Search R&P Entries
Sam, E. F.
3rd Social Science Conference: Bringing the Gown to Town. UEW, South Campus, Winneba, Ghana 12-14 March, 2014
Paper presented:
Don’t learn safety by accident: A survey of child safety restraint usage among drivers in Dansoman, Accra
Abstract
The study surveyed child safety restraints use among drivers transporting children to school in Dansoman, Accra. Employing a naturalistic observational method, the following were observed: sex of the driver, vehicle model, child characteristics, child location in the vehicle, whether child was restrained and how they were restrained, whether the driver was belted and the presence of other vehicle occupants. In total 126 vehicles were observed. The study revealed low child restraints use among the observed drivers; children in new vehicles were more likely to be restrained; children seated in the back seat were more likely to be unrestrained; and child occupants were more likely to be unrestrained where there were other vehicle occupants. The study maintained that a collaborated effort by road safety stakeholders in terms of education/awareness creation and subsequent strict enforcement of child restraints use laws were required.
The study surveyed child safety restraints use among drivers transporting children to school in Dansoman, Accra. Employing a naturalistic observational method, the following were observed: sex of the driver, vehicle model, child characteristics, child location in the vehicle, whether child was restrained and how they were restrained, whether the driver was belted and the presence of other vehicle occupants. In total 126 vehicles were observed. The study revealed low child restraints use among the observed drivers; children in new vehicles were more likely to be restrained; children seated in the back seat were more likely to be unrestrained; and child occupants were more likely to be unrestrained where there were other vehicle occupants. The study maintained that a collaborated effort by road safety stakeholders in terms of education/awareness creation and subsequent strict enforcement of child restraints use laws were required.
Faculty of Social Sciences EducationJul 07, 2015
Sam, E. F. & Abane, A. M
7th African Transportation Technology Transfer Conference. Bulawayo, Zimbabwe 11-14 May, 2015
Paper presented:
Enhancing public transport safety and security in Ghana: Role of operators
Abstract
Public transportation poses a higher safety and security risk as it involves a larger number of commuters at a time. Ensuring the security of public transport patrons as well as maintaining the perception that riding on public transport is safe ought to be the first responsibility of any transport operator. This paper examines the various interventions employed by public transport operators in Ghana to address the transport safety and security needs of their patrons. Specifically, the study sought to examine the impact of these interventions on the operators' safety and security records in particular and the public transport safety and security situation in Ghana as a whole. Five Transport/ Traffic Operations Managers from five public transport operators were purposively sampled for the study. Data collection was done by way of a structured interview guide. Data was presented and analysed qualitatively. The study observed and concluded that the operators’ safety and security interventions have yielded some desired outcomes in the form of reduced incidence of road crashes and highway robbery attacks and consequently impacted positively on the public transport safety and security situation in the country. The study called for strict enforcement of public transport safety and security standards as well as effective collaboration and coordination of efforts and activities on the part of both public transport operators and the relevant road safety stakeholders in the country to sustain the improved public transport safety and security in the country. The study emphasised the need for Metropolitan, Municipal and District Assemblies to periodically review the regulatory framework establishing public transport undertaking to reflect current safety and security circumstances.
Public transportation poses a higher safety and security risk as it involves a larger number of commuters at a time. Ensuring the security of public transport patrons as well as maintaining the perception that riding on public transport is safe ought to be the first responsibility of any transport operator. This paper examines the various interventions employed by public transport operators in Ghana to address the transport safety and security needs of their patrons. Specifically, the study sought to examine the impact of these interventions on the operators' safety and security records in particular and the public transport safety and security situation in Ghana as a whole. Five Transport/ Traffic Operations Managers from five public transport operators were purposively sampled for the study. Data collection was done by way of a structured interview guide. Data was presented and analysed qualitatively. The study observed and concluded that the operators’ safety and security interventions have yielded some desired outcomes in the form of reduced incidence of road crashes and highway robbery attacks and consequently impacted positively on the public transport safety and security situation in the country. The study called for strict enforcement of public transport safety and security standards as well as effective collaboration and coordination of efforts and activities on the part of both public transport operators and the relevant road safety stakeholders in the country to sustain the improved public transport safety and security in the country. The study emphasised the need for Metropolitan, Municipal and District Assemblies to periodically review the regulatory framework establishing public transport undertaking to reflect current safety and security circumstances.
