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Sam, E. F. (2022). On the intention to cycle for work and school trips in a developing country. GEO: Geography and Environment, 9,
Abstract
Cycling, as a mode of transport has immense health benefits. However, as pertains in other developing countries, cycling is not a preferred transport mode in urban Ghana, a development that is attributable to the lack of cycling infrastructure, safety and cultural perceptions. Guided by the Theory of Planned Behaviour, this study explored the intention to cycle for work and school trips (i.e., commuter cycling) in Winneba among 260 staff and students of the University of Education, Winneba, Ghana by fitting structural equation models. The results revealed low bicycle ownership and use among the respondents occasioned by some barriers. Additionally, it was found that the extent to which the respondents feel able and confident to cycle for work and school trips (i.e., their perceived behavioural control) was the most important predictor of their intention to cycle for work and school trips. Study respondents' attitudes toward cycling and subjective norms (i.e., social pressures to cycle) did not significantly influence the intention to cycle for work and school trips. Consequently, the study proffered relevant measures to promote commuter cycling on university campuses and by extension in the wider society.
Cycling, as a mode of transport has immense health benefits. However, as pertains in other developing countries, cycling is not a preferred transport mode in urban Ghana, a development that is attributable to the lack of cycling infrastructure, safety and cultural perceptions. Guided by the Theory of Planned Behaviour, this study explored the intention to cycle for work and school trips (i.e., commuter cycling) in Winneba among 260 staff and students of the University of Education, Winneba, Ghana by fitting structural equation models. The results revealed low bicycle ownership and use among the respondents occasioned by some barriers. Additionally, it was found that the extent to which the respondents feel able and confident to cycle for work and school trips (i.e., their perceived behavioural control) was the most important predictor of their intention to cycle for work and school trips. Study respondents' attitudes toward cycling and subjective norms (i.e., social pressures to cycle) did not significantly influence the intention to cycle for work and school trips. Consequently, the study proffered relevant measures to promote commuter cycling on university campuses and by extension in the wider society.
Sam, E. F. (2022). How effective are police road presence and enforcement in a developing country context?. Humanities & Social Sciences Communications, 9,
Abstract
Traffic enforcement and associated penalties are essential in any successful road safety strategy. Available literature identifies both traditional and automated traffic enforcement. Ghana employs traditional traffic enforcement involving visible police officers enforcing traffic rules and regulations on the roadways. This phenomenological study explores the perceived effectiveness of police road presence as a road safety strategy in the Ghanaian context. Data for the analysis came from in-depth interviews of 42 people recruited as a convenience sample (comprising 25 commercial drivers, 12 private drivers, and five traffic police officers of the Motor Traffic and Transport Department (MTTD) of the Ghana Police Service). The study results suggest widespread driver road tactics to outwit the traffic police officers, police extortion and driver bribery (road traffic corruption), and punishment avoidance. These behaviours undermine deterrence and negate the seriousness and expected general deterrent effect of the police road presence and enforcement. This study provides an initial exploration of the effectiveness (or otherwise) of police road presence and enforcement in the context of a developing country. Additional studies are, however, needed to explore this phenomenon further.
Traffic enforcement and associated penalties are essential in any successful road safety strategy. Available literature identifies both traditional and automated traffic enforcement. Ghana employs traditional traffic enforcement involving visible police officers enforcing traffic rules and regulations on the roadways. This phenomenological study explores the perceived effectiveness of police road presence as a road safety strategy in the Ghanaian context. Data for the analysis came from in-depth interviews of 42 people recruited as a convenience sample (comprising 25 commercial drivers, 12 private drivers, and five traffic police officers of the Motor Traffic and Transport Department (MTTD) of the Ghana Police Service). The study results suggest widespread driver road tactics to outwit the traffic police officers, police extortion and driver bribery (road traffic corruption), and punishment avoidance. These behaviours undermine deterrence and negate the seriousness and expected general deterrent effect of the police road presence and enforcement. This study provides an initial exploration of the effectiveness (or otherwise) of police road presence and enforcement in the context of a developing country. Additional studies are, however, needed to explore this phenomenon further.
Owusu, S. (2021). Washback Effect of High-Stakes English Language Tests on the Learning Behaviours of Ghanaian ESL Learners. Journal of Education and Practice, 12,
Abstract
The term washback or backwash is used in Applied Linguistics to refer to the impact of second/foreign language testing on learning behaviours, teaching practices, and curriculum design. The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers. The English language syllabus for both junior high school and senior high school levels has listening, reading, writing, and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. This paper reports on the washback effect of high-stakes English language tests on the learning behaviours of Ghanaian ESL learners. A total of 344 students from 3 junior high and 5 senior high schools were purposively sampled for the study. Qualitative and quantitative analysis of data revealed that the BECE/WASSCE influenced how students learnt English, and that they wanted their teachers to concentrate on language areas that would only make them perform well in the high-stakes tests. This confirms the Alderson and Wall’s washback hypotheses that a test will influence what and how learners learn.
