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Brako, I. & Asah-Asante, K., (2019). Black Mask History for Primary Schools, Learner's Book 1. Accra: Black Mask Ltd.. . ISBN: 978-9988-8932-0-0
Abstract
Adjei, S. B. (2019). Conceptualising personhood, agency, and morality for African psychology. Theory & Psychology, 29,
Abstract
One of the functions of psychological science is to develop concepts for thinking about people and their well-being. Since its establishment as a scientific discipline in the late 19th century, psychology has developed concepts that are essentially rooted in the specific spatio-temporal context of Western, Educated, Industrial, Rich, and Democratic (WEIRD) countries. There is a growing ontological and epistemological awareness that psychological science and practices from WEIRD cultural spaces cannot be exclusively representative of the African experience. I draw from interpersonal violence research to discuss the concepts of personhood, agency, and morality from an African perspective and highlight their theoretical and practical utility for psychological science. Based on African communalism, I argue that an understanding of personhood, agency, and morality as culturally contextualised and socially intentioned phenomena is foundational to the advancement of heterogeneous practices of knowledge production in diverse contexts.
One of the functions of psychological science is to develop concepts for thinking about people and their well-being. Since its establishment as a scientific discipline in the late 19th century, psychology has developed concepts that are essentially rooted in the specific spatio-temporal context of Western, Educated, Industrial, Rich, and Democratic (WEIRD) countries. There is a growing ontological and epistemological awareness that psychological science and practices from WEIRD cultural spaces cannot be exclusively representative of the African experience. I draw from interpersonal violence research to discuss the concepts of personhood, agency, and morality from an African perspective and highlight their theoretical and practical utility for psychological science. Based on African communalism, I argue that an understanding of personhood, agency, and morality as culturally contextualised and socially intentioned phenomena is foundational to the advancement of heterogeneous practices of knowledge production in diverse contexts.
Adjei, S. B. (2019). Conceptualizing discursive analysis as a culturally contextualized activity. The Qualitative Report, 24,
Abstract
Discursive psychology recognizes the primacy of the social and relational nature of human life. Research participants whose discourses (empirical data) we analyze do not exist independent of material and social world. In this paper, I attempt to develop an understanding of discursive analysis of social and psychological phenomena as a culturally contextualized activity in which discursive researchers analyze and interpret participants’ discourses in the light of the cultural context in which the discourses are embedded. First, I provide a brief background to discursive psychology. Second, I discuss the cultural embeddedness of discursive analysis. I then conceptualize discursive data analysis as a culturally contextualized enterprise by drawing upon my own reflexive accounts on gender-based violence research to illustrate how discursive analysts can bring together an analysis of in-the-moment performative accounting with an understanding of the cultural context in which this accounting is embedded. I argue for and foreground research participants’ lived experiences and the embodied socio-cultural meanings as origins of the consciousness and social behavior of people with whom and about whom psychological research is conducted. I conclude that data analysis is not and cannot be an innocent activity; it involves active thinking through the cultural lens of both the researcher and the researched.
Discursive psychology recognizes the primacy of the social and relational nature of human life. Research participants whose discourses (empirical data) we analyze do not exist independent of material and social world. In this paper, I attempt to develop an understanding of discursive analysis of social and psychological phenomena as a culturally contextualized activity in which discursive researchers analyze and interpret participants’ discourses in the light of the cultural context in which the discourses are embedded. First, I provide a brief background to discursive psychology. Second, I discuss the cultural embeddedness of discursive analysis. I then conceptualize discursive data analysis as a culturally contextualized enterprise by drawing upon my own reflexive accounts on gender-based violence research to illustrate how discursive analysts can bring together an analysis of in-the-moment performative accounting with an understanding of the cultural context in which this accounting is embedded. I argue for and foreground research participants’ lived experiences and the embodied socio-cultural meanings as origins of the consciousness and social behavior of people with whom and about whom psychological research is conducted. I conclude that data analysis is not and cannot be an innocent activity; it involves active thinking through the cultural lens of both the researcher and the researched.
Gyamfi, S. A., Koranteng, F. N., Apau, R. & Ansong-Gyimah, K., (2020). Predicting engagement on collaborative learning systems: Perceptions of postgraduate students. International Conference on Educational and Information Technology (ICEIT2020). New York: Association for Computing Machinery.
