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• Owu-Ewie, C. & Eshun, E. S (2015). The Use of English as Medium of Instruction at the Upper Basic Level (Primary four to Junior High School) in Ghana: From Theory to Practice.. Journal of Education and Practice, 6,
Abstract
The language of education is crucial to learners’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana,because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system.
The language of education is crucial to learners’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana,because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C. & Edu-Buandoh, D. F. (2014). Living with negative attitudes towards the study of L1 in Ghanaian Senior High Schools (SHS).. Ghana Journal of Linguistics, 3,
Abstract
The study and use of indigenous African languages in education have received unfavourable attitude by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language. In 1994, the study of Ghanaian language as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in a considerable reduced enrolment of students who study Ghanaian languages. Students offered Ghanaian language as part of their SHS programs reluctantly accept them because of the negative attitudes towards the study of indigenous language. It is therefore important to investigate this phenomenon in the SHS. This qualitative study, used semi-structured interview and observation as data collection strategies to investigate the attitudes of Ghanaians towards the study of L1 in the SHS, how SHS students studying their L1 are coping with the negative attitude and examine ways that the negative attitude towards the study of L1 in SHS can be changed.
The study and use of indigenous African languages in education have received unfavourable attitude by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language. In 1994, the study of Ghanaian language as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in a considerable reduced enrolment of students who study Ghanaian languages. Students offered Ghanaian language as part of their SHS programs reluctantly accept them because of the negative attitudes towards the study of indigenous language. It is therefore important to investigate this phenomenon in the SHS. This qualitative study, used semi-structured interview and observation as data collection strategies to investigate the attitudes of Ghanaians towards the study of L1 in the SHS, how SHS students studying their L1 are coping with the negative attitude and examine ways that the negative attitude towards the study of L1 in SHS can be changed.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C (2014). Readability of comprehension passages in Junior High School (JHS) English textbooks in Ghana. Ghana Journal of Linguistics, 3,
Abstract
Understanding what is read is essential to academic success in general and literacy development in particular. The aim of any textbook, especially English language textbooks for second language learners is to help readers improve their English language competence. This aim is defeated when students cannot read texts intended for them. One factor which makes a reading material unreadable is the complexity of the language used in relation to the reading ability of the reader. Research has shown that most materials meant for second language learners are difficult for the intended readers. It is therefore crucial to determine the readability of comprehension passages in Junior High School (JHS) English language textbooks used in Ghana and also to examine what can be done to improve L2 text writing in Ghana to make materials readable. This paper, therefore used The Gunning FOG Readability test, Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Index, Coleman-Liau and Automated Readability Index readability formulas to determine the readability of 48 comprehension passages purposively selected from four different sets of JHS 1-3 English language textbooks. It was found that most of the passages were above the age of learners and were therefore difficult for them to read and comprehend. The study through interviews examined ways that writing of JHS English textbooks can be improved to enhance readability.
