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Essuman, S. O. (2015). Exploring the Reflective Learning Experiences of Basic School Teachers during the use of Open Educational Resources. Journal of Education and Training, 2,
Abstract
This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching. Keywords: reflective learning, open educational resources, professional practice, pedagogical concepts
This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching. Keywords: reflective learning, open educational resources, professional practice, pedagogical concepts
Ngman-Wara, E., Tachie T. Y.,& Mawusi, S. K. (2015). Assessing the in-service needs of basic school natural science teachers in New Juaben Municipality. American Journal of Educational Research, 3,
Abstract
This study investigated in-service needs of basic school Natural Science teachers in the New Juaben Municipality in the Eastern Region of Ghana. The study was to ascertain the in-service needs of 234 Natural Science teachers across gender. A questionnaire was used to collect data on the teachers’ feedback on eight dimensions of science teachers’ needs: generic pedagogical knowledge and skills, knowledge and skills in science subjects, managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Data were descriptively analyzed, followed by chi square analysis. Results of the descriptive analysis demonstrate that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subjects, generic pedagogical knowledge and skills and planning of science instruction. The chi square analysis did not yield significant association between gender and science teachers’ needs in all dimensions except knowledge and skills in science subjects. It was recommended among others that in-service organisers need to assess the in-service needs of participants before providing INSET services.
This study investigated in-service needs of basic school Natural Science teachers in the New Juaben Municipality in the Eastern Region of Ghana. The study was to ascertain the in-service needs of 234 Natural Science teachers across gender. A questionnaire was used to collect data on the teachers’ feedback on eight dimensions of science teachers’ needs: generic pedagogical knowledge and skills, knowledge and skills in science subjects, managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Data were descriptively analyzed, followed by chi square analysis. Results of the descriptive analysis demonstrate that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subjects, generic pedagogical knowledge and skills and planning of science instruction. The chi square analysis did not yield significant association between gender and science teachers’ needs in all dimensions except knowledge and skills in science subjects. It was recommended among others that in-service organisers need to assess the in-service needs of participants before providing INSET services.
Ngman-Wara, E. I. D. (2015). Ghanaian Junior High School Science Teachers’ Knowledge of Contextualised Science Instruction. Journal of Curriculum and Teaching, 4,
Abstract
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’ knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses.
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’ knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses.
Ngman-Wara, E. & Acquah, S. (2015). Ghanaian Junior High School science teachers' reflections on the use of Tessa secondary science Modules. American Journal of Educational Research, 3,
Abstract
The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.
The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.
Amedeker, M. K. (2014). The contributions of continuous assessment to the improvement of students’ learning of school science: A case of Ghana. In A. Asabere-Ameyaw, J. Anamuah-Mensah, G. S. Dei, & K. Raheem (Eds.) Indigenist African Development and Related Issues: Towards a transdisciplinary perspective. Rotterdam: Sense Publishers.
Abstract
Information obtained from continuous assessment may be used for summative or formative purposes. While one purpose may not be more important than the other, caution should be exercised in their use so that one is not compelled to obliterate the other. In school assessments, teachers may wish to use regular tests which they term as continuous assessment to find out about students’ learning but Black and Wiliam (2003) are of the opinion that the current approach of giving frequent short quizzes and the types of questions used are not supporting students’ learning. They argue that these frequent tests which are for summative purposes are not providing the guidance needed by students for their daily learning. Black and Wiliam (2003) thus suggest that teachers need to modify their classroom practices to include formative assessments which are known to have the potency of helping students to gain full control over their learning. This chapter argues that traditional African education is imbued with lots of philosophical learning and assessment strategies such as folklore, story-telling, proverbs and cultural rites that when incorporated into school science would improve its learning and assessment.
