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Sam, A., (2021). Educational reconstruction of aspects of Coordination Chemistry in higher education.
Abstract
The study was designed to investigate students’ conceptions of some aspects of coordination chemistry namely nomenclature and geometry, isomerism, bonding and colours of complexes. In order to change students’ conceptions, their ideas were systematically related to scientific concepts, and the alternative conceptions that arose at each step, clarified with respect to students’ own naive conceptions as a starting point. This step-wise relation of scientific concepts alongside students’ own conceptions was re-ordered (reconstructed) to attain a content structure adapted to the students’ previous knowledge. Such an approach was used in this study as a guide for teaching and learning through a case study within the MER approach. The interpretive-qualitative methodology was used in this study. The participants in the study were third-year chemistry students in UEW, who took the coordination chemistry course in the second semesters of the 2014/2015 and 2015/2016 academic years. Forty-four (44) students, comprising thirty-eight males and six females were selected for the study. Purposive sampling technique was used to select the participants for the study. Students’ conceptions on naming of complexes and geometrical complexes, isomerism, bonding in complexes and colours were sampled in a class of students studying coordination chemistry and put in 5 groups of 3 to 5 students each over eleven (11) week period. The main instruments used were test-items, scientists’ (document analysis) perspectives on coordination chemistry, pen and paper tasks, and students’ drawings. All the data were gathered with audio/video equipment, transcribed and investigated by qualitative content analysis. The MAXQDA (version 11) for windows was used to analyse the data. The overall findings among others indicated that, the students had some difficulties in transforming between 2D and 3D visualisations. Based on the intervention approaches (SWH and MMS) adopted, the students correctly conceptualised the nomenclature/geometry, isomerism, bonding and colour topics associated with coordination chemistry. Also, the participants could discern the re-arrangement of objects through rotations and transformations of 3D figures into 2D structures on paper and vice versa. Among other issues, it was recommended that the coordination chemistry content at UEW, should be well connected in order to give the students a broader basis for conceptual change through heuristics and modelling skills.
The study was designed to investigate students’ conceptions of some aspects of coordination chemistry namely nomenclature and geometry, isomerism, bonding and colours of complexes. In order to change students’ conceptions, their ideas were systematically related to scientific concepts, and the alternative conceptions that arose at each step, clarified with respect to students’ own naive conceptions as a starting point. This step-wise relation of scientific concepts alongside students’ own conceptions was re-ordered (reconstructed) to attain a content structure adapted to the students’ previous knowledge. Such an approach was used in this study as a guide for teaching and learning through a case study within the MER approach. The interpretive-qualitative methodology was used in this study. The participants in the study were third-year chemistry students in UEW, who took the coordination chemistry course in the second semesters of the 2014/2015 and 2015/2016 academic years. Forty-four (44) students, comprising thirty-eight males and six females were selected for the study. Purposive sampling technique was used to select the participants for the study. Students’ conceptions on naming of complexes and geometrical complexes, isomerism, bonding in complexes and colours were sampled in a class of students studying coordination chemistry and put in 5 groups of 3 to 5 students each over eleven (11) week period. The main instruments used were test-items, scientists’ (document analysis) perspectives on coordination chemistry, pen and paper tasks, and students’ drawings. All the data were gathered with audio/video equipment, transcribed and investigated by qualitative content analysis. The MAXQDA (version 11) for windows was used to analyse the data. The overall findings among others indicated that, the students had some difficulties in transforming between 2D and 3D visualisations. Based on the intervention approaches (SWH and MMS) adopted, the students correctly conceptualised the nomenclature/geometry, isomerism, bonding and colour topics associated with coordination chemistry. Also, the participants could discern the re-arrangement of objects through rotations and transformations of 3D figures into 2D structures on paper and vice versa. Among other issues, it was recommended that the coordination chemistry content at UEW, should be well connected in order to give the students a broader basis for conceptual change through heuristics and modelling skills.