Understanding what is read is essential to academic success in general and literacy development in particular. The aim of any textbook, especially English language textbooks for second language learners is to help readers improve their English language competence. This aim is defeated when students cannot read texts intended for them. One factor which makes a reading material unreadable is the complexity of the language used in relation to the reading ability of the reader. Research has shown that most materials meant for second language learners are difficult for the intended readers. It is therefore crucial to determine the readability of comprehension passages in Junior High School (JHS) English language textbooks used in Ghana and also to examine what can be done to improve L2 text writing in Ghana to make materials readable. This paper, therefore used The Gunning FOG Readability test, Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Index, Coleman-Liau and Automated Readability Index readability formulas to determine the readability of 48 comprehension passages purposively selected from four different sets of JHS 1-3 English language textbooks. It was found that most of the passages were above the age of learners and were therefore difficult for them to read and comprehend. The study through interviews examined ways that writing of JHS English textbooks can be improved to enhance readability.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C. (2014). A morphosyntactic analysis of some Fante Habitation names (econym). The International Journal Of Humanities & Social Studies, 2,
Abstract
This paper is a toponomastic study of some Fante habitation names from a morphosyntactic perspective. Names are given in particular languages whose morphology, syntax and semantics inform their meaning to a great extent (Batoma, 2006). This implies that understanding place (habitation) names hinges on taking a critical look at the internal structure of the word(s) and the syntactic structure that constitute the name besides sociolinguistics, sociocultural and ethno-linguistics domains.The paper investigates the morphological and syntactic structure of about one hundred and fifty (150) Fante habitation(towns/villages) names. It discusses the typology of Fante habitation names under two broad areas; morphological analysis and syntactic analysis. The morphological analysis revealed that some Fante habitation names can be single stems, compounds, inflections (affixation), and reduplication. The study also found that Fante habitation names at sentential level can function as statements, interrogatives or imperatives, while they can be structurally simple, compound, or complex sentence. The habitation names for this study were collected from both primary and secondary sources. The researcher also supported this approach with semi-structured interviews to ascertain the complete structure of the names since some might have been written wrongly or might have undergone some phonological processes
This paper is a toponomastic study of some Fante habitation names from a morphosyntactic perspective. Names are given in particular languages whose morphology, syntax and semantics inform their meaning to a great extent (Batoma, 2006). This implies that understanding place (habitation) names hinges on taking a critical look at the internal structure of the word(s) and the syntactic structure that constitute the name besides sociolinguistics, sociocultural and ethno-linguistics domains.The paper investigates the morphological and syntactic structure of about one hundred and fifty (150) Fante habitation(towns/villages) names. It discusses the typology of Fante habitation names under two broad areas; morphological analysis and syntactic analysis. The morphological analysis revealed that some Fante habitation names can be single stems, compounds, inflections (affixation), and reduplication. The study also found that Fante habitation names at sentential level can function as statements, interrogatives or imperatives, while they can be structurally simple, compound, or complex sentence. The habitation names for this study were collected from both primary and secondary sources. The researcher also supported this approach with semi-structured interviews to ascertain the complete structure of the names since some might have been written wrongly or might have undergone some phonological processes
Faculty of Ghanaian Languages EducationJul 04, 2015
Bediako, M., Kevern, J. T., & Amankwah, E. O. (2015). Effect of Curing Environment on the Strength Properties of Cement and Cement Extenders. Materials Sciences and Applications, 6,
Abstract
Curing of cement based products such as concrete and mortar, is very important to achieve good strength and durable products. However the curing environment plays a pivotal role in the overall quality of cement based products in terms of strength development. ASTM C192 allows moist curing either in a fog room or under water. However, these must meet ASTM C511 which controls temperature, and specifically for water curing, the concentration of calcium ions in the curing solution. Unfortunately in many parts of the world, water curing literally means curing in tap water. This is done primarily because there is a lack of knowledge or ignorance regarding the mobility and roll of calcium hydroxide in the curing process. To illustrate the differences, in this study, straight ASTM Type I/II Portland cement and that mixed with powdered waste clay bricks as a cement extender were used to prepare two different batches of mortars. The chemical properties of the powdered waste clay brick met the ASTM C618 standard specifications for Class N pozzolans. Both mortar specimens were cured under two different environment comprising of either water and lime saturated water. Mortar specimens were tested for compressive strength at 3, 7, 14 and 28 days of either curing conditions. Test results indicated that mortar specimens cured in lime saturated water obtained higher strength than those cured in fresh water at all ages of curing. Statistical inference drawn from ANOVA testing showed that curing conditions had significant impact on strength development of the blended and unblended cement systems. The study recommends that testing of concrete and mortar samples and other research related works be performed in lime saturated water other than fresh water.
