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Danso-Wiredu, E. Y., Fisker, J. K., & Pugalis, L (2018). The production of slums: Old Fadama as an alternative space of urban dwelling. In Jens Kaae Fisker, Letizia Chiappini, Lee Pugalis, Antonella Bruzzese The Production of Alternative Urban Spaces. London: Routledge.
Abstract
The inability of the Ghana government to provide homes for its low income citizens have forced many urban dwellers to rent ‘cheap’ homes in poor communities or become care takers of uncompleted houses. Old Fadama, the largest squatter-slum community in Ghana is an example of a poor community which accommodate most migrants in Accra, especially those migrating from Northern Ghana. The paper explores how the community with a population of over 80,000 has turned a waterlogged area into a habitable one. Usually the acceptable place to call a home for individuals and families is to reside in houses made up of sleeping, bathing and toilet rooms, but in Old Fadama, residents have one room to call a home. They instead depend on community bathrooms, toilets and restaurants for survival. To pay as low rent as possible, many residents live in what they termed ‘group-rooms’, where rent is shared among the room members. The paper argues that Old Fadama stands out as a community that survive at the blind side of the state. Although, the state has neglected the community entirely in terms of formal governance, the people govern themselves informally by instituting traditional rulers which govern the community as though the people are under formal rules. The paper makes a contribution to knowledge by challenging the concept of housing as an all inclusive components of a living place. A key finding of the chapter is how local associations directly influence access to general housing resources. A relevant contribution made by the paper is how housing is regulated through the lenses of local associations. Processes for accessing housing in Old Fadama is therefore a reaction to the housing market failure.
Sam, E. F., Akansor, J., & Agyemang, W. (2019). Understanding road traffic risks from the street hawker’s perspective. International Journal of Injury Control and Safety Promotion, 26,
Abstract
This study explored street hawkers’ lived experiences and risks in traffic using the phenomenological case study design. Data from 24 hawkers at three hawking spots and field observations form the basis of our study. A stratified purposeful sampling scheme was employed to ensure a balance of gender and age. Thematic data analytic strategy was employed in the data analysis. We found that participants’ traffic incidents were mainly self-induced, attributable to their negligence on the road, indiscriminate road crossing and car-following behaviour. Our results suggest a perceived relationship between socio-demographic characteristics and personal traffic accident encounters. Also, we noted that the ability to manage traffic risk seem to influence hawkers’ traffic risk perceptions, with gender and age as possible mediators. As this study is exploratory, we recommend further scientific enquiry to explain these issues and to provide the basis for appropriate interventions to manage the road safety implications of this activity.
This study explored street hawkers’ lived experiences and risks in traffic using the phenomenological case study design. Data from 24 hawkers at three hawking spots and field observations form the basis of our study. A stratified purposeful sampling scheme was employed to ensure a balance of gender and age. Thematic data analytic strategy was employed in the data analysis. We found that participants’ traffic incidents were mainly self-induced, attributable to their negligence on the road, indiscriminate road crossing and car-following behaviour. Our results suggest a perceived relationship between socio-demographic characteristics and personal traffic accident encounters. Also, we noted that the ability to manage traffic risk seem to influence hawkers’ traffic risk perceptions, with gender and age as possible mediators. As this study is exploratory, we recommend further scientific enquiry to explain these issues and to provide the basis for appropriate interventions to manage the road safety implications of this activity.
Acquaye, V.; Addai-Mununkum, R.; Acquah, S.; Ananga, E. D., (2019). The more, the merrier; An assessment of the effects of small group discussion technique on students’ social interactions in the implementation of the new B.Ed. Curriculum. J. Anamuah Mensah, J Fletcher (Eds) 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL.
