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Making transport resilient to pandemics*Enoch F Sam*Senior Lecturer*International Road Federation (IRF)*Webinar*25 March 2021*25 March 2021
Women and Transport Africa*Enoch F Sam*Senior Lecturer*Flone Initiative*Virtual*25 November 2020*27 November 2020
Africa’s response to COVID-19 impacts on transport and mobility*Enoch F Sam*Senior Lecturer*International Road Federation and High-Volume Transport*Webinar*29 Mach 2021*29 March 2021
Excellence in Peer Review: How to be an effective peer reviewer (*Enoch F Sam*Senior Lecturer*Taylor and Francis Reviewer Training Network*Webinar*16 July 2021*16 July 2021
Reuben Tamakloe a, Sungho Lim, Enoch F. Sam, Shin Hyoung Park, Dongjoo Park (2021). Investigating factors affecting bus/minibus accident severity in a developing country for different subgroup datasets characterised by time, pavement, and light conditions. Accident Analysis and Prevention, 159,
Abstract
Developing countries are primarily associated with poor roadway and lighting infrastructure challenges, which has a considerable effect on their traffic accident fatality rates. These rates are further increased as bus/minibus drivers indulge in risky driving, mainly during weekends when traffic and police surveillance is low to maximise profits. Although these factors have been mentioned in the literature as key indicators influencing accident severity of buses/minibuses, there is currently no study that explored the complex mechanisms underpinning the simultaneous effect of pavement and light conditions on the generation of accident severity outcomes while considering weekly temporal stability of the accident-risk factors. This study seeks to investigate the variations in the effect of contributing factors on the severity of bus/minibus accidents in Ghana across various combinations of pavement and light conditions and to identify the exact effects of weekdays and weekends on severity outcomes using a random parameter ordered logit model with heterogeneity in the means to account for unobserved heterogeneity in the police-reported data. Preliminary analysis demonstrated that accident-risk factors used in the models were temporally unstable, warranting the division of the data into both weekend and weekday time periods. A wide variety of factors such as sideswipes, median presence, merging, and overtaking had significantly varying effects on bus/minibus accident severities under different combinations of pavement and light conditions for both weekdays and weekends. Insights drawn from this study, together with the policy recommendations provided, can be employed by engineers and policymakers to improve traffic safety in developing nations.
Developing countries are primarily associated with poor roadway and lighting infrastructure challenges, which has a considerable effect on their traffic accident fatality rates. These rates are further increased as bus/minibus drivers indulge in risky driving, mainly during weekends when traffic and police surveillance is low to maximise profits. Although these factors have been mentioned in the literature as key indicators influencing accident severity of buses/minibuses, there is currently no study that explored the complex mechanisms underpinning the simultaneous effect of pavement and light conditions on the generation of accident severity outcomes while considering weekly temporal stability of the accident-risk factors. This study seeks to investigate the variations in the effect of contributing factors on the severity of bus/minibus accidents in Ghana across various combinations of pavement and light conditions and to identify the exact effects of weekdays and weekends on severity outcomes using a random parameter ordered logit model with heterogeneity in the means to account for unobserved heterogeneity in the police-reported data. Preliminary analysis demonstrated that accident-risk factors used in the models were temporally unstable, warranting the division of the data into both weekend and weekday time periods. A wide variety of factors such as sideswipes, median presence, merging, and overtaking had significantly varying effects on bus/minibus accident severities under different combinations of pavement and light conditions for both weekdays and weekends. Insights drawn from this study, together with the policy recommendations provided, can be employed by engineers and policymakers to improve traffic safety in developing nations.
Sam, E. F.
VREF Mobility in African Cities (MAC) Research Forum 2021. Virtual 19 May 2021
Paper presented:
Towards a disability-inclusive urban transport system in Accra and Nairobi: a policy-practice agenda
Abstract
The proposed project aims at a comparative analysis of the daily mobility patterns, needs, experiences and challenges of Persons with Disabilities (PWDs) in accessing urban transport systems in Accra, Ghana and Nairobi, Kenya. Premised on urban mobility concepts, disability theories and social inclusion of PWDs, the project also intends to explore the implications of these mobility challenges for their social inclusion and ability to function independently in society. There is a lack of proper guidelines to ensure the design and provision of inclusive infrastructure and services that meet the requirements of PWDs. There are also capacity gaps for key institutions dealing with issues of PWDs in creating awareness and implementing structures for their rights and under the international obligations such as the United Nations Convention on the Rights of Persons with Disabilities of 2006, Article 29 of the Constitution of Ghana (1992), and Article 54 of the Constitution of Kenya (2010) which advocate for inclusivity. These factors among others have been ascertained to negatively affect the travel patterns and general livelihood of PWDs.