Curing of cement based products such as concrete and mortar, is very important to achieve good strength and durable products. However the curing environment plays a pivotal role in the overall quality of cement based products in terms of strength development. ASTM C192 allows moist curing either in a fog room or under water. However, these must meet ASTM C511 which controls temperature, and specifically for water curing, the concentration of calcium ions in the curing solution. Unfortunately in many parts of the world, water curing literally means curing in tap water. This is done primarily because there is a lack of knowledge or ignorance regarding the mobility and roll of calcium hydroxide in the curing process. To illustrate the differences, in this study, straight ASTM Type I/II Portland cement and that mixed with powdered waste clay bricks as a cement extender were used to prepare two different batches of mortars. The chemical properties of the powdered waste clay brick met the ASTM C618 standard specifications for Class N pozzolans. Both mortar specimens were cured under two different environment comprising of either water and lime saturated water. Mortar specimens were tested for compressive strength at 3, 7, 14 and 28 days of either curing conditions. Test results indicated that mortar specimens cured in lime saturated water obtained higher strength than those cured in fresh water at all ages of curing. Statistical inference drawn from ANOVA testing showed that curing conditions had significant impact on strength development of the blended and unblended cement systems. The study recommends that testing of concrete and mortar samples and other research related works be performed in lime saturated water other than fresh water.
Works and Physical DevelopmentJul 03, 2015
Amankwah, E. O., Bediako, M., & Kankam, C. K. (2014). Influence of calcined clay pozzolana on strength characteristics of Portland cement concrete. International Journal of Materials Science and Applications, 3,
Abstract
The paper presents results of a study on concrete mixes containing two types of calcined clay pozzolanas obtained from Mankranso and Tanoso for structural application. Mankranso sample is labeled Type I whilst Tanoso also labeled as type II. Both clay samples were analysed to determine their physical and geotechnical properties whilst the chemical composition of the calcined clay samples analysed. Portland cement was replaced with 0%-25% Type I and 0-30% of Type II pozzolana to formulate binder pastes and concretes. Setting times and normal consistency test were determined on the formulated binder paste. Three grades of concrete (25N/mm2, 30N/mm2 and 40N/mm2) containing pozzolana were prepared and their workability, density, compressive strength and flexural strength investigated against the plain concrete. Concretes with clay pozzolana had delayed setting times and lower densities. They also exhibited a reduction in compressive and tensile strength development at early age (7days), with an average drop of 6 percent in compressive strength for all grades. However, the compressive and tensile strengths beyond 28 days notably exceeded the control un-blended mixes. This study recommends up to 20% clay pozzolana content of both Types I and II for concrete grades of 25N/mm2, 30N/mm2 and 40N/mm2.
The paper presents results of a study on concrete mixes containing two types of calcined clay pozzolanas obtained from Mankranso and Tanoso for structural application. Mankranso sample is labeled Type I whilst Tanoso also labeled as type II. Both clay samples were analysed to determine their physical and geotechnical properties whilst the chemical composition of the calcined clay samples analysed. Portland cement was replaced with 0%-25% Type I and 0-30% of Type II pozzolana to formulate binder pastes and concretes. Setting times and normal consistency test were determined on the formulated binder paste. Three grades of concrete (25N/mm2, 30N/mm2 and 40N/mm2) containing pozzolana were prepared and their workability, density, compressive strength and flexural strength investigated against the plain concrete. Concretes with clay pozzolana had delayed setting times and lower densities. They also exhibited a reduction in compressive and tensile strength development at early age (7days), with an average drop of 6 percent in compressive strength for all grades. However, the compressive and tensile strengths beyond 28 days notably exceeded the control un-blended mixes. This study recommends up to 20% clay pozzolana content of both Types I and II for concrete grades of 25N/mm2, 30N/mm2 and 40N/mm2.
Works and Physical DevelopmentJul 03, 2015
Nukpezah, P.
AfTA Annual International Conference. Accra, Ghana July 2014
Paper presented:
Tertiary Theatre and Performance Education in Ghana: The Winneba Experience.
Abstract
This presentation explores the current history of tertiary theatre education in Ghana. It considers how it has evolved within the university educational system over the years. The study reflects on how theatre and performance have been challenged within the university community and asks the question that how can a critical discourse about theatre be achieved if the current trend is still a struggle for identity within academia? It further discusses a survey on the perception of students pursuing Theatre in the University of Education, some parents and university staff all in Winneba. The Winneba experience is analyzed led by the conviction that theatre still holds a place in the transformation of lives for a greater sense of purpose in life and nation building. This awareness, it is believed would alert curriculum developers to the possibility for reshaping theatre in the present and future.