Twumasi, A. K., Hanson, R., Sam, A., Quayson, C., & Nartey, E. (2021). Teacher trainees’ alternative conceptions about intermolecular forces. International Journal of Innovative Science and Technology, 6,
Abstract
The study assessed the alternative conceptions that first-year teacher trainees have about intermolecular forces. Descriptive research design was adopted to examine the current situation as it exist. The sample involved 82 first-year chemistry major teacher trainees in the University of Education, Winneba. Purposively sampling technique was used to select students for the study. This is because most of them performed poorly in a pre-assessment test organised for them. Test was the main instrument for data collection. Simple percentages was used to analyse the data. The results indicated that 26% and 37% of the teacher trainees had alternative conceptions on Ion –dipole interaction and London dispersion forces, respectively. Also, more than 50% of the teacher trainees demonstrated alternative conceptions on hydrogen bonding. Some alternative conceptions identified in this study included: interactions between oppositely charged species give ionic bonds, London dispersion force occurs within a single molecule rather than between molecules, Covalent –ionic interaction is the major intermolecular force that exists in different I2 molecules, and the perception that any molecule which contains ‘O’ and ‘H’ forms hydrogen bonding irrespective of their position in the molecule (especially with organic structures used in the study). Another was that Hydrogen bonding only exists between ‘O’ and ‘H’ but not between N-H and F-H. It is recommended that science educators should develop appropriate interventions to improve students learning in intermolecular forces. Keywords:- Intermolecular Forces, Alternative Conceptions, Hydrogen Bonding, London Dispersion Forces.
The study assessed the alternative conceptions that first-year teacher trainees have about intermolecular forces. Descriptive research design was adopted to examine the current situation as it exist. The sample involved 82 first-year chemistry major teacher trainees in the University of Education, Winneba. Purposively sampling technique was used to select students for the study. This is because most of them performed poorly in a pre-assessment test organised for them. Test was the main instrument for data collection. Simple percentages was used to analyse the data. The results indicated that 26% and 37% of the teacher trainees had alternative conceptions on Ion –dipole interaction and London dispersion forces, respectively. Also, more than 50% of the teacher trainees demonstrated alternative conceptions on hydrogen bonding. Some alternative conceptions identified in this study included: interactions between oppositely charged species give ionic bonds, London dispersion force occurs within a single molecule rather than between molecules, Covalent –ionic interaction is the major intermolecular force that exists in different I2 molecules, and the perception that any molecule which contains ‘O’ and ‘H’ forms hydrogen bonding irrespective of their position in the molecule (especially with organic structures used in the study). Another was that Hydrogen bonding only exists between ‘O’ and ‘H’ but not between N-H and F-H. It is recommended that science educators should develop appropriate interventions to improve students learning in intermolecular forces. Keywords:- Intermolecular Forces, Alternative Conceptions, Hydrogen Bonding, London Dispersion Forces.
Sam, A. & Duncan, B (2022). Assessment of human specimen heavy metals of some selected e-waste miners in Ghana. Elixir Pollution, 162,
Abstract
The purpose of this study was to assess the heavy metals in blood and urine samples of some selected electronic miners (e-miners) in Accra-Ghana. An assessment of heavy metal concentrations in exposed workers is essential in order to monitor and reveal the impact of these metals on human health. Fifty (50) samples of human blood and urine were taken to the laboratory and stored at 4°C until digestion and analysis processes. The results obtained showed that, generally, respondents had more amounts of Cu in their urine (Mean = 0.1844, SD = 0.1245), Cr (Mean = 3.373, SD = 0.8229) in their blood. The study concluded that there is the need for immediate intervention by government and stakeholders for the sake of the community and environment at large. Based on the findings it was recommended immediate government intervention in terms of controlling and regulating the activities of the metal scrap miners with regards to both means of collection and disposal/burning. Further, NGOs, corporate organisation and individuals with the necessary resources can provide capacity training for the elderly involved with such trades. Finally, the capacity of the metal scrap recycling plant has to be enlarged or more of such plants should be built by the government.