The proposed project aims at a comparative analysis of the daily mobility patterns, needs, experiences and challenges of Persons with Disabilities (PWDs) in accessing urban transport systems in Accra, Ghana and Nairobi, Kenya. Premised on urban mobility concepts, disability theories and social inclusion of PWDs, the project also intends to explore the implications of these mobility challenges for their social inclusion and ability to function independently in society. There is a lack of proper guidelines to ensure the design and provision of inclusive infrastructure and services that meet the requirements of PWDs. There are also capacity gaps for key institutions dealing with issues of PWDs in creating awareness and implementing structures for their rights and under the international obligations such as the United Nations Convention on the Rights of Persons with Disabilities of 2006, Article 29 of the Constitution of Ghana (1992), and Article 54 of the Constitution of Kenya (2010) which advocate for inclusivity. These factors among others have been ascertained to negatively affect the travel patterns and general livelihood of PWDs.
Amoah, S. A. & Gyamera, A. (2019). Situational Analysis of Labour Turn Out In the Ghanaian Education Sector: The Strides and Preferences. International Journal of Asian Social Science, 9,
Abstract
Abstract The purpose of the study was to do a situational analysis of teacher turn-out in the Ghanaian education sector. Using a descriptive survey design the study considered the population of education experts including directors, circuit supervisors and the headteachers and teachers of basic education sector. A sample size of 45 respondents, selected through the use of homogenous, purposive, and stratification, sampling techniques. Data were collected with the help of self-developed questionnaire and interview guide. The information collected were analysed using frequencies and thematic approach. Some push factors include teachers’ likeness of the environment, teachers are satisfied with effort within the educational environment. In addition the ease of getting assurances and transfers are the common form of recruitment procedure for the teachers. Also teachers retention and participants characteristics, teacher's ability to manage the variety of observations and attitudes of people within an environment as well as learning from different types of ideas in a collaborative reflective environment came out strongly as some of the findings. It is concluded and recommended that varied structural factors influenced labor turn out in education sector, effective in-service training is needed to train mentors in the municipality such that teacher can be given effective counselling and mentorship training, reflective collaborative activities need to be encouraged so that teachers can interact with their colleagues in a more worthwhile activities that can promote their professional well-being in the municipality. Contribution/ Originality: This study is one of the few studies which have investigated into the situational analysis of labour turn out in the Ghanaian education sector. It looked at the strides and preferences of teachers as to how they stay at a station and what influence them to be at their station. Keywords Ghana Education Service, Collaborative Reflective Environment, Turn-out, Attrition, In-service training, Teacher retention, Mentor.
Abstract The purpose of the study was to do a situational analysis of teacher turn-out in the Ghanaian education sector. Using a descriptive survey design the study considered the population of education experts including directors, circuit supervisors and the headteachers and teachers of basic education sector. A sample size of 45 respondents, selected through the use of homogenous, purposive, and stratification, sampling techniques. Data were collected with the help of self-developed questionnaire and interview guide. The information collected were analysed using frequencies and thematic approach. Some push factors include teachers’ likeness of the environment, teachers are satisfied with effort within the educational environment. In addition the ease of getting assurances and transfers are the common form of recruitment procedure for the teachers. Also teachers retention and participants characteristics, teacher's ability to manage the variety of observations and attitudes of people within an environment as well as learning from different types of ideas in a collaborative reflective environment came out strongly as some of the findings. It is concluded and recommended that varied structural factors influenced labor turn out in education sector, effective in-service training is needed to train mentors in the municipality such that teacher can be given effective counselling and mentorship training, reflective collaborative activities need to be encouraged so that teachers can interact with their colleagues in a more worthwhile activities that can promote their professional well-being in the municipality. Contribution/ Originality: This study is one of the few studies which have investigated into the situational analysis of labour turn out in the Ghanaian education sector. It looked at the strides and preferences of teachers as to how they stay at a station and what influence them to be at their station. Keywords Ghana Education Service, Collaborative Reflective Environment, Turn-out, Attrition, In-service training, Teacher retention, Mentor.