This presentation explores the current history of tertiary theatre education in Ghana. It considers how it has evolved within the university educational system over the years. The study reflects on how theatre and performance have been challenged within the university community and asks the question that how can a critical discourse about theatre be achieved if the current trend is still a struggle for identity within academia? It further discusses a survey on the perception of students pursuing Theatre in the University of Education, some parents and university staff all in Winneba. The Winneba experience is analyzed led by the conviction that theatre still holds a place in the transformation of lives for a greater sense of purpose in life and nation building. This awareness, it is believed would alert curriculum developers to the possibility for reshaping theatre in the present and future.
School of Creative ArtsJul 02, 2015
Nukpezah, P.
WASRC-PASMAE CONFERENCE & SPECIAL ANNUAL PATAG INSET & WORKSHOP. Accra, Ghana June 2014
Paper presented:
The Place of Theatre Arts Education in Ghana's Future
Abstract
Theatre as has been observed by many provides an arena for the rehearsal of life experiences. Through these rehearsals, it is believed people adopt new ways of life. Much of Ghana’s developmental challenges is said to be the result of the attitudes or behaviour of its people. It is also observed that attitudes/behaviour whether desirable or undesirable are learned, and could be changed through appropriate conditioning. Though a lot of progress has been made in understanding the causes of these attitudes /behaviour of the Ghanaian and the need to prevent them, various reports still show a number of challenges. The distinct effects of the numerous intervention strategies adopted to address these challenges of the Ghanaian have not yet been realized. This article recounts a participant’s observation of the use of theatre as an educational tool in understanding the underlying causes behind these challenges in four Winneba communities; namely Gomoa Kweikrom, Gomoa Pomadze, Essuekyire and Winneba prisons. The observations made show how Freire’s concept of education, which advocates for cooperation, unity, and cultural synthesis were employed in the theatrical activities, all in the hope of enhancing attitudinal/behavioural change of Ghana’s future. This paper however admits that although there are not many visible features to show, the processes have contributed to some notable achievements to the host communities in the Winneba Municipality and on the lives of the project facilitators.
Theatre as has been observed by many provides an arena for the rehearsal of life experiences. Through these rehearsals, it is believed people adopt new ways of life. Much of Ghana’s developmental challenges is said to be the result of the attitudes or behaviour of its people. It is also observed that attitudes/behaviour whether desirable or undesirable are learned, and could be changed through appropriate conditioning. Though a lot of progress has been made in understanding the causes of these attitudes /behaviour of the Ghanaian and the need to prevent them, various reports still show a number of challenges. The distinct effects of the numerous intervention strategies adopted to address these challenges of the Ghanaian have not yet been realized. This article recounts a participant’s observation of the use of theatre as an educational tool in understanding the underlying causes behind these challenges in four Winneba communities; namely Gomoa Kweikrom, Gomoa Pomadze, Essuekyire and Winneba prisons. The observations made show how Freire’s concept of education, which advocates for cooperation, unity, and cultural synthesis were employed in the theatrical activities, all in the hope of enhancing attitudinal/behavioural change of Ghana’s future. This paper however admits that although there are not many visible features to show, the processes have contributed to some notable achievements to the host communities in the Winneba Municipality and on the lives of the project facilitators.
School of Creative ArtsJul 02, 2015
Akyina, K. O. (2014). Orientation Service Needs of Newly Admitted Students of College of Agriculture Education in Mampong Ashanti of Ghana. The International Journal of Humanities & Social Studies, 2,
Abstract
The study was a descriptive survey undertaken to find out the orientation service needs of newly admitted students of College of Agriculture Education, Mampong Ashanti. Four hundred (400) newly admitted students in the 2013/ 2014 academic year were sampled for the study through the use of purposive and proportional stratified random sampling techniques. A self-made questionnaire was used to collect data from the respondents and analyzed through the use of Statistical Package for Social Sciences (SPSS). The students expressed the need for general information like date of establishment, mission, vision, rules of conduct in the institution and academic information like programmes offered, courses offered, course lecturers, examination rules, grading system and calculation of cumulative grade point average. They also indicated need for information on students’ support services like sports and games, library services, hall facilities, counselling services, clubs and societies and vacation attachments. Career information like job prospects after school and available job vacancies were also needs expressed by them. Their most preferred modes of presentation of orientation service programmes were lectures and campus tours. It was recommended that orientation service programmes should address these expressed needs of students.