Abstract
One of the main prerequisites for the implementation of collaborative learning systems in higher education is academic engagement by students. At the same time, user satisfaction on collaborative learning systems is a precondition for acceptance of such software by students. This presupposes that, for academic institutions to enhance students’ participation and engagement on collaborative systems, they must be satisfied with the software. The main aim of this paper is to predict postgraduate students’ academic engagement on collaborative learning systems. The paper proposes a model that integrates the Confirmation Expectation Model and Information System (IS) Success Model in order to uncover the factors that influence students’ satisfaction while they are using collaborative learning systems. Using a questionnaire, the model is validated with responses from tertiary students in two public universities in Ghana. A PLS-SEM analysis of 146 valid responses was conducted. The hypothesized model explained 25.7% of the variance on Engagement. The results also confirmed all predicted relationships. Specifically, System Quality and Confirmation predicted Perceived Usefulness. Information Quality, Service Quality and Perceived Usefulness also influenced User Satisfaction and User Satisfaction impacted Engagement. The findings provide insightful perspective for institutions and developers of collaborative learning systems that could help to provide information that is relevant to students’ academic activities.
One of the main prerequisites for the implementation of collaborative learning systems in higher education is academic engagement by students. At the same time, user satisfaction on collaborative learning systems is a precondition for acceptance of such software by students. This presupposes that, for academic institutions to enhance students’ participation and engagement on collaborative systems, they must be satisfied with the software. The main aim of this paper is to predict postgraduate students’ academic engagement on collaborative learning systems. The paper proposes a model that integrates the Confirmation Expectation Model and Information System (IS) Success Model in order to uncover the factors that influence students’ satisfaction while they are using collaborative learning systems. Using a questionnaire, the model is validated with responses from tertiary students in two public universities in Ghana. A PLS-SEM analysis of 146 valid responses was conducted. The hypothesized model explained 25.7% of the variance on Engagement. The results also confirmed all predicted relationships. Specifically, System Quality and Confirmation predicted Perceived Usefulness. Information Quality, Service Quality and Perceived Usefulness also influenced User Satisfaction and User Satisfaction impacted Engagement. The findings provide insightful perspective for institutions and developers of collaborative learning systems that could help to provide information that is relevant to students’ academic activities.
Koranteng, F. K., Sarsah, F. K., Kuada, E. & Gyamfi, S. A. (2020). An empirical investigation into the perceived effectiveness of collaborative software for students’ projects. Education and Information Technologies, 25,
Abstract
Technology has penetrated all aspects of the society in recent years. In the education sector, collaborative software such as Google Docs is pervasively used by both faculty and students. This is often because they enable frequent, cheaper and faster communication opportunities. Nonetheless, little evidence exists on the factors that influences its use and effectiveness particularly for students’ projects. Amidst these, many of the studies on collaborative software drew samples from developed countries. Given that technology acceptance differs across geographic locations, such westernized models are less applicable in developing countries. In this paper, a quantitative survey questionnaire was adopted to collect response from 510 respondents. These responses were used to evaluate a research model that had been deductively developed from relevant literature. The research model extended the IS Success model to examine the factors that affect the perceived effectiveness of collaborative software for students’ projects. PLS-SEM was adopted to estimate the proposed relationships. Information Quality, Service Quality and Primary Task Support had significant influence on Intention to Use whereas Self-Efficacy and System Quality did not. However, whilst Primary Task Support, Self-Efficacy and System Quality did not have any significant effect; only Information and Service Quality affected User Satisfaction. Although, there were no significant relations between Intention to Use and User Satisfaction, they both significantly affected Perceived Effectiveness. The results illuminate stakeholders to prioritize user satisfaction to improve the effectiveness of collaborative software for students’ projects. Future research must however, explore why certain proposed relationships were not significant.