Abstract
The introduction of the National Teachers Standard (NTS) necessitates a framework that will guide the education of pre-service teachers. Among others, the National Teacher Education Curriculum Framework (NTECF) emphasizes an interactive, learner-focused approach to modelling good teaching. The NTECF is also supported by the NTS as the determiner of what a ‘competent’ teacher is. As part of cross-cutting issues, the NTECF mentions social/collaborative skills as one of the required outcomes that are necessary for teachers’ professional development, in order that they can ensure learning for all. In this paper, we present findings from a study aimed at assessing the effects of using small group discussion technique as a means of inculcating in student-teachers the much-needed social skills. Using quantitative descriptive survey technique, the study explored student-teachers’ assessment of their acquisition of social/collaborative skills. A sample of three hundred and six (306) student-teachers, drawn from the premiering groups for the new B.Ed. in Basic Education and B.Ed. in Early Grade Education in the University of Education, Winneba, were purposively sampled for the study. The data was analysed using descriptive quantitative analysis. The major findings revealed that most (72%) student teachers preferred working in groups to undertaking assignments individually, eighty-four per cent (84%) also reported improvement in their ability to explain their perspectives well to others improvements in ability to socialize better and some hopes of developing lasting relationships was reported. The paper also shed light on some challenges such as poor group write ups as reported by student teachers. In conclusion, we highlighted the implications of the findings for the full roll-out of the B.Ed. curriculum in the colleges of education.
The introduction of the National Teachers Standard (NTS) necessitates a framework that will guide the education of pre-service teachers. Among others, the National Teacher Education Curriculum Framework (NTECF) emphasizes an interactive, learner-focused approach to modelling good teaching. The NTECF is also supported by the NTS as the determiner of what a ‘competent’ teacher is. As part of cross-cutting issues, the NTECF mentions social/collaborative skills as one of the required outcomes that are necessary for teachers’ professional development, in order that they can ensure learning for all. In this paper, we present findings from a study aimed at assessing the effects of using small group discussion technique as a means of inculcating in student-teachers the much-needed social skills. Using quantitative descriptive survey technique, the study explored student-teachers’ assessment of their acquisition of social/collaborative skills. A sample of three hundred and six (306) student-teachers, drawn from the premiering groups for the new B.Ed. in Basic Education and B.Ed. in Early Grade Education in the University of Education, Winneba, were purposively sampled for the study. The data was analysed using descriptive quantitative analysis. The major findings revealed that most (72%) student teachers preferred working in groups to undertaking assignments individually, eighty-four per cent (84%) also reported improvement in their ability to explain their perspectives well to others improvements in ability to socialize better and some hopes of developing lasting relationships was reported. The paper also shed light on some challenges such as poor group write ups as reported by student teachers. In conclusion, we highlighted the implications of the findings for the full roll-out of the B.Ed. curriculum in the colleges of education.
Acquaye, V.; Addai-Mununkum, R.; Acquah, S.; Ananga, E. D., (2019). The new BEd Curriculum and ‘making’ of 21st century teachers in Ghana: UEW student-teachers’ perception of student centred pedagogies.. J. Anamuah Mensah, J Fletcher (Eds) 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL.
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 skills in problem solving, communication, Information & Communications Technology (ICT) among others. With the introduction of the new BEd curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new (world-class) 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 BEd curriculum for their development as 21st century teachers? Four hundred and seventy-three (473) first year students enrolled in BEd Basic Education and BEd Early Grade programmes at the University of Education – Winneba were engaged in the study that required them to fill out a 49 item questionnaire. Following descriptive quantitative analyses, the data revealed Lecturers’ innovative use of smartphones during lectures improved students ICT skills. Student-teachers also gave positive reviews of new lecture room organization, problem solving pedagogies, and opportunities to present before their peers. While admitting to the enormous gains the new curriculum has occasioned for their professional development, the students identified challenges to the implementation of the new curriculum such as poor internet connectivity, large class size and other logistical concerns. 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 skills in problem solving, communication, Information & Communications Technology (ICT) among others. With the introduction of the new BEd curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new (world-class) 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 BEd curriculum for their development as 21st century teachers? Four hundred and seventy-three (473) first year students enrolled in BEd Basic Education and BEd Early Grade programmes at the University of Education – Winneba were engaged in the study that required them to fill out a 49 item questionnaire. Following descriptive quantitative analyses, the data revealed Lecturers’ innovative use of smartphones during lectures improved students ICT skills. Student-teachers also gave positive reviews of new lecture room organization, problem solving pedagogies, and opportunities to present before their peers. While admitting to the enormous gains the new curriculum has occasioned for their professional development, the students identified challenges to the implementation of the new curriculum such as poor internet connectivity, large class size and other logistical concerns. Implications of these findings for scholarship and practice are presented for discussion.
