Search R&P Entries
Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers’ self-efficacy beliefs: The relationship between gender and instructional strategies, classroom management and student engagement.. Ghana Journal of Development Studies, 12,
Abstract
The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like Ghana. Specifically, descriptive survey design was used to determine the levels of self-efficacy beliefs among the teachers and the relationship between gender and teachers’ self-efficacies were also ascertained. The sample included 259 male and 178 female teachers who were randomly drawn from both private and public senior high schools. Teachers’ Sense of Efficacy Scale (TSES) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential statistics. Results indicated that generally teachers have relatively higher self-efficacy beliefs especially at the student engagement aspect. It was found that male and female teachers differed in relation to their instructional strategies with female teachers on average have better instructional strategies efficacy than male teachers. On contrary, both male and female teachers did not differ in terms of classroom management and student engagement efficacies. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of instructional practices, student engagement and classroom management practices to the teacher trainees so as to improve their efficacies level.
The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like Ghana. Specifically, descriptive survey design was used to determine the levels of self-efficacy beliefs among the teachers and the relationship between gender and teachers’ self-efficacies were also ascertained. The sample included 259 male and 178 female teachers who were randomly drawn from both private and public senior high schools. Teachers’ Sense of Efficacy Scale (TSES) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential statistics. Results indicated that generally teachers have relatively higher self-efficacy beliefs especially at the student engagement aspect. It was found that male and female teachers differed in relation to their instructional strategies with female teachers on average have better instructional strategies efficacy than male teachers. On contrary, both male and female teachers did not differ in terms of classroom management and student engagement efficacies. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of instructional practices, student engagement and classroom management practices to the teacher trainees so as to improve their efficacies level.
Sam, F. K., Konin, D., Amankwah, F. & Oti, D. A. (2015). The influence of demographic variables on self-efficacy beliefs of senior high school teachers in Kumasi metropolis.. African Journal of Interdisciplinary Studies, 8,
Abstract
The paper explored the influence of age, gender, educational qualification, school type and teaching experience on sense of self-efficacy beliefs among Senior High School (SHS) teachers in Kumasi metropolis of Ghana. Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was personally administered to collect data from 437 respondents who were randomly selected for the study. From the Spearman correlation analysis, it was revealed that teachers’ age, educational qualification and school type significantly correlated with their self-efficacy beliefs. Moreover, regression analysis conducted shown that the five demographic variables when taken together had significant effects on the teachers’ sense of efficacy; however teachers’ educational qualification made the strongest significant contribution to their self-efficacy beliefs. Among other things, it was recommended that longitudinal studies should be conducted to track the changes in teachers’ self-efficacy beliefs over time.
The paper explored the influence of age, gender, educational qualification, school type and teaching experience on sense of self-efficacy beliefs among Senior High School (SHS) teachers in Kumasi metropolis of Ghana. Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was personally administered to collect data from 437 respondents who were randomly selected for the study. From the Spearman correlation analysis, it was revealed that teachers’ age, educational qualification and school type significantly correlated with their self-efficacy beliefs. Moreover, regression analysis conducted shown that the five demographic variables when taken together had significant effects on the teachers’ sense of efficacy; however teachers’ educational qualification made the strongest significant contribution to their self-efficacy beliefs. Among other things, it was recommended that longitudinal studies should be conducted to track the changes in teachers’ self-efficacy beliefs over time.
Quarcoo,R, (2015). Garment Production under AGOA in the Freezone Areas of Ghana. Germany: LAP Lambert Academic Publishing. . ISBN: 978-3-659-64051-3
Abstract
Over the past decade, U.S government initiative on poverty alleviation in Sub-Saharan African countries (African Growth and Opportunity Act,AGOA) has been in force and Ghana is a beneficiary country for apparel provision among others. Other African countries have made tremendous gains with the apparel provisions under AGOA.How did Ghana utilize this advantage? This book looks at the extent to which the objectives of AGOA have been achieved through the apparel provision in the Ghanaian context; The benefits being derived by garment producing industries under AGOA; the challenges they are facing and the strategies that will help improve garment production in Ghana in order to maximize the advantage derived from the Apparel provision under AGOA.