Faculty of Social Sciences EducationJul 07, 2015
Sam. E. F; Adu-Boahen, K & Kissah-Korsah, K (2014). Assessing the factors that influence public transport mode preference and patronage: Perspectives of students of University of Cape Coast (UCC), Ghana. International Journal of Development and Sustainability, 3,
Abstract
Several factors influence the preference and patronage of one public transport mode as against the others. The study set out to assess the factors that influence students of the University of Cape Coast in their choice of public transport service operators. Using questionnaires and interview guides, the study was conducted at five main intercity bus terminals in Cape Coast involving 100 student commuters who happened to be available at the various terminals during the survey (Easter break). The study found that the students gave massive consideration to fare, safety, comfort and reliability before deciding on which transport operator to choose. The study also revealed that the government-owned fleet were the most preferred by the students surveyed compared to the other privately-owned modals. It was thus concluded that service operator preference and patronage was a function of how affordable, comfortable, safe and reliable their fleet and services are and also that the students preferred the services of both the Metro Mass Transit (MMT) Ltd and Intercity STC Coaches Ltd compared to the other operators because they have relatively cheaper fares and are perceived to be safe as well as are comfortable and reliable respectively
Several factors influence the preference and patronage of one public transport mode as against the others. The study set out to assess the factors that influence students of the University of Cape Coast in their choice of public transport service operators. Using questionnaires and interview guides, the study was conducted at five main intercity bus terminals in Cape Coast involving 100 student commuters who happened to be available at the various terminals during the survey (Easter break). The study found that the students gave massive consideration to fare, safety, comfort and reliability before deciding on which transport operator to choose. The study also revealed that the government-owned fleet were the most preferred by the students surveyed compared to the other privately-owned modals. It was thus concluded that service operator preference and patronage was a function of how affordable, comfortable, safe and reliable their fleet and services are and also that the students preferred the services of both the Metro Mass Transit (MMT) Ltd and Intercity STC Coaches Ltd compared to the other operators because they have relatively cheaper fares and are perceived to be safe as well as are comfortable and reliable respectively
Faculty of Social Sciences EducationJul 07, 2015
Sam, E. F. (2015). Don’t learn safety by accident: A survey of child safety restraint usage among drivers in Dansoman, Accra. Journal of Transport & Health, 2,
Abstract
The study surveyed child safety restraints use among drivers transporting children to school in Dansoman, Accra. Employing a naturalistic observational method, the following were observed: sex of the driver, vehicle model, child characteristics, child location in the vehicle, whether child was restrained and how they were restrained, whether the driver was belted and the presence of other vehicle occupants. In total 126 vehicles were observed. The study revealed low child restraints use among the observed drivers; children in new vehicles were more likely to be restrained; children seated in the back seat were more likely to be unrestrained; and child occupants were more likely to be unrestrained where there were other vehicle occupants. The study maintained that a collaborated effort by road safety stakeholders in terms of education/awareness creation and subsequent strict enforcement of child restraints use laws were required.
The study surveyed child safety restraints use among drivers transporting children to school in Dansoman, Accra. Employing a naturalistic observational method, the following were observed: sex of the driver, vehicle model, child characteristics, child location in the vehicle, whether child was restrained and how they were restrained, whether the driver was belted and the presence of other vehicle occupants. In total 126 vehicles were observed. The study revealed low child restraints use among the observed drivers; children in new vehicles were more likely to be restrained; children seated in the back seat were more likely to be unrestrained; and child occupants were more likely to be unrestrained where there were other vehicle occupants. The study maintained that a collaborated effort by road safety stakeholders in terms of education/awareness creation and subsequent strict enforcement of child restraints use laws were required.
