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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
Edwards, A. K, and Amoah, S. A (2020). Deontological Perspective of the Free Secondary Education Policy in Ghana. World Journal of Educational Research, 7,
Abstract
Abstract The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All. Keywords Altruism, deontology, ethical leadership, Free SHS, secondary education in Ghana, utilitarian ethics
Abstract The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All. Keywords Altruism, deontology, ethical leadership, Free SHS, secondary education in Ghana, utilitarian ethics
Edwards, A. K, and Amoah, S. A (2020). Deontological Perspective of the Free Secondary Education Policy in Ghana. World Journal of Educational Research, 7,
Abstract
Abstract The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All. Keywords Altruism, deontology, ethical leadership, Free SHS, secondary education in Ghana, utilitarian ethics
Abstract The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All. Keywords Altruism, deontology, ethical leadership, Free SHS, secondary education in Ghana, utilitarian ethics
Adomako, K.; A. Agoswin Musah, Atibiri A. Sandow & Reginald A. Duah
12th Linguistics Association of Ghana (LAG) Conference. Paa Grant University of Mines and Technology, Tarkwa, Ghana 31st July, - 2nd August, 2019
Paper presented:
• Kusaal and Akan as dialects of the same language? A comparative analysis of some peculiar lexical items
Abstract
Kpodo, P.; Adomako, K.; & Amoh, S.
12th Linguistics Association of Ghana (LAG) Conference. Paa Grant University of Mines and Technology, Tarkwa, Ghana 31st July, - 2nd August, 2019
Paper presented:
Some morphophonological processes in the adaptation of Akan personal day-names in Ewe
Abstract
Tomekyin, C., Adomako, K. & Nyame, J.
50th Annual Conference on African Linguistics (ACAL). University of British Columbia, Vancouver, Canada 22nd May, - 25th May, 2019
Paper presented:
The phonology of compounds in Nzema
Abstract
This paper examines some phonological processes that are observed in the formation of some compounds in Nzema, a Niger-Congo (Kwa, Bia) language spoken mainly in the Western Region of Ghana and Ivory Coast. The paper focuses on some phonological rules that ensue at morpheme juncture processes in the process of the formation of some compounds in Nzema. The compound types discussed in the present paper include noun-noun, noun-adjective, noun-verb, pronominal-noun, and pronominal-verb. In this paper, we consider mainly elision that targets the final V of the first and initial V of the second morphemes at the morpheme boundary. We show that, inter alia, in Nzema, morpheme2-initial Vs (i.e. V2) are mostly targeted for deletion as compared to the elision of the first vowel, V1. At morpheme juncture in V1#V2, it is the V2 that is systematically targeted for deletion irrespective of its quality. Moreover, in a context of V1#V2 where the two vowels are of same quality, tone is crucial in determining the target for the deletion process, however, it is the V2 that consistently give in to elision irrespective of tone.
This paper examines some phonological processes that are observed in the formation of some compounds in Nzema, a Niger-Congo (Kwa, Bia) language spoken mainly in the Western Region of Ghana and Ivory Coast. The paper focuses on some phonological rules that ensue at morpheme juncture processes in the process of the formation of some compounds in Nzema. The compound types discussed in the present paper include noun-noun, noun-adjective, noun-verb, pronominal-noun, and pronominal-verb. In this paper, we consider mainly elision that targets the final V of the first and initial V of the second morphemes at the morpheme boundary. We show that, inter alia, in Nzema, morpheme2-initial Vs (i.e. V2) are mostly targeted for deletion as compared to the elision of the first vowel, V1. At morpheme juncture in V1#V2, it is the V2 that is systematically targeted for deletion irrespective of its quality. Moreover, in a context of V1#V2 where the two vowels are of same quality, tone is crucial in determining the target for the deletion process, however, it is the V2 that consistently give in to elision irrespective of tone.
Brako, I. & Asah-Asante, K., (2019). Black Mask History for Primary Schools, Learner's Book 6. Accra: Black Mask Ltd.. . ISBN: 978-9988-8932-5-5
