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Ali, C. A. & Akayuure, P. (2014). Mathematics as a Tool for Enhancing Competitiveness and Employability of Vocational Training Institutions in Ghana. International Journal of Entrepreneurial Development, Education and Science Research, 2,
Abstract
The study investigated the extent to which the Mathematics content and curriculum of Vocational Institutions in Ghana could be restructured to enhance the competitiveness and employability of those graduates. The seemingly low level of Mathematical competence and skills has hampered their pursuits for further studies and favourable competition with their counterparts from the senior high schools and the technical institutes in Ghana. This study sampled about 400 students from four Vocational Training Institutes in the Upper East and Central Regions of Ghana to reflect the poor geographical locations and low economic viabilities of these products. The study discovered that students were willing to accept the restructuring and study Mathematics in the Vocational Institutions. Therefore, to revamp the Technical and Vocational Education and Training in Ghana, the Government of Ghana, through the Ministry of Education and the bodies responsible for these Institutions should reconsider inculcating Mathematics into their curricula of Vocational Institutes.
The study investigated the extent to which the Mathematics content and curriculum of Vocational Institutions in Ghana could be restructured to enhance the competitiveness and employability of those graduates. The seemingly low level of Mathematical competence and skills has hampered their pursuits for further studies and favourable competition with their counterparts from the senior high schools and the technical institutes in Ghana. This study sampled about 400 students from four Vocational Training Institutes in the Upper East and Central Regions of Ghana to reflect the poor geographical locations and low economic viabilities of these products. The study discovered that students were willing to accept the restructuring and study Mathematics in the Vocational Institutions. Therefore, to revamp the Technical and Vocational Education and Training in Ghana, the Government of Ghana, through the Ministry of Education and the bodies responsible for these Institutions should reconsider inculcating Mathematics into their curricula of Vocational Institutes.
Faculty of Science EducationAug 04, 2015
Akayuure, P. & Apawu, J. (2015). Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers. International Journal of Research in Education and Science, 1,
Abstract
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Faculty of Science EducationAug 04, 2015
Banini, N. K. & Adu, J. (2014). Parents’ Educational Support, School-Related Factors And Pupils’ Academic Performance: A Study of Basic Schools in The Cape Coast Metropolis. The Social Educator, 4,
Abstract
The purpose of this study was to explore parents’ educational support, school related factors and pupils academic performance of basic schools in the Cape Coast Metropolis. The study adopted an ex-post facto research design to identify the differences between pupils with or without educational support and school factors with respect to their academic performance. The sample comprised 260 pupils for the study. However, the parents of each pupil were contacted for information on their current socio-economic support. The stratified proportional sampling technique was used to select the respondents. Two sets of self-structured questionnaire and an observation guide were the instruments used to collect data. An independent sample t-test was employed to test the research hypothesis. The study revealed that significant differences existed. Pupils with support performed better than pupils without support with regard to parents’ educational support variables: The differences in scores were significant for help with homework, provision of breakfast, provision of school materials. Again, significant differences were also found in place for learning and enforcing television rules. It has also been found that adequacy of school facilities per se does not contribute to the enhancement of pupils’ academic performance. Recommendations were made based on the evidence and the conclusions drawn from the study.
The purpose of this study was to explore parents’ educational support, school related factors and pupils academic performance of basic schools in the Cape Coast Metropolis. The study adopted an ex-post facto research design to identify the differences between pupils with or without educational support and school factors with respect to their academic performance. The sample comprised 260 pupils for the study. However, the parents of each pupil were contacted for information on their current socio-economic support. The stratified proportional sampling technique was used to select the respondents. Two sets of self-structured questionnaire and an observation guide were the instruments used to collect data. An independent sample t-test was employed to test the research hypothesis. The study revealed that significant differences existed. Pupils with support performed better than pupils without support with regard to parents’ educational support variables: The differences in scores were significant for help with homework, provision of breakfast, provision of school materials. Again, significant differences were also found in place for learning and enforcing television rules. It has also been found that adequacy of school facilities per se does not contribute to the enhancement of pupils’ academic performance. Recommendations were made based on the evidence and the conclusions drawn from the study.
Faculty of Educational StudiesAug 04, 2015
Banini, N. K. & Adu, J. (2014). PARENTS’ EDUCATIONAL SUPPORT, SCHOOL-RELATED FACTORS AND PUPILS’ ACADEMIC PERFORMANCE: A STUDY OF BASIC SCHOOLS IN THE CAPE COAST METROPOLIS. The Social Educator, 4,
Abstract
The purpose of this study was to explore parents’ educational support, school related factors and pupils academic performance of basic schools in the Cape Coast Metropolis. The study adopted an ex-post facto research design to identify the differences between pupils with or without educational support and school factors with respect to their academic performance. The sample comprised 260 pupils for the study. However, the parents of each pupil were contacted for information on their current socio-economic support. The stratified proportional sampling technique was used to select the respondents. Two sets of self-structured questionnaire and an observation guide were the instruments used to collect data. An independent sample t-test was employed to test the research hypothesis. The study revealed that significant differences existed. Pupils with support performed better than pupils without support with regard to parents’ educational support variables: The differences in scores were significant for help with homework, provision of breakfast, provision of school materials. Again, significant differences were also found in place for learning and enforcing television rules. It has also been found that adequacy of school facilities per se does not contribute to the enhancement of pupils’ academic performance. Recommendations were made based on the evidence and the conclusions drawn from the study.
