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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.
Akayuure, P. Asiedu-Addo, S. K. & Alebna, V. (2016). Investigating the Effect of Origami Instruction on Pre-service Teachers’ Spatial Ability and Geometric Knowledge for Teaching. International Journal of Education in Mathematics, Science and Technology, 4,
Abstract
Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52 students while students in the control group were 42. Paper folding test and mental rotation test were used to assess two subscales of spatial ability of the pre-service teachers and achievement test was also used to assess geometric knowledge for teaching shape and space. Data were analyzed using (M)ANOVAs at .05 significance level. The results of univariate ANOVAs show statistical and practical significant effect on spatial orientation and geometric knowledge for teaching, but unpredictably no statistical significant difference in spatial visualization between groups was found. The MANOVA however indicated overall statistically significant difference in posttest mean scores between groups with treatment accounting for 17% of multivariate variance of dependent variable. Implications for adopting origami instructions at the colleges of education were discussed.
Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52 students while students in the control group were 42. Paper folding test and mental rotation test were used to assess two subscales of spatial ability of the pre-service teachers and achievement test was also used to assess geometric knowledge for teaching shape and space. Data were analyzed using (M)ANOVAs at .05 significance level. The results of univariate ANOVAs show statistical and practical significant effect on spatial orientation and geometric knowledge for teaching, but unpredictably no statistical significant difference in spatial visualization between groups was found. The MANOVA however indicated overall statistically significant difference in posttest mean scores between groups with treatment accounting for 17% of multivariate variance of dependent variable. Implications for adopting origami instructions at the colleges of education were discussed.
Akayuure, P. & Ali, C. A. (2016). Incorporating Indigenous Bukre Game Into Mathematics Lessons: A Teaching Experiment. Researchjournali’s Journal of Mathematics, 3,
Abstract
One major drawback to the curriculum demand for the use of indigenous games in mathematics classrooms is the inability of most teachers to identify the mathematics in these games and consequently incorporate them when teaching specific mathematics content. The primary purpose of the study is therefore to analyze and show how the indigenous bukre game could be incorporated into the teaching and learning of probability concepts in junior high school mathematics. Forty-five pupils from Vea Junior High School and a 79-year old knowledgeable man were purposively engaged in bukre game and data were gathered by participant observations and interviews. A comparative analysis uncover that, similar to the classical experiment of tossing a coin, a variety of probability concepts surrounds bukre game. It is also observed that the game can promote pupils’ native conception of probability, intrinsic motivation, friendly classroom dialog and interactions. Implications were discussed within the framework of projecting the use of indigenous games and knowledge systems in teaching and learning mathematics.
One major drawback to the curriculum demand for the use of indigenous games in mathematics classrooms is the inability of most teachers to identify the mathematics in these games and consequently incorporate them when teaching specific mathematics content. The primary purpose of the study is therefore to analyze and show how the indigenous bukre game could be incorporated into the teaching and learning of probability concepts in junior high school mathematics. Forty-five pupils from Vea Junior High School and a 79-year old knowledgeable man were purposively engaged in bukre game and data were gathered by participant observations and interviews. A comparative analysis uncover that, similar to the classical experiment of tossing a coin, a variety of probability concepts surrounds bukre game. It is also observed that the game can promote pupils’ native conception of probability, intrinsic motivation, friendly classroom dialog and interactions. Implications were discussed within the framework of projecting the use of indigenous games and knowledge systems in teaching and learning mathematics.
Ali, C. A. & Peter 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), 6,
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., 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.
Nyarko, K. B., Oduro-Kwarteng, S., Dwumfour-Asare, B. & Boakye, K. O. (2016). Incentives for water supply to the urban poor and the role of the regulator in Ghana. International Journal of Water, 10,
Abstract
Urban water coverage in Ghana has been increasing but urban water supply to the poor is a challenge. This paper examines the incentive mechanisms in use in the urban water sector to serve the poor. The paper is based on reviews of incentive mechanisms (policy, strategies and practices), assessment of the level of implementation of pro-poor strategies and water supply situation in selected poor communities in the second largest city, Kumasi. The paper discusses the incentive mechanisms and the level of effectiveness and emphasises the role of the regulator. The study revealed that the policy framework for water service delivery to the urban poor exists but not all the intentions have been implemented. The urban utility is setting up a pro-poor unit and piloting innovative technical and management approaches for delivering services to the urban poor. The sector lacks sufficient incentive mechanisms to accelerate water service delivery to the urban poor.
Urban water coverage in Ghana has been increasing but urban water supply to the poor is a challenge. This paper examines the incentive mechanisms in use in the urban water sector to serve the poor. The paper is based on reviews of incentive mechanisms (policy, strategies and practices), assessment of the level of implementation of pro-poor strategies and water supply situation in selected poor communities in the second largest city, Kumasi. The paper discusses the incentive mechanisms and the level of effectiveness and emphasises the role of the regulator. The study revealed that the policy framework for water service delivery to the urban poor exists but not all the intentions have been implemented. The urban utility is setting up a pro-poor unit and piloting innovative technical and management approaches for delivering services to the urban poor. The sector lacks sufficient incentive mechanisms to accelerate water service delivery to the urban poor.
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.