Faculty of Social Sciences EducationJul 07, 2015
Buabeng-Andoh, C., & Yidana, I. (2015). Implementation of ICT in Learning: A Study of Students in Ghanaian Secondary Schools. Procedia - Social and Behavioral Sciences, 19,
Abstract
This study was conducted to investigate secondary school students’ use of ICT and the factors that relate to their technology use. A total of 3380 students from 24 public and private schools from four regions in Ghana participated in this study. Descriptive statistics, Analysis of variance and multiple regression analysis were used to analyze the findings. The study found that majority of the students used ICT to communicate with peers more than other types of ICT application. However, the study revealed that students’ pedagogical use of ICT was low. The analysis showed that students in public schools pedagogically use ICT more than students in private schools. In addition, urban school students pedagogically use ICT more than semi-urban and rural school students. Finally, the findings indicated that students’ ICT competencies were the most predictor of their technology use. The findings of this study have added to the body of knowledge documenting the fact that digital divide continues to exist.
This study was conducted to investigate secondary school students’ use of ICT and the factors that relate to their technology use. A total of 3380 students from 24 public and private schools from four regions in Ghana participated in this study. Descriptive statistics, Analysis of variance and multiple regression analysis were used to analyze the findings. The study found that majority of the students used ICT to communicate with peers more than other types of ICT application. However, the study revealed that students’ pedagogical use of ICT was low. The analysis showed that students in public schools pedagogically use ICT more than students in private schools. In addition, urban school students pedagogically use ICT more than semi-urban and rural school students. Finally, the findings indicated that students’ ICT competencies were the most predictor of their technology use. The findings of this study have added to the body of knowledge documenting the fact that digital divide continues to exist.
Faculty of Science EducationJul 06, 2015
Yidana, I., & Apeanti, W. O. (2014). Contextual conditions for faculty use of Technology: A survey of two teacher training universities in Ghana. International Journal of ICT and Management, 2,
Abstract
This study investigated the relationship of teacher education faculty members’ attitudes and other perceived factors with faculty technology use for teaching and learning in two Ghanaian tertiary teacher education institutions. Survey methodology supplemented by interviews was used in the study. The quantitative data were analyzed using multiple regression. Participants in the study were 132 faculty members of the University of Education, Winneba and the Faculty of Education of the University of Cape Coast, both Ghanaian teacher education institutions. The faculty technology survey consisted of 65 items factored into five factors with the reliability scales (Cronbach’s Alpha values) for the factors ranging from .76 to .85, which indicate a high degree of reliability. The results showed that: (i) faculty perceptions of the effects of technology use on pedagogy and students’ learning, (ii) faculty perceptions of barriers and challenges to the adoption and use of technology for teaching and learning, and (iii) faculty motivation for adoption of instructional technology made unique significant contributions to explaining faculty use of technology for teaching and learning. The findings could inform university management about technology decisions to promote the use of instructional technology among faculty members. The findings also contribute to a deeper understanding of faculty concerns and needs as contextual conditions for effective pedagogical integration of ICTs.
This study investigated the relationship of teacher education faculty members’ attitudes and other perceived factors with faculty technology use for teaching and learning in two Ghanaian tertiary teacher education institutions. Survey methodology supplemented by interviews was used in the study. The quantitative data were analyzed using multiple regression. Participants in the study were 132 faculty members of the University of Education, Winneba and the Faculty of Education of the University of Cape Coast, both Ghanaian teacher education institutions. The faculty technology survey consisted of 65 items factored into five factors with the reliability scales (Cronbach’s Alpha values) for the factors ranging from .76 to .85, which indicate a high degree of reliability. The results showed that: (i) faculty perceptions of the effects of technology use on pedagogy and students’ learning, (ii) faculty perceptions of barriers and challenges to the adoption and use of technology for teaching and learning, and (iii) faculty motivation for adoption of instructional technology made unique significant contributions to explaining faculty use of technology for teaching and learning. The findings could inform university management about technology decisions to promote the use of instructional technology among faculty members. The findings also contribute to a deeper understanding of faculty concerns and needs as contextual conditions for effective pedagogical integration of ICTs.