The purpose of this study was to assess the heavy metals in blood and urine samples of some selected electronic miners (e-miners) in Accra-Ghana. An assessment of heavy metal concentrations in exposed workers is essential in order to monitor and reveal the impact of these metals on human health. Fifty (50) samples of human blood and urine were taken to the laboratory and stored at 4°C until digestion and analysis processes. The results obtained showed that, generally, respondents had more amounts of Cu in their urine (Mean = 0.1844, SD = 0.1245), Cr (Mean = 3.373, SD = 0.8229) in their blood. The study concluded that there is the need for immediate intervention by government and stakeholders for the sake of the community and environment at large. Based on the findings it was recommended immediate government intervention in terms of controlling and regulating the activities of the metal scrap miners with regards to both means of collection and disposal/burning. Further, NGOs, corporate organisation and individuals with the necessary resources can provide capacity training for the elderly involved with such trades. Finally, the capacity of the metal scrap recycling plant has to be enlarged or more of such plants should be built by the government.
1. Adjei, F., Hanson, R., Sam, A., & Sedegah, S. (2022). The use of collaborative approaches on students’ performance in redox reactions. Science Educational International, 33,
Abstract
This study investigated the use of collaborative instructional approaches on form two science students’ performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organized for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control groups. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students’ learning. KEY WORDS: Collaborative instructional approaches; collaborative learning approach; redox reactions; text-oriented instruction
This study investigated the use of collaborative instructional approaches on form two science students’ performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organized for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control groups. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students’ learning. KEY WORDS: Collaborative instructional approaches; collaborative learning approach; redox reactions; text-oriented instruction
Samlafo, B.V, Tordzro, G.K, Ankudze, B, Mahama, A (2022). Assessment of Seasonal Variations in Water Quality of River Tordzie, Ghana. Resources and Environment, 12,
Abstract
River Tordzie is one of the least studied rivers for its water quality and, hence was analysed for seasonal variations in water quality using nineteen physicochemical and metal ion parameters. Water samples were collected from seven sta-tions in triplicates along the banks of the river during the wet and the dry seasons. The water quality index (WQI) was used to estimate water quality, while the student's t-test (two-tailed) assuming equal variance was used to establish any statistically significant difference between the water quality for the dry and wet seasons. Among the physicochemical and metal ions parameters analysed, except for three parameters (SO42-, NO3- and COD) representing 15.79% which did not show statistically significant differences between the wet and dry seasons, statistically significant differences were ob-served among the rest of the 16 parameters representing 84.21%. Eight parameters (Alkalinity, Total hardness (TH), pH, PO43-, TDS, EC, BOD, and DO) showed the highest peak during the dry season representing 42%, while, the other param-eters (colour, turbidity, SO42-, nitrate, COD, TSS, Cl-, and NH4-H) and all the metal ions showed the highest peak during the wet season representing 68%. The evaluated water quality indices for the two seasons were 718.37 and 612.06 for the dry and wet seasons respectively, putting the water quality in the two seasons into the unfit for drinking water category. As such, proper chemical treatment should be given to the water from River Tordzie before those living along the banks of the river use it for their domestic activities. Keywords River Tordzie, wet season, dry season, water quality index, variation, physicochemical parameters.
River Tordzie is one of the least studied rivers for its water quality and, hence was analysed for seasonal variations in water quality using nineteen physicochemical and metal ion parameters. Water samples were collected from seven sta-tions in triplicates along the banks of the river during the wet and the dry seasons. The water quality index (WQI) was used to estimate water quality, while the student's t-test (two-tailed) assuming equal variance was used to establish any statistically significant difference between the water quality for the dry and wet seasons. Among the physicochemical and metal ions parameters analysed, except for three parameters (SO42-, NO3- and COD) representing 15.79% which did not show statistically significant differences between the wet and dry seasons, statistically significant differences were ob-served among the rest of the 16 parameters representing 84.21%. Eight parameters (Alkalinity, Total hardness (TH), pH, PO43-, TDS, EC, BOD, and DO) showed the highest peak during the dry season representing 42%, while, the other param-eters (colour, turbidity, SO42-, nitrate, COD, TSS, Cl-, and NH4-H) and all the metal ions showed the highest peak during the wet season representing 68%. The evaluated water quality indices for the two seasons were 718.37 and 612.06 for the dry and wet seasons respectively, putting the water quality in the two seasons into the unfit for drinking water category. As such, proper chemical treatment should be given to the water from River Tordzie before those living along the banks of the river use it for their domestic activities. Keywords River Tordzie, wet season, dry season, water quality index, variation, physicochemical parameters.