The term washback or backwash is used in Applied Linguistics to refer to the impact of second/foreign language testing on learning behaviours, teaching practices, and curriculum design. The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers. The English language syllabus for both junior high school and senior high school levels has listening, reading, writing, and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. This paper reports on the washback effect of high-stakes English language tests on the learning behaviours of Ghanaian ESL learners. A total of 344 students from 3 junior high and 5 senior high schools were purposively sampled for the study. Qualitative and quantitative analysis of data revealed that the BECE/WASSCE influenced how students learnt English, and that they wanted their teachers to concentrate on language areas that would only make them perform well in the high-stakes tests. This confirms the Alderson and Wall’s washback hypotheses that a test will influence what and how learners learn.
Owusu, S. & Adomako K. (2021). THE INFLUENCE OF AKAN VOWEL HARMONY ON PRONUNCIATION OF NATIVE AKAN SPEAKERS OF ENGLISH. International Journal of English Language and Linguistics Research, 9,
Abstract
Vowel harmony is a major phonological phenomenon in the phonological system of Akan. The vowel harmony rule in Akan is governed by the [ATR] parameter. It is a phonological process of regressive assimilation in Akan. It occurs when [-ATR] vowels are followed by [+ATR] vowels. [+ATR] vowels tend to assimilate [-ATR] vowels on the left, that is, [+ATR] feature spreads leftward to all the preceding [-ATR] vowels in a word. This paper examines the impact of this phonological phenomenon in Akan on the spoken English of native Akan speakers. We formed sentences with 20 English words in which relatively low vowels are followed by relatively high vowels. The 20 native Asante Twi speakers of English from the College of Languages Education, University of Education, Winneba were purposively sampled to read the sentences. The sentences were recorded and impressionistically transcribed and analysed. The results showed that the respondents transferred the Akan vowel harmony rule into their pronunciation of the English words administered. Keywords: Akan Vowel Harmony, Pronunciation, Twi Speakers of English
Vowel harmony is a major phonological phenomenon in the phonological system of Akan. The vowel harmony rule in Akan is governed by the [ATR] parameter. It is a phonological process of regressive assimilation in Akan. It occurs when [-ATR] vowels are followed by [+ATR] vowels. [+ATR] vowels tend to assimilate [-ATR] vowels on the left, that is, [+ATR] feature spreads leftward to all the preceding [-ATR] vowels in a word. This paper examines the impact of this phonological phenomenon in Akan on the spoken English of native Akan speakers. We formed sentences with 20 English words in which relatively low vowels are followed by relatively high vowels. The 20 native Asante Twi speakers of English from the College of Languages Education, University of Education, Winneba were purposively sampled to read the sentences. The sentences were recorded and impressionistically transcribed and analysed. The results showed that the respondents transferred the Akan vowel harmony rule into their pronunciation of the English words administered. Keywords: Akan Vowel Harmony, Pronunciation, Twi Speakers of English
Samlafo, B.V, and Adakwah, D (2021). Evaluative Study of River Birim in Denkyembuor, Ghana, Using Water Quality Indices. Chemical Science International Journal, 30,
Abstract
Aim: To evaluate water quality of the river Birim after a two-year ban as a result of illegal mining activities in the catchment areas of the river. Methodology: Samples were taken during wet and dry seasons in acid-washed plastic containers. Two water quality indices were adapted for the river under study and used in the evaluation. These were Water Quality Index (WQI) and Heavy Metal Pollution Index (HPI). Twelve physicochemical parameters, such as pH, turbidity, conductivity, total suspended solids, total dissolved solids, total hardness, alkalinity, sulphate, phosphate, nitrate, Fluoride, and chloride which were life-threatening and generally acceptable in water quality were used to evaluate the water quality index. The computed WQI was 439.168, which fell within the unfit for drinking category with turbidity and total suspended solids positively influencing the index. Iron, (Fe), As, Mn, and Hg were used to evaluate HPI, with an index value of 39.49, which was excellent considering a critical value of 100 set, below which the water is fit for good drinking water. Conclusion: Except for heavy metal pollution, the river Birim is unfit for drinking without chemical treatment and that, the two-year ban on artisanal small-scale mining was not enough for the river to recover fully from previous pollution episodes and hence did not have any impact on water quality of the river Birim.