Faculty of Science EducationJul 06, 2015
Buabeng-Andoh, C., & Yidana, I. (2014). An investigation of secondary school students’ attitudes toward pedagogical use of ICT in learning in Ghana.. Interactive Technology and Smart Education, 11,
Abstract
The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.
The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.
Faculty of Science EducationJul 06, 2015
Quarcoo,R., (2015). Garment Production under AGOA in the Freezone Areas of Ghana..
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.
Faculty of Science EducationJul 06, 2015
Nabie, M. J. (2015). Where cultural games count: The voices of primary classroom teachers.. International Journal of Education in Mathematics, Science and Technology, 3,
Abstract
This study explored Ghanaian primary school teachers’ values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers’ voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the interviews. Results indicated that although cultural games count as instructional tools in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based pedagogical know-how. The study recommended looking into the classroom for a complete understanding of the values and challenges of integrating games in teaching and learning mathematics.
This study explored Ghanaian primary school teachers’ values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers’ voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the interviews. Results indicated that although cultural games count as instructional tools in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based pedagogical know-how. The study recommended looking into the classroom for a complete understanding of the values and challenges of integrating games in teaching and learning mathematics.
Faculty of Science EducationJul 05, 2015
Owu-Ewie, C (2014). Obstacles to thinking in the Ghanaian classroom: The case of pre-service teacher training in Ghana.. Ghana Journal of Education and Teaching (GHAJET), 13,
Abstract
The aim of any progressive education is to develop the critical and creative thinking skills of learners. Good thinking is crucial to any technological and multicultural world. For learners to achieve personal advancement, schools must prepare them to exercise critical judgment and creative thinking to gather, evaluate, and use information for effective problem solving. However, in most parts of the world and in Ghana in particular teachers are inadequately prepared to undertake a task of this enormity. Developing better thinking skills in learners is affected by a host of factors which differ from environment to environment. This qualitative case study used interviews and observation to investigate the factors that inhibit thinking in pre-service teacher training institutions in Ghana and what can be done to improve the situation. The study used inductive analysis and creative synthesis approach and narrative logic approach as the data analysis and data presentation respectively. The study found that the culture of the society and the educational system, perception of teaching, teacher educational policies, teaching strategies and classroom environment impede the development of thinking in pre-service institutions in Ghana. These factors are cyclical; one begets the other. The study also identified that enhancing the thinking skills of pre-service teachers must be a collective endeavor among teachers, learners, teacher education administrators, and the institution in question.
The aim of any progressive education is to develop the critical and creative thinking skills of learners. Good thinking is crucial to any technological and multicultural world. For learners to achieve personal advancement, schools must prepare them to exercise critical judgment and creative thinking to gather, evaluate, and use information for effective problem solving. However, in most parts of the world and in Ghana in particular teachers are inadequately prepared to undertake a task of this enormity. Developing better thinking skills in learners is affected by a host of factors which differ from environment to environment. This qualitative case study used interviews and observation to investigate the factors that inhibit thinking in pre-service teacher training institutions in Ghana and what can be done to improve the situation. The study used inductive analysis and creative synthesis approach and narrative logic approach as the data analysis and data presentation respectively. The study found that the culture of the society and the educational system, perception of teaching, teacher educational policies, teaching strategies and classroom environment impede the development of thinking in pre-service institutions in Ghana. These factors are cyclical; one begets the other. The study also identified that enhancing the thinking skills of pre-service teachers must be a collective endeavor among teachers, learners, teacher education administrators, and the institution in question.
Faculty of Ghanaian Languages EducationJul 04, 2015