The study was a descriptive survey undertaken to find out the orientation service needs of newly admitted students of College of Agriculture Education, Mampong Ashanti. Four hundred (400) newly admitted students in the 2013/ 2014 academic year were sampled for the study through the use of purposive and proportional stratified random sampling techniques. A self-made questionnaire was used to collect data from the respondents and analyzed through the use of Statistical Package for Social Sciences (SPSS). The students expressed the need for general information like date of establishment, mission, vision, rules of conduct in the institution and academic information like programmes offered, courses offered, course lecturers, examination rules, grading system and calculation of cumulative grade point average. They also indicated need for information on students’ support services like sports and games, library services, hall facilities, counselling services, clubs and societies and vacation attachments. Career information like job prospects after school and available job vacancies were also needs expressed by them. Their most preferred modes of presentation of orientation service programmes were lectures and campus tours. It was recommended that orientation service programmes should address these expressed needs of students.
Faculty of Agriculture EducationJul 02, 2015
Akyina, K. O., Oduro-Okyireh, G. Osei- Owusu, B., Gongoli, M. (2014). Factors Influencing the Choice of Agriculture Science Programme by Female Senior High School Students in Mampong Municipality of Ghana.. The International Journal of Humanities & Social Studies, 2,
Abstract
The study was a descriptive survey carried out to find out factors influencing choice of agriculture science programme by female students in Senior High Schools (SHSs) in Mampong Municipality of Ghana. A sample size of 169 students was selected from 302 female agriculture science students in three SHSs in Mampong Municipality. The sampling strategy adopted was proportional stratified sampling technique. A self-made questionnaire was administered on the respondents. Mean analysis, frequencies and percentages were used to analyze the data. It was found out that most female agriculture science students in SHSs in Mampong Municipality had background knowledge of agriculture prior to choosing the programme. Factors that influenced them most in their choice of the programme were interest in agriculture science, employment avenues in agriculture, high academic ability in agriculture, teachers and parents. They were less influenced by factors like parents’ involvement in agriculture, importance of agriculture, nature of occupations in agriculture and job security in agriculture. The rest were lack of female involvement in agriculture and peer influence. They had positive attitude towards the agriculture science programme. It was recommended that teachers, school counselors and parents should reinforce female students’ interest in agriculture. Again, female students should be encouraged to enroll in agriculture science programme since their perception towards the programme is good.
The study was a descriptive survey carried out to find out factors influencing choice of agriculture science programme by female students in Senior High Schools (SHSs) in Mampong Municipality of Ghana. A sample size of 169 students was selected from 302 female agriculture science students in three SHSs in Mampong Municipality. The sampling strategy adopted was proportional stratified sampling technique. A self-made questionnaire was administered on the respondents. Mean analysis, frequencies and percentages were used to analyze the data. It was found out that most female agriculture science students in SHSs in Mampong Municipality had background knowledge of agriculture prior to choosing the programme. Factors that influenced them most in their choice of the programme were interest in agriculture science, employment avenues in agriculture, high academic ability in agriculture, teachers and parents. They were less influenced by factors like parents’ involvement in agriculture, importance of agriculture, nature of occupations in agriculture and job security in agriculture. The rest were lack of female involvement in agriculture and peer influence. They had positive attitude towards the agriculture science programme. It was recommended that teachers, school counselors and parents should reinforce female students’ interest in agriculture. Again, female students should be encouraged to enroll in agriculture science programme since their perception towards the programme is good.