Aim: To evaluate water quality of the river Birim after a two-year ban as a result of illegal mining activities in the catchment areas of the river. Methodology: Samples were taken during wet and dry seasons in acid-washed plastic containers. Two water quality indices were adapted for the river under study and used in the evaluation. These were Water Quality Index (WQI) and Heavy Metal Pollution Index (HPI). Twelve physicochemical parameters, such as pH, turbidity, conductivity, total suspended solids, total dissolved solids, total hardness, alkalinity, sulphate, phosphate, nitrate, Fluoride, and chloride which were life-threatening and generally acceptable in water quality were used to evaluate the water quality index. The computed WQI was 439.168, which fell within the unfit for drinking category with turbidity and total suspended solids positively influencing the index. Iron, (Fe), As, Mn, and Hg were used to evaluate HPI, with an index value of 39.49, which was excellent considering a critical value of 100 set, below which the water is fit for good drinking water. Conclusion: Except for heavy metal pollution, the river Birim is unfit for drinking without chemical treatment and that, the two-year ban on artisanal small-scale mining was not enough for the river to recover fully from previous pollution episodes and hence did not have any impact on water quality of the river Birim.
Quarcoo,R, (2021). An Evaluation of the Affective Entry Behaviors of Students and Teachers in Clothing and Textile at the Senior High School in Ghana.. B. Patton Canada International Conference on Education [CICE-2021]. Mississauga,Canada: Infonomics Society.
Abstract
This study evaluated the affective entry behaviors of students and teachers in Clothing and Textile at the Senior High School level of education in Ghana. The mixed method approach of research design was adopted and a multi-staged sampling technique was used to sample 478 students and 23 teachers respectively. The results shown that, majority of the students had the minimum entry aggregates, some Clothing and Textiles teachers had other specializations other than Clothing and Textiles, Students and teachers were not interested in Clothing and Textiles. Students were forced by parents and teachers to take Clothing and Textiles. Recommendations such as Ghana Education Service (GES) should employ teachers with Clothing and Textiles background, National Council for Curriculum and Assessment and Ghana Education Service should make the Basic Design and Technology component ‘sewing’ very attractive at the Junior High School level to help students develop interest in Clothing and Textiles. Key Words: Evaluation, Affective entry characteristics, Clothing and Textiles, Students, Teachers (ISBN:978-1-913572-32-7)
This study evaluated the affective entry behaviors of students and teachers in Clothing and Textile at the Senior High School level of education in Ghana. The mixed method approach of research design was adopted and a multi-staged sampling technique was used to sample 478 students and 23 teachers respectively. The results shown that, majority of the students had the minimum entry aggregates, some Clothing and Textiles teachers had other specializations other than Clothing and Textiles, Students and teachers were not interested in Clothing and Textiles. Students were forced by parents and teachers to take Clothing and Textiles. Recommendations such as Ghana Education Service (GES) should employ teachers with Clothing and Textiles background, National Council for Curriculum and Assessment and Ghana Education Service should make the Basic Design and Technology component ‘sewing’ very attractive at the Junior High School level to help students develop interest in Clothing and Textiles. Key Words: Evaluation, Affective entry characteristics, Clothing and Textiles, Students, Teachers (ISBN:978-1-913572-32-7)
Akayuure, P.
OCCE 2021 Digital transformation of Education and learning (DTEL): past, present and future. Tampere University, Finland 16-20 August 2021
Paper presented:
Use of vclass in mathematics education delivery: The UEW experience
Abstract
The advent of the Coronavirus pandemic (Covid-19) has rapidly influenced every domain of human existence and drifted human undertakings to a new normal in which social distancing becomes the norm. With the emergence of the new normal, educational institutions worldwide are beset with teaching, assessment and learning sustainability crises. These crises compelled many educational managers and lecturers to rethink about educational access and delivery while students strive to adjust to new learning systems external to the orthodox face-to-face mode. The questions of which and how learning platforms can be used for educational delivery remain unsettled. In spite of this, institutions of higher learning are quickly adapting to the crises. In developing countries like Ghana, new and emerging digital learning platforms, assessment modalities and delivery modes are being experimented in schools without prior evidences of their effectiveness, successes and shortfalls. For the past one and half years for example, there has been unprecedented push to online teaching, learning and assessment with commercial digital learning platform providers also on the rush to provide support and solutions to educational delivery, sometimes for free. The University of Education Winneba (UEW) trains competent professional teachers for all levels of education in Ghana and the West African sub-region. When Ghana recorded its first case of the Covid-19 in March 12, 2020, culminating to lockdowns and closure of all institutions, the academic calendar was disrupted. UEW was then compelled to device innovative ways of using Learning Management Systems (LMS) called vclass to enable students learn amidst the pandemic to bring the 2019/2020 academic year to a successful close. Following this, the struggle to sustain the new innovation of using the UEWvclass for educational delivery in UEW comes with new dilemmas and contextual issues of ICT infrastructures, faculty capacity and students’ support and welfare. This paper mirrors students and their lecturers’ experiences in the use of UEWvclass platform to learn various courses in mathematics education in UEW. Notwithstanding a number of exciting experiences conveyed as first time users of vclass, users are challenges with online course creation, online lesson delivery, e-assessment, digital skills and network connectivity. As a result of the covid-19 pandemic and digital experiences, UEW plans to emphasize, consolidate and serve as a pace setter of hybrid/blended instructional delivery for its regular, sandwich and distance modes beyond the Covid-19 era. Keywords: Covid-19, Mathematics education, LMS, UEW vclass experience.