Addai-Mununkum, R (2018). Teacher Identity, Positionality and (Mis) Representation of Religion in the Ghanaian School Contexts: Insider/Outsider Case Study Perspectives. American Journal of Qualitative Research, 2,
Abstract
Studies on teacher religious identity have been premised on the assumption that public schools are religiously neutral and if teachers’ religious identities are acknowledged and properly accommodated, teaching will be better enacted. I conducted a qualitative case study of teachers in religiously affiliated public schools in Ghana to get a nuanced understanding of how they navigate tensions arising from complexities generated by their own religious identities, their schools’ and that of their students. Using data from interviews, observations, and focus groups, my findings challenge existing notions of religious neutrality of public schools. In the Ghanaian context where the lines between secular and religious schools are blurry, teachers are (un)knowingly positioned as in(out)siders and their consequent pedagogical (in)actions are highly influenced by such (un)natural religious tensions in their schools. It is such issues emanating from teacher positionalities that I seek to highlight as ripe for qualitative inquiry.
Studies on teacher religious identity have been premised on the assumption that public schools are religiously neutral and if teachers’ religious identities are acknowledged and properly accommodated, teaching will be better enacted. I conducted a qualitative case study of teachers in religiously affiliated public schools in Ghana to get a nuanced understanding of how they navigate tensions arising from complexities generated by their own religious identities, their schools’ and that of their students. Using data from interviews, observations, and focus groups, my findings challenge existing notions of religious neutrality of public schools. In the Ghanaian context where the lines between secular and religious schools are blurry, teachers are (un)knowingly positioned as in(out)siders and their consequent pedagogical (in)actions are highly influenced by such (un)natural religious tensions in their schools. It is such issues emanating from teacher positionalities that I seek to highlight as ripe for qualitative inquiry.
Hanson, R.
Canada International Conference on Education (CICE-2019). University of Toronto, Missisauga, Ontario, Canada 25th -28th June, 2019
Paper presented:
An illuminative evaluation of the impact of two-tier diagnostic instruments on undergraduate chemistry teacher trainees’ conceptions
Abstract
Tiered diagnostic tools enable learners’ conceptual challenges to be unearthed. They have been used in recent times to facilitate better teaching and learning strategies to offset identified teaching and learning barriers. This study illuminatively evaluated the impact of two-tier tools in diagnosing the conceptual problems of 118 undergraduate teacher trainees. The results were interpreted within an epistemological framework. The outcome of the review was that tiered diagnostic instruments, though difficult to construct, were effective in unveiling learners’ conceptual challenges in inorganic chemistry. As many as 19 alternative conceptions were unearthed for three topics in six semesters, which otherwise would have been lost on the teacher trainees and their lecturers. These findings would contribute towards the chemistry learning community and add up to existing knowledge.
Tiered diagnostic tools enable learners’ conceptual challenges to be unearthed. They have been used in recent times to facilitate better teaching and learning strategies to offset identified teaching and learning barriers. This study illuminatively evaluated the impact of two-tier tools in diagnosing the conceptual problems of 118 undergraduate teacher trainees. The results were interpreted within an epistemological framework. The outcome of the review was that tiered diagnostic instruments, though difficult to construct, were effective in unveiling learners’ conceptual challenges in inorganic chemistry. As many as 19 alternative conceptions were unearthed for three topics in six semesters, which otherwise would have been lost on the teacher trainees and their lecturers. These findings would contribute towards the chemistry learning community and add up to existing knowledge.
