into Community Development Vocational and Technical Institutes, and subsequently introduced Core Mathematics, it was still not clear whether the instructors had the required competencies and skills to implement the curriculum. This exploratory survey purposively sampled fifty instructors in three districts of Upper East Region and issued with questionnaires to explore the instructors’ educational and Mathematics backgrounds. Having coded and analysed the data with SPSS software, the findings showed that the educational and mathematical backgrounds of the instructors still require further education and training in the competencies and skills. This would build skilled manpower, create jobs, reduce north-south migration and accelerate national development. We therefore, recommended continuous inter-tertiary collaborations, scholarships and realignment of the CDVTI institutes to the Ghana Education Service to achieve these goals.
The study explored how teacher-training institutions could infuse the Community Development Vocational and Technical Institutes’ instructors with educational competencies and skills as innovations to boost science and technology to accelerate national development. Even though the restructuring transformed the then Women Vocational Training Institutes into Community Development Vocational and Technical Institutes, and subsequently introduced Core Mathematics, it was still not clear whether the instructors had the required competencies and skills to implement the curriculum. This exploratory survey purposively sampled fifty instructors in three districts of Upper East Region and issued with questionnaires to explore the instructors’ educational and Mathematics backgrounds. Having coded and analysed the data with SPSS software, the findings showed that the educational and mathematical backgrounds of the instructors still require further education and training in the competencies and skills. This would build skilled manpower, create jobs, reduce north-south migration and accelerate national development. We therefore, recommended continuous inter-tertiary collaborations, scholarships and realignment of the CDVTI institutes to the Ghana Education Service to achieve these goals.
Ali, C.A. & F.T. Oduro (2016). Contemporary Mathematical Tools of Forecasting: Overview of Metropolis Hastings Algorithms. International Journal of Engineering Sciences & Research Technology (IJESRT), 5,
Abstract
This paper used the Metropolis Hastings Markov Chain Monte Carlo algorithms to forecast and monitor the dynamics of HIV/AIDS prevalence rates in Ghana. The study sampled four sites in Upper East Region and explored them with these algorithms. Even though there were many Monte Carlo algorithms, the study discovered that the independence Metropolis-Hastings’ were the most suitable and appropriate for this mathematical forecasting and monitoring. We therefore, recommended for the continuous and extensive use of these algorithms in immunological surveys to help modify the continuous use of prevalence rates.
This paper used the Metropolis Hastings Markov Chain Monte Carlo algorithms to forecast and monitor the dynamics of HIV/AIDS prevalence rates in Ghana. The study sampled four sites in Upper East Region and explored them with these algorithms. Even though there were many Monte Carlo algorithms, the study discovered that the independence Metropolis-Hastings’ were the most suitable and appropriate for this mathematical forecasting and monitoring. We therefore, recommended for the continuous and extensive use of these algorithms in immunological surveys to help modify the continuous use of prevalence rates.
Wilson, K. N.
Pre-Retirement Preparation Programme. Demonstration theatre, North Campus, Winneba, Ghana 10-11 Sept 2015
Paper presented:
Retirement Preparation
Abstract