Technology has penetrated all aspects of the society in recent years. In the education sector, collaborative software such as Google Docs is pervasively used by both faculty and students. This is often because they enable frequent, cheaper and faster communication opportunities. Nonetheless, little evidence exists on the factors that influences its use and effectiveness particularly for students’ projects. Amidst these, many of the studies on collaborative software drew samples from developed countries. Given that technology acceptance differs across geographic locations, such westernized models are less applicable in developing countries. In this paper, a quantitative survey questionnaire was adopted to collect response from 510 respondents. These responses were used to evaluate a research model that had been deductively developed from relevant literature. The research model extended the IS Success model to examine the factors that affect the perceived effectiveness of collaborative software for students’ projects. PLS-SEM was adopted to estimate the proposed relationships. Information Quality, Service Quality and Primary Task Support had significant influence on Intention to Use whereas Self-Efficacy and System Quality did not. However, whilst Primary Task Support, Self-Efficacy and System Quality did not have any significant effect; only Information and Service Quality affected User Satisfaction. Although, there were no significant relations between Intention to Use and User Satisfaction, they both significantly affected Perceived Effectiveness. The results illuminate stakeholders to prioritize user satisfaction to improve the effectiveness of collaborative software for students’ projects. Future research must however, explore why certain proposed relationships were not significant.
Gyaase, P. O, Gyamfi, S. A. & Kuranchie, A. (2019). Gauging the e-readiness for the integration of information and communication technology into pre-tertiary education in Ghana: An assessment of teachers' Technological Pedagogical Content Knowledge (TPACK). International Journal of Information and Communication Technology Education, 15,
Abstract
Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers’ e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.
Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers’ e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.
Gyaase, P. O., Gyamfi, S. A., Kuranchie, A. & Koomson, F. S. (2020). The Integration of Information and Communication Technology in Pre-University Education in Ghana: A Principal Component Analysis.. In L. Tomei & D. Carbonara Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom.. Hershey, PA.: IGI Global.
Abstract
Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.
Wiafe, I., Koranteng, F. N., Owusu, E., Ekpezu, A. O, & Gyamfi S, A. (2020). Persuasive social features that promote knowledge sharing among tertiary students on social networking sites: An empirical study.. Journal of Computer Assisted Learning, ,
Abstract
Persuasive system features have been widely adopted to encourage attitude and behaviour change. Recently, most social networking sites (SNS) adopt some form of persuasive system features that leverage social influence to deliberately induce prescribed behaviours in their users. However, studies on how these features can be used to promote knowledge sharing are inadequate; particularly, regarding how SNS that have been developed solely for academic purposes can adopt these features to promote knowledge sharing. To address this knowledge gap, this study integrates constructs from the social capital theory and persuasive systems design model to investigate the impact of persuasive social features on knowledge sharing among students of tertiary institutions on academic social networking sites. Data are quantitatively gathered from 218 respondents from tertiary institutions and statistically analyzed. The results suggest that perceived dialogue support and perceived social support have strong influences on knowledge sharing behaviour.
Persuasive system features have been widely adopted to encourage attitude and behaviour change. Recently, most social networking sites (SNS) adopt some form of persuasive system features that leverage social influence to deliberately induce prescribed behaviours in their users. However, studies on how these features can be used to promote knowledge sharing are inadequate; particularly, regarding how SNS that have been developed solely for academic purposes can adopt these features to promote knowledge sharing. To address this knowledge gap, this study integrates constructs from the social capital theory and persuasive systems design model to investigate the impact of persuasive social features on knowledge sharing among students of tertiary institutions on academic social networking sites. Data are quantitatively gathered from 218 respondents from tertiary institutions and statistically analyzed. The results suggest that perceived dialogue support and perceived social support have strong influences on knowledge sharing behaviour.
Owusu, S.
12th Linguistics Association of Ghana Annual Conference (LAG 2018). University of Mines and Technology, Tarkwa July 31 to Aug. 2, 2019
Paper presented:
Idioms as a Measure of Proficiency Level of Ghanaian ESL Learners
Abstract
The idiom is defined as a habitual unit of language, the meaning of which cannot be deduced by summing up the meanings of its individual components. Instead, idioms are fixed phraseological units by their long usage and have to be learned as a whole. It is said that if natural language had been designed by a logician, idioms would not exist. L2 learners’ ability to use idioms appropriately in the written and the spoken discourse is considered as a sign of communicative competence. What this means is that there is a close correlation between idiomatic knowledge and second language proficiency and that like proverbs, idioms can be used to measure one’s proficiency level. The objective of the paper was to use English idioms to measure the proficiency level of the first year students of English at the University of Education, Winneba. Convenience sampling was used to select 110 level 100 students of English, to whom the researcher was teaching Introduction to Linguistics. The respondents were tasked to answer a questionnaire involving ten common idioms in English. Findings showed that the respondents were found to be fairly proficient in their acquisition of the English idioms selected for the study. The results of this study could have important implications for the design of appropriate courses geared at helping the students to improve on their level of proficiency.