Hanson, R.
Chemistry Education Research and Practice Gordon Research Conference. Bates College in Lewiston, ME United States June 16, 2019 - June 21, 2019
Paper presented:
Situating hands-on and minds-on activities in contemporary times to promote chemistry education and conceptual gain
Abstract
This study, sought to introduce simple, less costly, robust equipment and activities, that promote and foster constructivist pedagogies, to enable an intact class of 78 teacher trainees form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of a two-tier diagnostic assessment in a constructivist classroom environment. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate obtained data and evaluate acquired learning skills. From the study, it was found that the new hands-on and minds-on approach enhanced the acquisition of many learning skills, environmental awareness, and subsequently concept formation. The implication here is that, the new constructivist approach has the potential to change the way chemistry is taught in a more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development. Keywords: Concepts, constructivism, hands-on activities, minds-on activities, microscience
This study, sought to introduce simple, less costly, robust equipment and activities, that promote and foster constructivist pedagogies, to enable an intact class of 78 teacher trainees form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of a two-tier diagnostic assessment in a constructivist classroom environment. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate obtained data and evaluate acquired learning skills. From the study, it was found that the new hands-on and minds-on approach enhanced the acquisition of many learning skills, environmental awareness, and subsequently concept formation. The implication here is that, the new constructivist approach has the potential to change the way chemistry is taught in a more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development. Keywords: Concepts, constructivism, hands-on activities, minds-on activities, microscience
Hanson, R., Twumasi, A. K.; & Boi-Doku, A. (2019). Analysis of indistrial effluents from some factories in Tema. European Journal of Earth and Environment, 6,
Abstract
This research work analysed the quality of some important physico-chemical parameters of industrial effluents collected from two soap factories (A and B) in the Tema industrial area. In the study, PO4-, NH3, BOD, COD, TSS and turbidity for both factories were high compared to the EPA standards. Measures of NO3-, total hardness, calcium, and chloride, for both factories were below the EPA standard. Alkalinity value for factory A was below the EPA standard while that for factory B was higher. pH value for factory A was within the pH range for EPA while that of factory B was higher. TDS and conductivity for factory A were below the recommended EPA standard while that of factory B was higher. Due to the high amount of PO4-, NH3, and turbidity, eutrophication could occur in the receiving water, thereby affecting aquatic life. The high BOD, COD and TSS contribute to the decrease in oxygen supply in the receiving water which indicates high pollution by organic pollutants. The high alkalinity, TDS, conductivity and pH could contribute to the deformity and death of fishes in the receiving water from especially Factory A. Effluents from both factories were highly polluted in many respects and so EPA audits must be intensified to prevent pollution of water bodies in Ghana. Keywords: BOD, COD, Industrial Effluent, Physico-Chemical, TDS, TSS, Water Pollution
This research work analysed the quality of some important physico-chemical parameters of industrial effluents collected from two soap factories (A and B) in the Tema industrial area. In the study, PO4-, NH3, BOD, COD, TSS and turbidity for both factories were high compared to the EPA standards. Measures of NO3-, total hardness, calcium, and chloride, for both factories were below the EPA standard. Alkalinity value for factory A was below the EPA standard while that for factory B was higher. pH value for factory A was within the pH range for EPA while that of factory B was higher. TDS and conductivity for factory A were below the recommended EPA standard while that of factory B was higher. Due to the high amount of PO4-, NH3, and turbidity, eutrophication could occur in the receiving water, thereby affecting aquatic life. The high BOD, COD and TSS contribute to the decrease in oxygen supply in the receiving water which indicates high pollution by organic pollutants. The high alkalinity, TDS, conductivity and pH could contribute to the deformity and death of fishes in the receiving water from especially Factory A. Effluents from both factories were highly polluted in many respects and so EPA audits must be intensified to prevent pollution of water bodies in Ghana. Keywords: BOD, COD, Industrial Effluent, Physico-Chemical, TDS, TSS, Water Pollution