Apaak, D. & Sarpong, E. O. (2015). Internal Challenges Affecting Academic Performance of Student-Athletes in Ghanaian Public Universities. IISTE's Journal of Education and Practice, 6,
Abstract
This paper examined internal challenges affecting academic performance of student-athletes in Ghanaian public universities, using a descriptive survey research design. Proportionate random sampling technique was employed to select Three Hundred and Thirty-Two (332) respondents for the study. The instrument used in gathering data for the study was a questionnaire titled “Questionnaire on Internal Challenges Affecting University Athletes (QICAUA)” structured and developed by researchers. The QICAUA was validated by two jurors in the field of physical education and sport, from Ghana and Nigeria and pilot tested using test-retest method. A reliability correlation coefficient of .85r was obtained from the reliability testing. In all, two research hypotheses were formulated and tested at 0.05 alpha level of significance. Data collected were analyzed using chi-square (x2) statistical method. The findings from the study showed that time constraints and physical/emotional strain were significant internal challenges affecting the academic performance of studentathletes in Ghanaian public universities. Based on these findings, the study recommends that Management of universities, university sports administrators and the Ghana Universities Sports Association (GUSA) should collaborate to schedule sports programmes in such a way that student-athletes will have adequate time for both academics and sports; student-athletes should be counselled on how to manage their time effectively on campus; and coaches should ensure that student-athletes are not over worked physically and emotionally during training and competitions. Keywords: Academic Performance; Challenge; Public Universities; Student-Athlete.
This paper examined internal challenges affecting academic performance of student-athletes in Ghanaian public universities, using a descriptive survey research design. Proportionate random sampling technique was employed to select Three Hundred and Thirty-Two (332) respondents for the study. The instrument used in gathering data for the study was a questionnaire titled “Questionnaire on Internal Challenges Affecting University Athletes (QICAUA)” structured and developed by researchers. The QICAUA was validated by two jurors in the field of physical education and sport, from Ghana and Nigeria and pilot tested using test-retest method. A reliability correlation coefficient of .85r was obtained from the reliability testing. In all, two research hypotheses were formulated and tested at 0.05 alpha level of significance. Data collected were analyzed using chi-square (x2) statistical method. The findings from the study showed that time constraints and physical/emotional strain were significant internal challenges affecting the academic performance of studentathletes in Ghanaian public universities. Based on these findings, the study recommends that Management of universities, university sports administrators and the Ghana Universities Sports Association (GUSA) should collaborate to schedule sports programmes in such a way that student-athletes will have adequate time for both academics and sports; student-athletes should be counselled on how to manage their time effectively on campus; and coaches should ensure that student-athletes are not over worked physically and emotionally during training and competitions. Keywords: Academic Performance; Challenge; Public Universities; Student-Athlete.
Sarpong,E. O. Apaak, D. & Dominic, O.L. (2015). Reported Physical Activity Levels And Equipment Use As Predictors of Body Composition of Members In Ghanaian Fitness Clubs. Researchjournali's Journal of Public Health, 1,
Abstract
The purpose of this study was to determine whether Ghanaian adults‟ self-reported physical activity and exercise equipment use reflected their fitness levels in body composition as measured by Body Mass Index (BMI), Body Fat Percentage (BFP) and Waist-to-Hip Ratio(WHR) using the descriptive correlational study design. The population for the study was all the 40 registered Fitness Clubs in the Western Region of Ghana with an accessible population of 550 members. A total of Fifty-Five (55) respondents were randomly selected as the sample using the Proportionate Sampling by Size Technique .Data was collected through a researcher-designed Structured Questionnaire which was validated by three experts that elicited information from members on reported level of physical activity and equipment use. Standardized measurements of BMI, WHR and BFP were used to assess body composition. Inferential statistics of the Pearson Product Moment Correlation Co-efficient and Stepwise Regression analysis were employed to test three hypotheses that were generated at a significant level of 0.05. Findings of this study revealed that there were no significant relationship between body composition and reported physical activity and equipment use among apparently healthy Ghanaian adults in fitness clubs; also the independent variables were not significant predictors of body composition. Based on the findings it was recommended that physical fitness specialists should depend on reliable and objective recall measures than self-reports in assessing fitness parameters, again investigation into the effects of other factors like age, gender, dietary patterns that may predict body composition among adults should be the focus of future research. Keywords: Apparently Healthy Adults; Body Composition; Health-related Physical Fitness Components; Obesity; Physical activity