The purpose of this study was to explore parents’ educational support, school related factors and pupils academic performance of basic schools in the Cape Coast Metropolis. The study adopted an ex-post facto research design to identify the differences between pupils with or without educational support and school factors with respect to their academic performance. The sample comprised 260 pupils for the study. However, the parents of each pupil were contacted for information on their current socio-economic support. The stratified proportional sampling technique was used to select the respondents. Two sets of self-structured questionnaire and an observation guide were the instruments used to collect data. An independent sample t-test was employed to test the research hypothesis. The study revealed that significant differences existed. Pupils with support performed better than pupils without support with regard to parents’ educational support variables: The differences in scores were significant for help with homework, provision of breakfast, provision of school materials. Again, significant differences were also found in place for learning and enforcing television rules. It has also been found that adequacy of school facilities per se does not contribute to the enhancement of pupils’ academic performance. Recommendations were made based on the evidence and the conclusions drawn from the study.
Faculty of Educational StudiesAug 04, 2015
Avoke, M. (Ed), (2014). African Journal of Interdisciplinary Studies, 7, http://journals.uew.edu.gh/index.php/AJIS. ISSN: 0855-9724
Faculty of Educational StudiesJul 27, 2015
Odumah, L. K (2014). An enhanced model for teaching human rights in senior high schools in Ghana. The Social Educator, 4,
Abstract
In this study, the researcher examined the extent to which an enhanced model of teaching human rights can improve human rights education curriculum for senior high schools in Ghana. A total of 180 participants (90 each in experimental and control groups) drawn from 6 out of 480 public senior high schools in 3 out of the 10 regions in Ghana constituted the sample for the study. Descriptive survey and quasi-experimental pre-test/post-test control group designs were adopted for the study. The research question raised for the study was analysed using frequency distribution and percentages. The pre-test conducted revealed that different forms of violence such as sexual harassment, bullying, discrimination and misuse of power under the prefectorial system were prevalent in Ghanaian senior high schools. Participants were subjected to a treatment package, based on Human Rights Education Enhancement (HUREDE) model developed by the researcher. The post-test conducted revealed that all the forms of violence diminished drastically among the participants. In the light of this finding, it was recommended that the HUREDE model that was developed and tested in this study, be adopted for Ghanaian senior high schools. It was proved to be effective, and would go a long way to enhance human rights education curriculum for senior high schools in Ghana and African countries with the same school system.
In this study, the researcher examined the extent to which an enhanced model of teaching human rights can improve human rights education curriculum for senior high schools in Ghana. A total of 180 participants (90 each in experimental and control groups) drawn from 6 out of 480 public senior high schools in 3 out of the 10 regions in Ghana constituted the sample for the study. Descriptive survey and quasi-experimental pre-test/post-test control group designs were adopted for the study. The research question raised for the study was analysed using frequency distribution and percentages. The pre-test conducted revealed that different forms of violence such as sexual harassment, bullying, discrimination and misuse of power under the prefectorial system were prevalent in Ghanaian senior high schools. Participants were subjected to a treatment package, based on Human Rights Education Enhancement (HUREDE) model developed by the researcher. The post-test conducted revealed that all the forms of violence diminished drastically among the participants. In the light of this finding, it was recommended that the HUREDE model that was developed and tested in this study, be adopted for Ghanaian senior high schools. It was proved to be effective, and would go a long way to enhance human rights education curriculum for senior high schools in Ghana and African countries with the same school system.
Faculty of Social Sciences EducationJul 24, 2015
Adu, J. & Banini, N. K. (2014). Emergent writing practices of kindergarten pupils in the Cape Coast metropolis. The Social Educator, 4,
Abstract
This is a case study of emergent writing practices of kindergarten pupils in the Cape Coast Metropolis of Ghana. Thirty two pupils between the ages of four and five years and eight teachers were involved in the study for a period of twelve weeks. The simple random sampling technique was used to select respondents. Field notes, observation check list and a semi-structured interview protocol were the instruments used to collect data. The study revealed that pupils were taken through various pre-writing activities to help them develop conventional of way writing, but regardless of the effort teachers put in to help pupils develop their fine motor skills in order to write conventionally, visual structures of emergent writing were seen in their writing. Pupils also remembered what they wrote on their own and could easily talk about them but could not remember most of the things their teachers asked them to write. Teachers also ignored pupils own type of writing and concentrated on the conventional way of writing. Recommendations were made based on the evidence and the conclusions drawn from the study.