The idiom is defined as a habitual unit of language, the meaning of which cannot be deduced by summing up the meanings of its individual components. Instead, idioms are fixed phraseological units by their long usage and have to be learned as a whole. It is said that if natural language had been designed by a logician, idioms would not exist. L2 learners’ ability to use idioms appropriately in the written and the spoken discourse is considered as a sign of communicative competence. What this means is that there is a close correlation between idiomatic knowledge and second language proficiency and that like proverbs, idioms can be used to measure one’s proficiency level. The objective of the paper was to use English idioms to measure the proficiency level of the first year students of English at the University of Education, Winneba. Convenience sampling was used to select 110 level 100 students of English, to whom the researcher was teaching Introduction to Linguistics. The respondents were tasked to answer a questionnaire involving ten common idioms in English. Findings showed that the respondents were found to be fairly proficient in their acquisition of the English idioms selected for the study. The results of this study could have important implications for the design of appropriate courses geared at helping the students to improve on their level of proficiency.
Owusu, S.
1st South African Association for Language Teaching (SAALT) and Southern African Linguistics and Applied Linguistics Association (SALALS) Joint Annual Conference 2019. University of Pretoria, Groenkloof Campus, South Africa June 30 to July 4, 2019
Paper presented:
Evaluating the Content Validity of High-Stakes ESL Tests in Ghana
Abstract
A good test should have content validity, that is, it should reflect the objectives and the content of the curriculum, so that the test would be representative, relevant, and comprehensive. It is said that for a test to promote positive washback, it should reflect the course objectives upon which the test content is based. The high-stakes English language tests in Ghana should therefore reflect the objectives of the English language curriculum. The objective of this paper was to find out whether or not the high-stakes English language tests in Ghana cover the objectives and the content of the English language curriculum. The paper makes use of the data gathered through questionnaires and document analysis to provide answers to the research question: To what extent are the high-stakes English language tests in Ghana aligned with the English language curriculum? The English language syllabus and past questions from 2010 to 2017 were analysed to establish the relationship between the test items and the prescribed English language syllabus. Again, a questionnaire was conducted with 24 English language teachers from 4 junior high schools and 8 eight senior high schools. Analysis of data revealed that the high-stakes English language tests in Ghana lacked washback validity. This means that the objectives of the English language curriculum were not fully reflected in the tests, since some topics or areas in the English language syllabus were not examined. This gap between the objectives of English language curriculum and the focus of the high-stakes tests encouraged the teachers to teach to the test, thereby concentrating on only the areas that were examined in the high-stakes tests. The teachers concentrated on grammatical structure, reading comprehension, and essay writing which were tested in the high-stakes tests. In effect, the results of this research work could have important implications for high-stakes English language test system reform, and the roles high-stakes language tests play in shaping ESL classroom practices in Ghanaian schools.
A good test should have content validity, that is, it should reflect the objectives and the content of the curriculum, so that the test would be representative, relevant, and comprehensive. It is said that for a test to promote positive washback, it should reflect the course objectives upon which the test content is based. The high-stakes English language tests in Ghana should therefore reflect the objectives of the English language curriculum. The objective of this paper was to find out whether or not the high-stakes English language tests in Ghana cover the objectives and the content of the English language curriculum. The paper makes use of the data gathered through questionnaires and document analysis to provide answers to the research question: To what extent are the high-stakes English language tests in Ghana aligned with the English language curriculum? The English language syllabus and past questions from 2010 to 2017 were analysed to establish the relationship between the test items and the prescribed English language syllabus. Again, a questionnaire was conducted with 24 English language teachers from 4 junior high schools and 8 eight senior high schools. Analysis of data revealed that the high-stakes English language tests in Ghana lacked washback validity. This means that the objectives of the English language curriculum were not fully reflected in the tests, since some topics or areas in the English language syllabus were not examined. This gap between the objectives of English language curriculum and the focus of the high-stakes tests encouraged the teachers to teach to the test, thereby concentrating on only the areas that were examined in the high-stakes tests. The teachers concentrated on grammatical structure, reading comprehension, and essay writing which were tested in the high-stakes tests. In effect, the results of this research work could have important implications for high-stakes English language test system reform, and the roles high-stakes language tests play in shaping ESL classroom practices in Ghanaian schools.