The purpose of this study was to determine whether Ghanaian adults‟ self-reported physical activity and exercise equipment use reflected their fitness levels in body composition as measured by Body Mass Index (BMI), Body Fat Percentage (BFP) and Waist-to-Hip Ratio(WHR) using the descriptive correlational study design. The population for the study was all the 40 registered Fitness Clubs in the Western Region of Ghana with an accessible population of 550 members. A total of Fifty-Five (55) respondents were randomly selected as the sample using the Proportionate Sampling by Size Technique .Data was collected through a researcher-designed Structured Questionnaire which was validated by three experts that elicited information from members on reported level of physical activity and equipment use. Standardized measurements of BMI, WHR and BFP were used to assess body composition. Inferential statistics of the Pearson Product Moment Correlation Co-efficient and Stepwise Regression analysis were employed to test three hypotheses that were generated at a significant level of 0.05. Findings of this study revealed that there were no significant relationship between body composition and reported physical activity and equipment use among apparently healthy Ghanaian adults in fitness clubs; also the independent variables were not significant predictors of body composition. Based on the findings it was recommended that physical fitness specialists should depend on reliable and objective recall measures than self-reports in assessing fitness parameters, again investigation into the effects of other factors like age, gender, dietary patterns that may predict body composition among adults should be the focus of future research. Keywords: Apparently Healthy Adults; Body Composition; Health-related Physical Fitness Components; Obesity; Physical activity
Apaak, D. & Sarpong, E. O. (2015). Gender Differences In Academic Performance Among University Athletes in Ghana:A Case Study of University of Cape Coast. Researchjournali's Journal of Education, 3,
Abstract
The study examined the academic performance records of student-athletes in the University of Cape Coast (UCC), Ghana, to find out if there were any gender differences, using a comparative descriptive research design. The population for the study comprised all UCC registered athletes from 2008 to 2013, which was 866. Purposive sampling technique was used to select all 239 athletes who had completed their undergraduate programmes in 2008, 2009, 2010, 2011, 2012 and 2013 as the sample. Secondary data, comprising registration numbers of athletes, gender, type of degree obtained, Final Cummulative Grade Point Average (FCGPA) and year of completion, was used in the study. All data were collected by the researcher. Percentages were used to answer the research question whiles the t-test for two independent groups was used to test the research hypotheses formulated using a significance level of .05 alpha. Findings of this study revealed that both male and female UCC student-athletes have been obtaining degrees at very high rates for some years now; also the study further showed that there were no gender differences among UCC students-athletes in terms of academic performance, concluding that participation in university sports does not affect academic performance of male and female UCC student-athletes. Based on the findings, it was recommended that Management of UCC should continue to provide support for male and female students to continue to participate in university sports and also the Sports Section of UCC should, through orientation ceremonies for fresh students, inter-hall sports programmes and during sports discussions on campus radio, make the general student body aware that both male and female athletes perform well academically, as it could serve as motivation for more students to participate in sports. Keywords: Degrees Obtained; Gender; Student-Athlete; Sports Participation.
The study examined the academic performance records of student-athletes in the University of Cape Coast (UCC), Ghana, to find out if there were any gender differences, using a comparative descriptive research design. The population for the study comprised all UCC registered athletes from 2008 to 2013, which was 866. Purposive sampling technique was used to select all 239 athletes who had completed their undergraduate programmes in 2008, 2009, 2010, 2011, 2012 and 2013 as the sample. Secondary data, comprising registration numbers of athletes, gender, type of degree obtained, Final Cummulative Grade Point Average (FCGPA) and year of completion, was used in the study. All data were collected by the researcher. Percentages were used to answer the research question whiles the t-test for two independent groups was used to test the research hypotheses formulated using a significance level of .05 alpha. Findings of this study revealed that both male and female UCC student-athletes have been obtaining degrees at very high rates for some years now; also the study further showed that there were no gender differences among UCC students-athletes in terms of academic performance, concluding that participation in university sports does not affect academic performance of male and female UCC student-athletes. Based on the findings, it was recommended that Management of UCC should continue to provide support for male and female students to continue to participate in university sports and also the Sports Section of UCC should, through orientation ceremonies for fresh students, inter-hall sports programmes and during sports discussions on campus radio, make the general student body aware that both male and female athletes perform well academically, as it could serve as motivation for more students to participate in sports. Keywords: Degrees Obtained; Gender; Student-Athlete; Sports Participation.