Nthontho, M. A., & Addai-Mununkum, R (2021). Towards religious literacy in South African schools: Is the Life Orientation curriculum potent enough?. Journal of Beliefs & Values, 42,
Abstract
Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools.
Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools.
Acquaye V., Addai-Mununkum, R., Acquah, S., Ananga E. (2022). The new B.Ed. Curriculum and the making of 21st Century teachers in Ghana: Perceptions of UEW teacher trainees on digital pedagogies. International Journal of Basic Education Research and Policy, 4,
Abstract
The promulgation of the National Teachers’ Standards has brought to the fore the need to prepare a 21st century teacher who is “effective, engaging, inspirational, and fully prepared to teach the basic school curriculum in order to improve the learning outcomes and life chances of all learners”. To do this, teachers ought to demonstrate soft skills, but more importantly literacy in Information & Communications Technology (ICT). With the introduction of the new B.Ed. curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new curriculum is manifesting its’ outcome in practice. To respond to this uncertainty, we designed a quantitative descriptive survey to explore how student-teachers perceive of the opportunities offered by the new B.Ed. curriculum for their ICT skills development. All 473 first year students enrolled in B.Ed. Basic Education programme at the University of Education –Winneba for the 2018/2019 academic year were engaged in the study that required them to fill out a 48-item questionnaire. Following descriptive quantitative analyses, the data revealed students’ access to smartphones can be harnessed by educators to facilitate teaching and learning. Yet, gender and age differences exist in students’ access to, abilities to, and appreciation of, ICT use. Besides, access to internet connectivity, and challenges relating to accessing credible information remain obstacles. Implications of these findings for scholarship and practice are presented for discussion.
The promulgation of the National Teachers’ Standards has brought to the fore the need to prepare a 21st century teacher who is “effective, engaging, inspirational, and fully prepared to teach the basic school curriculum in order to improve the learning outcomes and life chances of all learners”. To do this, teachers ought to demonstrate soft skills, but more importantly literacy in Information & Communications Technology (ICT). With the introduction of the new B.Ed. curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new curriculum is manifesting its’ outcome in practice. To respond to this uncertainty, we designed a quantitative descriptive survey to explore how student-teachers perceive of the opportunities offered by the new B.Ed. curriculum for their ICT skills development. All 473 first year students enrolled in B.Ed. Basic Education programme at the University of Education –Winneba for the 2018/2019 academic year were engaged in the study that required them to fill out a 48-item questionnaire. Following descriptive quantitative analyses, the data revealed students’ access to smartphones can be harnessed by educators to facilitate teaching and learning. Yet, gender and age differences exist in students’ access to, abilities to, and appreciation of, ICT use. Besides, access to internet connectivity, and challenges relating to accessing credible information remain obstacles. Implications of these findings for scholarship and practice are presented for discussion.
Matemba Y. H; Addai-Mununkum, R., (2021). . Religious Education in Malawi and Ghana: Perspectives on Religious Misrepresentation and Misclusion, DOI: https://doi.org/10.4324/9780429331671 http://https://www.routledge.com/Religious-Education-in-Malawi-and-Ghana-Perspectives-on-Religious-Misrepresentation/Matemba-Addai-Mununkum/p/book/9780367741204. ISBN: 9780429331671
Abstract
Religious Education in Malawi and Ghana contributes to the literature on opportunities and complexities of inclusive approaches to Religious Education (RE). It analyses how RE in Malawi and Ghana engages with religious pluralisation and provides a compelling case for the need to re-evaluate current approaches in the conceptualisation, curriculum design and delivery of RE in schools in Malawi and Ghana. The book explains how a pervasive tradition of selection involving exclusion and inclusion of religion in RE leads to misrepresentation, and in turn to misclusion of non-normative religions, where religion is included but marginalized and misrepresented. The book contributes to wider discourse of RE on opportunities as well as complexities of post-confessional approaches, including the need for RE to avoid perpetuating the continued legitimisation of selected religions, and in the process the delegitimization of the religious ‘other’ as a consequence of misrepresentation and misclusion. Inspired by Braten’s methodology for comparative studies in RE, the book draws on two qualitative studies from Malawi and Ghana to highlight the pervasive problems of religious misclusion in RE. This book will be of great interest for academics, scholars and post graduate students in the fields of RE, African education, educational policy, international education and comparative education..