Twumasi, A.K, Samlafo, B.V, & Addo Glover, M.G
18th International Conference on Industrial Chemistry & Water Treatment. Vancouver, British Columbia, Canada 26th-27th April, 2019
Paper presented:
ASSESSMENT OF DOMESTIC WATER QUALITY SUPPLIED TO HOUSEHOLDS IN THE EFFUTU MUNICIPALITY, GHANA
Abstract
The quality of domestic water supplied to households in the Effutu Municipality was evaluated using twenty-two physicochemical parameters. Pearson rank correlation coefficient and an independent one-tailed student t-test were used to analyse the results. Except for colour, no significant statistical differences were observed between the samples from the headworks (HW) and the households. The correlation between the headworks (Hw) and household in terms of the other parameters varied from 0.99-1.0. Generally, water samples from both the Hw and the households were potable by WHO standards. However, the presence of total coliform ranging from 10.0 cfu/100.0mL at V7 (Pupils) to 489.25 cfu/100.0 mL at V1 (Roman school) and faecal coliform of 0.75 cfu/100.0 mL at V8 (New Winneba) to 20.50 cfu/100.0 mL at V4 (Junction) in some household samples were of much concern as these levels have a high tendency to compromise the health status of consumers. Occasional breaks in pipelines and water rationing were found to be some of the causes of external waters infiltrating into the distribution systems. Passing pipelines through gutters and illegal connections by individuals should be discouraged by Ghana Water Company (GWC) Ltd. Key Words: physicochemical, Effutu Municipality, headworks, household, Ayensu river, domestic, Winneba.
The quality of domestic water supplied to households in the Effutu Municipality was evaluated using twenty-two physicochemical parameters. Pearson rank correlation coefficient and an independent one-tailed student t-test were used to analyse the results. Except for colour, no significant statistical differences were observed between the samples from the headworks (HW) and the households. The correlation between the headworks (Hw) and household in terms of the other parameters varied from 0.99-1.0. Generally, water samples from both the Hw and the households were potable by WHO standards. However, the presence of total coliform ranging from 10.0 cfu/100.0mL at V7 (Pupils) to 489.25 cfu/100.0 mL at V1 (Roman school) and faecal coliform of 0.75 cfu/100.0 mL at V8 (New Winneba) to 20.50 cfu/100.0 mL at V4 (Junction) in some household samples were of much concern as these levels have a high tendency to compromise the health status of consumers. Occasional breaks in pipelines and water rationing were found to be some of the causes of external waters infiltrating into the distribution systems. Passing pipelines through gutters and illegal connections by individuals should be discouraged by Ghana Water Company (GWC) Ltd. Key Words: physicochemical, Effutu Municipality, headworks, household, Ayensu river, domestic, Winneba.
Mak-Mensah, E., Sam, A., & Hanson, R. (2018). Using cooperative learning to enhance pupils’ understanding about the solar system in the Agortime-Ziope District of Ghana. European Journal of Basic and Applied Sciences, 5,
Abstract
Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. A pre-test administered at the beginning of the study, showed that both groups had about the same entry point. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. A whole class interview session was conducted with the experimental group after the post test. Post-test results showed that pupils taught with the cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts. It also showed that using collaborative techniques such as paired or group modeling go further than simply motivating students through other verbal, coercive and independent (individual) work approaches. Keywords: Concepts, cooperative learning, primary school, pupils, solar system.
Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. A pre-test administered at the beginning of the study, showed that both groups had about the same entry point. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. A whole class interview session was conducted with the experimental group after the post test. Post-test results showed that pupils taught with the cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts. It also showed that using collaborative techniques such as paired or group modeling go further than simply motivating students through other verbal, coercive and independent (individual) work approaches. Keywords: Concepts, cooperative learning, primary school, pupils, solar system.