Over the past decade, U.S government initiative on poverty alleviation in Sub-Saharan African countries (African Growth and Opportunity Act,AGOA) has been in force and Ghana is a beneficiary country for apparel provision among others. Other African countries have made tremendous gains with the apparel provisions under AGOA.How did Ghana utilize this advantage? This book looks at the extent to which the objectives of AGOA have been achieved through the apparel provision in the Ghanaian context; The benefits being derived by garment producing industries under AGOA; the challenges they are facing and the strategies that will help improve garment production in Ghana in order to maximize the advantage derived from the Apparel provision under AGOA.
Wornyo, A. A.
International Research Conference on Multidisciplinary Research and Transformation in Africa. University of Ghana, Legon. June 18-20th, 2015
Paper presented:
Language Policy Debate in Ghana: A Means of Elite Closure
Abstract
The language policy in Ghana’s educational system has become an issue of debate in recent years. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
The language policy in Ghana’s educational system has become an issue of debate in recent years. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
Wornyo, A. A.
Doctoral Students Research Conference. University of Ghana, Legon 5th - 6th November 2015
Paper presented:
Intercultural Rhetoric Analysis of Newspaper Editorials: A Comparative Study of the Daily Graphic and the NewYork Times
Abstract
This study seeks to analyze the editorials of the Daily Graphic newspaper as texts constructed in Ghana as an ESL setting and the editorials of the New York Times of America as texts constructed in a native-English speaking environment. The objective of the study is to discover the differences and the similarities that exist between the rhetorical and linguistics features of the editorials of the Daily Graphic newspaper and the editorials of the New York Times. This objective is to be achieved by analyzing six features of text. First, this study seeks to analyze the rhetorical structure of the Daily Graphic newspaper as a professional genre constructed in an ESL setting to find out the extent to which it follows the general prototypical rhetorical patterns found in newspaper editorials by comparing it to the New York Times. Second, the study seeks to find out whether there is significant macro structural variation between the New York Times as a newspaper published in the socio-cultural environments of native speakers and the Daily Graphic as a newspaper published in an ESL setting. In addition, it seeks to analyze the thematic development of the two newspapers. The study will also analyze the rhetorical appeals used by newspaper editorials in the two settings. Finally, the study seeks to examine how linguistics features such as cohesion, coherence and discourse organization are used in the two newspaper editorials. It is expected that the two newspapers would have differences in their rhetorical strategies that will reflect the socio-cultural environment in which they are published.
This study seeks to analyze the editorials of the Daily Graphic newspaper as texts constructed in Ghana as an ESL setting and the editorials of the New York Times of America as texts constructed in a native-English speaking environment. The objective of the study is to discover the differences and the similarities that exist between the rhetorical and linguistics features of the editorials of the Daily Graphic newspaper and the editorials of the New York Times. This objective is to be achieved by analyzing six features of text. First, this study seeks to analyze the rhetorical structure of the Daily Graphic newspaper as a professional genre constructed in an ESL setting to find out the extent to which it follows the general prototypical rhetorical patterns found in newspaper editorials by comparing it to the New York Times. Second, the study seeks to find out whether there is significant macro structural variation between the New York Times as a newspaper published in the socio-cultural environments of native speakers and the Daily Graphic as a newspaper published in an ESL setting. In addition, it seeks to analyze the thematic development of the two newspapers. The study will also analyze the rhetorical appeals used by newspaper editorials in the two settings. Finally, the study seeks to examine how linguistics features such as cohesion, coherence and discourse organization are used in the two newspaper editorials. It is expected that the two newspapers would have differences in their rhetorical strategies that will reflect the socio-cultural environment in which they are published.
Wornyo, A. A. (2016). English Loanwords in Ewe: A Phonological Analysis. Journal of Literature Languages and Linguistics, 22,
Abstract
This paper examines the processes that words borrowed from English go through on the phonological level in their adaptation into Ewe - a Kwa language spoken in Ghana and Togo. The paper analyses the adaptation of English loanwords into Ewe at the level of phonemic adaptation, syllable structure adaptation and the adaptation of stress. In terms of phonemic adaptation, it was found out that certain sounds in the English words borrowed into Ewe are foreign to the speakers of Ewe. In the adaptation process, the speakers replace the foreign sounds with native ones which are acoustically closer to the foreign ones. The analysis reveals that two main operations: deletion and insertion are used to compel foreign syllable structures to conform to the phonotactic constraints of Ewe. For the adaptation of stress into Ewe, it was realized that stressed syllables in English are generally realized as high tones and unstressed syllables are realized as low tones. The conclusion of this study is that English phonemes are mapped onto Ewe phonetic forms but phonotactic constraints that exist in Ewe result in the processes of deletion and insertion of segments into some English words borrowed into Ewe.