Religious Education in Malawi and Ghana contributes to the literature on opportunities and complexities of inclusive approaches to Religious Education (RE). It analyses how RE in Malawi and Ghana engages with religious pluralisation and provides a compelling case for the need to re-evaluate current approaches in the conceptualisation, curriculum design and delivery of RE in schools in Malawi and Ghana. The book explains how a pervasive tradition of selection involving exclusion and inclusion of religion in RE leads to misrepresentation, and in turn to misclusion of non-normative religions, where religion is included but marginalized and misrepresented. The book contributes to wider discourse of RE on opportunities as well as complexities of post-confessional approaches, including the need for RE to avoid perpetuating the continued legitimisation of selected religions, and in the process the delegitimization of the religious ‘other’ as a consequence of misrepresentation and misclusion. Inspired by Braten’s methodology for comparative studies in RE, the book draws on two qualitative studies from Malawi and Ghana to highlight the pervasive problems of religious misclusion in RE. This book will be of great interest for academics, scholars and post graduate students in the fields of RE, African education, educational policy, international education and comparative education..
Acheampong, E.Y., Sarpong, E.O. & Mahamah, M (2022). Understanding sports betting among young male student-teachers in Ghana. Journal of Gambling Issues, 49,
Abstract
Drawing on sports betting, leisure studies and the rationality concept provide information to understand how those training to be teachers are gradually gravitating towards gambling to the detriment of their studies at the university. A thorough analysis of 42 young male adults interviewed at betting shops in the university community revealed how they have become involved in sports betting activities for additional financial rewards. Results show that peer pressure is a strong persuader drawing new student-teachers to sports betting activities, which makes it difficult for them to effectively focus on their studies. This has resulted in certain of the students getting poor grades, loss of concentration in class, strained relationships, increased exclusion or rejection from study groups, as well as significant negative effects on academic work, health and well-being, family, and society at large. This study recommends that stakeholders in education address this increasing social issue among young male adults through effective preventive strategy and educational promotion as an intervention to avoid thwarting the progress of the new educational reforms in Ghana.
Drawing on sports betting, leisure studies and the rationality concept provide information to understand how those training to be teachers are gradually gravitating towards gambling to the detriment of their studies at the university. A thorough analysis of 42 young male adults interviewed at betting shops in the university community revealed how they have become involved in sports betting activities for additional financial rewards. Results show that peer pressure is a strong persuader drawing new student-teachers to sports betting activities, which makes it difficult for them to effectively focus on their studies. This has resulted in certain of the students getting poor grades, loss of concentration in class, strained relationships, increased exclusion or rejection from study groups, as well as significant negative effects on academic work, health and well-being, family, and society at large. This study recommends that stakeholders in education address this increasing social issue among young male adults through effective preventive strategy and educational promotion as an intervention to avoid thwarting the progress of the new educational reforms in Ghana.