Amoah, S. A., Owusu-Mensah, F., Gyamera, A., & Mensah, A. G. (2019). Do Distance Education students owned their learning: students’ perception of parenting styles and sex role ideologies?. Advances in Social Science Research Journal,, 6,
Abstract
Abstract Students have different ideologies about what they consider appropriate and inappropriate when it comes to learning. In view of this the study sought to find out if DE students own their learning regarding parenting styles and sex role ideologies. Correlational research design was employed in this study. Stratified and simple random sampling techniques were used to select 300 participants from a population of 1480. Using an adopted instruments the Pearson-Product Moment Correlation was used to establish association between parenting styles and sex role ideology and regression was used to ascertain the predictions of the variables. It was found that parenting styles do not contribute to sex role ideologies of the participants to foster learning. However, individuals with authoritative parenting style were more likely to form more modern sex role ideology which influences their learning episode, and individuals with authoritarian parenting style were more likely to have more traditional sex role ideology. The study recommends that since parenting styles relates with sex role ideology DE students need to be guided on how they learn through guidance and counselling to develop the best ideology to learning. Again cultural sentiment need to guide DE students who come from varied cultural settings. Key words: Parenting Styles, Sex role ideology, Distance Education students
Abstract Students have different ideologies about what they consider appropriate and inappropriate when it comes to learning. In view of this the study sought to find out if DE students own their learning regarding parenting styles and sex role ideologies. Correlational research design was employed in this study. Stratified and simple random sampling techniques were used to select 300 participants from a population of 1480. Using an adopted instruments the Pearson-Product Moment Correlation was used to establish association between parenting styles and sex role ideology and regression was used to ascertain the predictions of the variables. It was found that parenting styles do not contribute to sex role ideologies of the participants to foster learning. However, individuals with authoritative parenting style were more likely to form more modern sex role ideology which influences their learning episode, and individuals with authoritarian parenting style were more likely to have more traditional sex role ideology. The study recommends that since parenting styles relates with sex role ideology DE students need to be guided on how they learn through guidance and counselling to develop the best ideology to learning. Again cultural sentiment need to guide DE students who come from varied cultural settings. Key words: Parenting Styles, Sex role ideology, Distance Education students
Amoah, S. A. (2019). Achieving Assessment Results: Distance Education students of University of Education, use of test taking-skills to solve in-built activities in counselling from self-instructional Course Manual.. Education Quarterly Reviews, 2,
Abstract
Abstract Adopting appropriate test-taking skills is crucial to test performance. The study assesses the use of test-taking skills among distance education (DE) students of University of Education, Winneba (UEW) in solving in-built activities on counselling in self-instructional course manual. Adopting the ex-post facto design and quantitative approach, the study used 18 participants selected through convenience sampling technique. Two instruments-test-taking questionnaire to measure the test-taking skills of participants and in-built activities in DE modules-were used to measure students’ academic performance. From the analysis, DE students all adopted test-taking skills, and it was established that there was a significant relationship between students test-taking skills and their academic performance. It is concluded that test-taking skills was necessary to be used to solve in-built activities on counselling. It is recommended that the model writers need to suggest some test-taking skills which need to be used for solving in-built activities in the DE modules especially in counselling. Keyword: test-taking skills, in-built activities, distance education students, counselling, self-instructional modules, distance education modules.
Abstract Adopting appropriate test-taking skills is crucial to test performance. The study assesses the use of test-taking skills among distance education (DE) students of University of Education, Winneba (UEW) in solving in-built activities on counselling in self-instructional course manual. Adopting the ex-post facto design and quantitative approach, the study used 18 participants selected through convenience sampling technique. Two instruments-test-taking questionnaire to measure the test-taking skills of participants and in-built activities in DE modules-were used to measure students’ academic performance. From the analysis, DE students all adopted test-taking skills, and it was established that there was a significant relationship between students test-taking skills and their academic performance. It is concluded that test-taking skills was necessary to be used to solve in-built activities on counselling. It is recommended that the model writers need to suggest some test-taking skills which need to be used for solving in-built activities in the DE modules especially in counselling. Keyword: test-taking skills, in-built activities, distance education students, counselling, self-instructional modules, distance education modules.
Amoah, S. A. (2019). Test score pollution and performance-based assessment: the thinking among students of the university of Education, Winneba, Ghana. International Journal of Innovative Research & Development, 8,
Abstract
Abstract This study explored students’ views on Test Score Pollution (TSP) and how they practised Performance-Based Assessment (PBA) and whether there was any relationship between TSP and PBA test scores. Descriptive survey design of a quantitative approach with 260 participant, selected through the multistage sampling technique was used. A questionnaire eliciting responses from participant on TSP and PBA was the data collection instrument. Descriptive statistics, mean and Spearman’s Correlation were the analytical tools. The results indicate that students did not have much knowledge on TSP and that PBA scores were contaminated. There was a strong positive correlation in the views expressed by students between TSP and PBA scores. It is concluded that better understanding of TSP is good since PBA scores can be influenced by TSP. It is therefore recommended that assessment experts need to get students understand what TSP is all about. Keywords: Test Score Pollution, Performance Based Assessment, high-stakes test, true score, error score, observed score
Abstract This study explored students’ views on Test Score Pollution (TSP) and how they practised Performance-Based Assessment (PBA) and whether there was any relationship between TSP and PBA test scores. Descriptive survey design of a quantitative approach with 260 participant, selected through the multistage sampling technique was used. A questionnaire eliciting responses from participant on TSP and PBA was the data collection instrument. Descriptive statistics, mean and Spearman’s Correlation were the analytical tools. The results indicate that students did not have much knowledge on TSP and that PBA scores were contaminated. There was a strong positive correlation in the views expressed by students between TSP and PBA scores. It is concluded that better understanding of TSP is good since PBA scores can be influenced by TSP. It is therefore recommended that assessment experts need to get students understand what TSP is all about. Keywords: Test Score Pollution, Performance Based Assessment, high-stakes test, true score, error score, observed score