The advent of the Coronavirus pandemic (Covid-19) has rapidly influenced every domain of human existence and drifted human undertakings to a new normal in which social distancing becomes the norm. With the emergence of the new normal, educational institutions worldwide are beset with teaching, assessment and learning sustainability crises. These crises compelled many educational managers and lecturers to rethink about educational access and delivery while students strive to adjust to new learning systems external to the orthodox face-to-face mode. The questions of which and how learning platforms can be used for educational delivery remain unsettled. In spite of this, institutions of higher learning are quickly adapting to the crises. In developing countries like Ghana, new and emerging digital learning platforms, assessment modalities and delivery modes are being experimented in schools without prior evidences of their effectiveness, successes and shortfalls. For the past one and half years for example, there has been unprecedented push to online teaching, learning and assessment with commercial digital learning platform providers also on the rush to provide support and solutions to educational delivery, sometimes for free. The University of Education Winneba (UEW) trains competent professional teachers for all levels of education in Ghana and the West African sub-region. When Ghana recorded its first case of the Covid-19 in March 12, 2020, culminating to lockdowns and closure of all institutions, the academic calendar was disrupted. UEW was then compelled to device innovative ways of using Learning Management Systems (LMS) called vclass to enable students learn amidst the pandemic to bring the 2019/2020 academic year to a successful close. Following this, the struggle to sustain the new innovation of using the UEWvclass for educational delivery in UEW comes with new dilemmas and contextual issues of ICT infrastructures, faculty capacity and students’ support and welfare. This paper mirrors students and their lecturers’ experiences in the use of UEWvclass platform to learn various courses in mathematics education in UEW. Notwithstanding a number of exciting experiences conveyed as first time users of vclass, users are challenges with online course creation, online lesson delivery, e-assessment, digital skills and network connectivity. As a result of the covid-19 pandemic and digital experiences, UEW plans to emphasize, consolidate and serve as a pace setter of hybrid/blended instructional delivery for its regular, sandwich and distance modes beyond the Covid-19 era. Keywords: Covid-19, Mathematics education, LMS, UEW vclass experience.
Nyatsikor, M. K., Abroampa, W. K., & Esia-Donkoh, K. (2021). The influence of school type on pupils’ proficiency in selected school subjects: Implications for curriculum implementation in Ghana. Global Journal of Educational Research, 20,
Abstract
This research examined the influence of private and public basic schools on pupils’ proficiency in Mathematics and English language subjects. The theoretical model that supported the study was the bioecological model of human development. The sample comprised 16,481 Primary 3 and 14, 495 Primary 6 pupils from 448 and 426 schools respectively. The research design was a descriptive cross-sectional survey. Schools were sampled using a stratified random sampling technique. Data were analysed using a multilevel modelling technique. The significance or otherwise of the influence of school type on pupils’ proficiency in both subjects was assessed at p ˂ 0.001. The results showed that many pupils performed below the minimum competency level in both subjects uniquely because they attended public schools. Conversely, many pupils were found to be proficient in both subjects exclusively because they attended private schools. The research findings suggest that the type of primary schools pupils attend in Ghana significantly mattered for their academic success and the progression from one grade-level to another. The results imply that learning opportunities are not equal for all pupils. This has implications for the effective implementation of the primary school curriculum in the country. To improve upon the academic achievement of primary school children in Ghana, first, there is the need to eliminate the achievement gap between private and public schools. Keywords: School Type; Pupils; Proficiency; Mathematics: English Language