Bansie, M.A., & Sarpong, E.O. (2022). Assessment of Physical Activity Participation Levels among Workers in Financial Institutions. Researchjourali's Journal of Public Health, 8,
Abstract
Working in financial institutions can be more time consuming. The available literature on physical activity participation levels among workers in financial institutions in Ghana is scarce. This was the stimulus for this study. The study assessed physical activity levels of participants in financial institutions. Descriptive design within quantitative approach was adopted for the study. One hundred and twenty-six respondents were sampled using multi-stage sampling techniques. The International Physical Activity Questionnaire (IPAQ-Long Form) was used for data collection. The findings revealed that participants in Micro Finance Institutions recorded the highest mean Metabolic Equivalence of Task (MET) of 1237.80, followed by those in Credit Unions with mean MET of 422.17 and Bank participants recording a mean MET of 318.18 for the work domain. Results also showed that participants in Micro Finance Institutions recorded the highest mean MET in the transportation domain of 523.78, followed by Credit Unions (423.10) and Banks (387.67). Results further indicated that, male participants significantly recorded a higher MET scores of (531.82) than their female counterparts (331.44). An independent samples t-test revealed a statistical difference between male and female Bank workers (t= - 4.04, df= 33.34, p < 0.05). Male Bank workers (M= 565.54; SD = 281.02) recorded higher significant levels of PA than did female Bank workers (M= 324.40; SD = 118.45). Also, a statistical significant difference in PA levels was recorded between male and female Credit Union workers (t= - 2.52, df= 42.88, p < 0.05). Male Credit Union workers (M= 565.15; SD = 162.00) recorded higher significant levels of PA than did females Credit Union workers (M= 448.64; SD = 146.95). A statistical significant difference in PA levels was also recorded between male and female Micro Finance workers (t= - 2.61, df= 23.07, p < 0.05). Male Micro Finance workers (M= 1984.73; SD = 162.00) recorded higher significant levels of PA than did female Micro Finance workers (M= 1431.47; SD = 489.74). It was concluded that workers in financial institutions did not do active physical activities. It was recommended that Managers of Banks and Credit Unions in La Dade Kotopon Municipality of the Greater Accra Region should periodically organise fitness programmes on weekends for their workers to help enhance their physical activity levels. Also, Banks and Credit Unions workers in La Dade Kotopon Municipality of the Greater Accra Region should be encouraged by the Human Resource Manager (HRM) to engage in at least 30 minutes of moderate physical activities daily during off times at least 5 times a week or 2 hours on weekends.
Working in financial institutions can be more time consuming. The available literature on physical activity participation levels among workers in financial institutions in Ghana is scarce. This was the stimulus for this study. The study assessed physical activity levels of participants in financial institutions. Descriptive design within quantitative approach was adopted for the study. One hundred and twenty-six respondents were sampled using multi-stage sampling techniques. The International Physical Activity Questionnaire (IPAQ-Long Form) was used for data collection. The findings revealed that participants in Micro Finance Institutions recorded the highest mean Metabolic Equivalence of Task (MET) of 1237.80, followed by those in Credit Unions with mean MET of 422.17 and Bank participants recording a mean MET of 318.18 for the work domain. Results also showed that participants in Micro Finance Institutions recorded the highest mean MET in the transportation domain of 523.78, followed by Credit Unions (423.10) and Banks (387.67). Results further indicated that, male participants significantly recorded a higher MET scores of (531.82) than their female counterparts (331.44). An independent samples t-test revealed a statistical difference between male and female Bank workers (t= - 4.04, df= 33.34, p < 0.05). Male Bank workers (M= 565.54; SD = 281.02) recorded higher significant levels of PA than did female Bank workers (M= 324.40; SD = 118.45). Also, a statistical significant difference in PA levels was recorded between male and female Credit Union workers (t= - 2.52, df= 42.88, p < 0.05). Male Credit Union workers (M= 565.15; SD = 162.00) recorded higher significant levels of PA than did females Credit Union workers (M= 448.64; SD = 146.95). A statistical significant difference in PA levels was also recorded between male and female Micro Finance workers (t= - 2.61, df= 23.07, p < 0.05). Male Micro Finance workers (M= 1984.73; SD = 162.00) recorded higher significant levels of PA than did female Micro Finance workers (M= 1431.47; SD = 489.74). It was concluded that workers in financial institutions did not do active physical activities. It was recommended that Managers of Banks and Credit Unions in La Dade Kotopon Municipality of the Greater Accra Region should periodically organise fitness programmes on weekends for their workers to help enhance their physical activity levels. Also, Banks and Credit Unions workers in La Dade Kotopon Municipality of the Greater Accra Region should be encouraged by the Human Resource Manager (HRM) to engage in at least 30 minutes of moderate physical activities daily during off times at least 5 times a week or 2 hours on weekends.