This paper examines the processes that words borrowed from English go through on the phonological level in their adaptation into Ewe - a Kwa language spoken in Ghana and Togo. The paper analyses the adaptation of English loanwords into Ewe at the level of phonemic adaptation, syllable structure adaptation and the adaptation of stress. In terms of phonemic adaptation, it was found out that certain sounds in the English words borrowed into Ewe are foreign to the speakers of Ewe. In the adaptation process, the speakers replace the foreign sounds with native ones which are acoustically closer to the foreign ones. The analysis reveals that two main operations: deletion and insertion are used to compel foreign syllable structures to conform to the phonotactic constraints of Ewe. For the adaptation of stress into Ewe, it was realized that stressed syllables in English are generally realized as high tones and unstressed syllables are realized as low tones. The conclusion of this study is that English phonemes are mapped onto Ewe phonetic forms but phonotactic constraints that exist in Ewe result in the processes of deletion and insertion of segments into some English words borrowed into Ewe.
Wornyo, A. A. (2016). Attending to the Grammatical Errors of Students using Constructive Teaching and Learning Activities. Journal of Education and Practice, 7,
Abstract
This study was a classroom-based action research. In this study, constructive teaching and learning activities were used to help learners improve on their grammar and usage with a focus on how to help them internalize subject verb agreement rules. The purpose of the research was to assist learners to improve upon their performance in grammar and usage. This action research aims to explore how constructive teaching and learning activities which are learner-centered activities can help learners to overcome their subject verb agreement errors and to improve on their English grammar and usage. Seventy eight (78) Level 100 (first year) students from the Faculty of Science, University of Education, Winneba took part in the study The study started with a pre-test in grammar and usage. This was followed by two focus group discussions. The students were then taken through the intervention designed by the instructor. Constructivists’ activities were used to guide the students to correct errors in their sentences. After the intervention, the students were interviewed about their impressions. There was a post-test at the end of the intervention. The outcome of the study showed an improvement in students’ performance in grammar and usage.
This study was a classroom-based action research. In this study, constructive teaching and learning activities were used to help learners improve on their grammar and usage with a focus on how to help them internalize subject verb agreement rules. The purpose of the research was to assist learners to improve upon their performance in grammar and usage. This action research aims to explore how constructive teaching and learning activities which are learner-centered activities can help learners to overcome their subject verb agreement errors and to improve on their English grammar and usage. Seventy eight (78) Level 100 (first year) students from the Faculty of Science, University of Education, Winneba took part in the study The study started with a pre-test in grammar and usage. This was followed by two focus group discussions. The students were then taken through the intervention designed by the instructor. Constructivists’ activities were used to guide the students to correct errors in their sentences. After the intervention, the students were interviewed about their impressions. There was a post-test at the end of the intervention. The outcome of the study showed an improvement in students’ performance in grammar and usage.
Wornyo, A. A. (2015). Language Policy Debate in Ghana: A Means of Elite Closure. Sociology Syudy, 5,
Abstract
The language policy in Ghana’s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
The language policy in Ghana’s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
Wornyo, A. A. (2015). Language Policy Debate in Ghana: A Means of Elite Closure. Sociology Syudy, 5,
Abstract
The language policy in Ghana’s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
The language policy in Ghana’s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
Wornyo, A. A. (2015). English Lingua Franca (ELF) as a Means of Communication among Construction Workers in Ghana. In . : International Journal of Language Learning and Applied Linguistics World.
Abstract
In countries that English is spoken as a second language, it is mainly learnt in the classroom as a school subject. However, individuals who have not had formal education can acquire and use English in informal settings outside the classroom. This study explores the various social contact situations and instances that motivate or make it necessary for construction workers to acquire and use English at the construction site. It also seeks to discover the communicative strategies employed by the construction workers to communicate. Using observations and interviews, it was discovered that some construction workers acquire and use English through their interaction with workers they do not share the same Ghanaian language with. The findings of the study show the reality of the global use of English as a language for communication beyond academic and official circles. The study concludes that though the English acquired and used among the construction workers is not the Standard English spoken by educated Ghanaians, it enables them to communicate to get their work done at the construction site.