This research examined the influence of private and public basic schools on pupils’ proficiency in Mathematics and English language subjects. The theoretical model that supported the study was the bioecological model of human development. The sample comprised 16,481 Primary 3 and 14, 495 Primary 6 pupils from 448 and 426 schools respectively. The research design was a descriptive cross-sectional survey. Schools were sampled using a stratified random sampling technique. Data were analysed using a multilevel modelling technique. The significance or otherwise of the influence of school type on pupils’ proficiency in both subjects was assessed at p ˂ 0.001. The results showed that many pupils performed below the minimum competency level in both subjects uniquely because they attended public schools. Conversely, many pupils were found to be proficient in both subjects exclusively because they attended private schools. The research findings suggest that the type of primary schools pupils attend in Ghana significantly mattered for their academic success and the progression from one grade-level to another. The results imply that learning opportunities are not equal for all pupils. This has implications for the effective implementation of the primary school curriculum in the country. To improve upon the academic achievement of primary school children in Ghana, first, there is the need to eliminate the achievement gap between private and public schools. Keywords: School Type; Pupils; Proficiency; Mathematics: English Language
Changing incentives for vehicle use: Zero emissions areas and congestion pricing (Taming traffic webinar series, Part 3)*Enoch F Sam*Senior Lecturer*Institute for Transportation & Development Policy (ITDP)*Virtual*11 August 2021*11 August 2021
Damsere-Derry, J., Adanu, E. K., Ojo, T. K., & Sam, E. F. (2021). Injury-severity analysis of intercity bus crashes in Ghana: A random parameters multinomial logit with heterogeneity in means and variances approach. Accident Analysis and Prevention, 160,
Abstract
Travel by bus is an efficient, cost-effective, safe and preferred means of intercity transport in many advanced countries. On the contrary, there is huge public sentiment about the safety records of intercity buses in low- and middle-income countries given the increasing bus-involved road traffic crashes and high fatality rates. This study sought to model the injury severity of intercity bus transport in Ghana using the random parameters multinomial logit with heterogeneity in means and variances modelling technique to account for unobserved heterogeneity in the dataset. The dataset involves crash data from the 575 km long Accra-Kumasi-Sunyani-Gonokrom highway in Ghana. Four discrete crash outcome categories were considered in this study: fatal injury, hospitalized injury, minor injury, and no injury. The study observed that crashes involving pedestrians, unlicensed drivers, and drivers and passengers aged more than 60 years have a higher probability of sustaining fatal injuries. Also, speeding, wrong overtaking, careless driving and inexperienced drivers were associated with fatal injury outcomes on the highway. The incidence of intercity bus transport crashes involving larger buses and minibuses were also found to more likely result in fatalities. The probability of hospitalized injury increased for crashes that occurred in a village setting. Given these findings, the study proposed improvement of the road infrastructure, enforcing seatbelt availability and use in intercity buses, increased enforcement of the traffic rules and regulations to deter driver recklessness and speeding as well as improving the luminance of the highways. Additionally, apps that have features for customers to rate intercity bus operators, the quality of services provided, and also have the option to report reckless driving activities can be developed to promote safe and inclusive public transport in the country.
Travel by bus is an efficient, cost-effective, safe and preferred means of intercity transport in many advanced countries. On the contrary, there is huge public sentiment about the safety records of intercity buses in low- and middle-income countries given the increasing bus-involved road traffic crashes and high fatality rates. This study sought to model the injury severity of intercity bus transport in Ghana using the random parameters multinomial logit with heterogeneity in means and variances modelling technique to account for unobserved heterogeneity in the dataset. The dataset involves crash data from the 575 km long Accra-Kumasi-Sunyani-Gonokrom highway in Ghana. Four discrete crash outcome categories were considered in this study: fatal injury, hospitalized injury, minor injury, and no injury. The study observed that crashes involving pedestrians, unlicensed drivers, and drivers and passengers aged more than 60 years have a higher probability of sustaining fatal injuries. Also, speeding, wrong overtaking, careless driving and inexperienced drivers were associated with fatal injury outcomes on the highway. The incidence of intercity bus transport crashes involving larger buses and minibuses were also found to more likely result in fatalities. The probability of hospitalized injury increased for crashes that occurred in a village setting. Given these findings, the study proposed improvement of the road infrastructure, enforcing seatbelt availability and use in intercity buses, increased enforcement of the traffic rules and regulations to deter driver recklessness and speeding as well as improving the luminance of the highways. Additionally, apps that have features for customers to rate intercity bus operators, the quality of services provided, and also have the option to report reckless driving activities can be developed to promote safe and inclusive public transport in the country.