This is a case study of emergent writing practices of kindergarten pupils in the Cape Coast Metropolis of Ghana. Thirty two pupils between the ages of four and five years and eight teachers were involved in the study for a period of twelve weeks. The simple random sampling technique was used to select respondents. Field notes, observation check list and a semi-structured interview protocol were the instruments used to collect data. The study revealed that pupils were taken through various pre-writing activities to help them develop conventional of way writing, but regardless of the effort teachers put in to help pupils develop their fine motor skills in order to write conventionally, visual structures of emergent writing were seen in their writing. Pupils also remembered what they wrote on their own and could easily talk about them but could not remember most of the things their teachers asked them to write. Teachers also ignored pupils own type of writing and concentrated on the conventional way of writing. Recommendations were made based on the evidence and the conclusions drawn from the study.
Faculty of Educational StudiesJul 23, 2015
Poatob, S (2015). Understanding the Goal of Social Studies: A Step to the Effective Teaching of the Subject. Research on Humanities and Social Sciences, 5,
Abstract
The attainment of curriculum goals and general aims of Social Studies, which are inextricably linked to the national goals and aspirations of education, rely on the quality of teaching that goes on in the classroom. Effective learning is thus dependent on the quality of teaching that is carried out by various teachers during instructions. This work examines senior high Social Studies teachers’ understanding of the goal of the social studies and how it informs their teaching of the subject. The targeted population for the study encompassed teachers teaching Social Studies in the senior high schools in Cape Coast Metropolis. This was a qualitative study that adopted the use of interviews in gathering the data necessary for the work. Purposive and convenience sampling techniques were used to select the sample for the study. The study showed that most of the Social Studies teachers teach the subject without knowing the general aims of the subject as stipulated in the Social Studies syllabus which serve as teachers’ guide to the teaching of the subject. Besides, some of them could not also tell holistically the goal of Social Studies.
The attainment of curriculum goals and general aims of Social Studies, which are inextricably linked to the national goals and aspirations of education, rely on the quality of teaching that goes on in the classroom. Effective learning is thus dependent on the quality of teaching that is carried out by various teachers during instructions. This work examines senior high Social Studies teachers’ understanding of the goal of the social studies and how it informs their teaching of the subject. The targeted population for the study encompassed teachers teaching Social Studies in the senior high schools in Cape Coast Metropolis. This was a qualitative study that adopted the use of interviews in gathering the data necessary for the work. Purposive and convenience sampling techniques were used to select the sample for the study. The study showed that most of the Social Studies teachers teach the subject without knowing the general aims of the subject as stipulated in the Social Studies syllabus which serve as teachers’ guide to the teaching of the subject. Besides, some of them could not also tell holistically the goal of Social Studies.
Faculty of Social Sciences EducationJul 22, 2015
Dontwi I.K., Obeng-Denteh W., Darku F.D., Owusu-Mensah I., and Amoah-Mensah J. (2014). On the study of memorization trends. Physical Sciences Research International, 2,
Abstract
The purpose of this paper was to decipher the rate at which memorization of the stuff that required memorization in the area of axioms and proofs of theorems, and to calculate the various amount learnt at particular periods. The usage of differential equation was employed to model the trend. The paper contributes to the literature by documenting that memorization of large number of stuff could be done even beyond perceived imaginations
The purpose of this paper was to decipher the rate at which memorization of the stuff that required memorization in the area of axioms and proofs of theorems, and to calculate the various amount learnt at particular periods. The usage of differential equation was employed to model the trend. The paper contributes to the literature by documenting that memorization of large number of stuff could be done even beyond perceived imaginations
Faculty of Science and Environment EducationJul 19, 2015
Owusu-Mensah, I
Young Topologist Meeting. Copenhagen, Denmark June 30th – July 4th, 2014
Paper presented:
Topological Social Choice Model.
Abstract
The topological approach to social choice was developed by Graciela Chichilnisky in the beginning of the eighties, all the fundamental results about the social choice have been established by B. Eckmann in 1954 through the use of n − mean spaces, this presentation extensively discusses these results in a self contained way through the use of spaces of n − mean, groups with means and H-space and end with open questions relating to the main results obtained so far.
The topological approach to social choice was developed by Graciela Chichilnisky in the beginning of the eighties, all the fundamental results about the social choice have been established by B. Eckmann in 1954 through the use of n − mean spaces, this presentation extensively discusses these results in a self contained way through the use of spaces of n − mean, groups with means and H-space and end with open questions relating to the main results obtained so far.
Faculty of Science and Environment EducationJul 19, 2015
