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Nyatsikor, M. K., Abroampa, W. K., & Esia-Donkoh, K. (2021). The influence of school type on pupils’ proficiency in selected school subjects: Implications for curriculum implementation in Ghana. Global Journal of Educational Research, 20,
Abstract
This research examined the influence of private and public basic schools on pupils’ proficiency in Mathematics and English language subjects. The theoretical model that supported the study was the bioecological model of human development. The sample comprised 16,481 Primary 3 and 14, 495 Primary 6 pupils from 448 and 426 schools respectively. The research design was a descriptive cross-sectional survey. Schools were sampled using a stratified random sampling technique. Data were analysed using a multilevel modelling technique. The significance or otherwise of the influence of school type on pupils’ proficiency in both subjects was assessed at p ˂ 0.001. The results showed that many pupils performed below the minimum competency level in both subjects uniquely because they attended public schools. Conversely, many pupils were found to be proficient in both subjects exclusively because they attended private schools. The research findings suggest that the type of primary schools pupils attend in Ghana significantly mattered for their academic success and the progression from one grade-level to another. The results imply that learning opportunities are not equal for all pupils. This has implications for the effective implementation of the primary school curriculum in the country. To improve upon the academic achievement of primary school children in Ghana, first, there is the need to eliminate the achievement gap between private and public schools. Keywords: School Type; Pupils; Proficiency; Mathematics: English Language
This research examined the influence of private and public basic schools on pupils’ proficiency in Mathematics and English language subjects. The theoretical model that supported the study was the bioecological model of human development. The sample comprised 16,481 Primary 3 and 14, 495 Primary 6 pupils from 448 and 426 schools respectively. The research design was a descriptive cross-sectional survey. Schools were sampled using a stratified random sampling technique. Data were analysed using a multilevel modelling technique. The significance or otherwise of the influence of school type on pupils’ proficiency in both subjects was assessed at p ˂ 0.001. The results showed that many pupils performed below the minimum competency level in both subjects uniquely because they attended public schools. Conversely, many pupils were found to be proficient in both subjects exclusively because they attended private schools. The research findings suggest that the type of primary schools pupils attend in Ghana significantly mattered for their academic success and the progression from one grade-level to another. The results imply that learning opportunities are not equal for all pupils. This has implications for the effective implementation of the primary school curriculum in the country. To improve upon the academic achievement of primary school children in Ghana, first, there is the need to eliminate the achievement gap between private and public schools. Keywords: School Type; Pupils; Proficiency; Mathematics: English Language
Esia-Donkoh, K., Addai-Mununkum, R., Appianing, J., & Ofosu-Dwamena, E., (2021). Fundamentals of effective teaching: An introductory guide for 21st century educators. Accra: Sprint Publication. . ISBN: 978-9988-3-1779-9
Abstract
At the turn of the 21st Century, teaching is transitioning from its old-time status as a vocation into a dignified rewarding career path. Thus, individuals wanting to become teachers ought to be equipped with the knowledge, skills, values and attitudes that will enhance their professionalism. “Fundamentals of effective teaching” offers this content gap that has long be sought after by novice and experienced teachers alike. It is the product of meticulous writing by experienced professionals who seek to offer the academy a birds-eye view of teaching. Academic knowledge that is transmitted through this book is mediated by the authors’ experiences garnered through years of classroom practice. The content has been carefully chosen to offer a blend of antique and emerging scholarship in pedagogy, a potpourri of resources that every teacher needs. The first chapter, the concept of teaching, discusses some misconceptions about the teaching profession and provides a conceptual understanding of what teaching is all about. Chapter two traces the evolution of the teaching profession in Ghana, and highlights emerging changes and future projections. The third and fourth chapters focus on methods, techniques and strategies of teaching. Chapter five builds on the knowledge in the two preceding chapters to introduce integrated pedagogies. Chapter six focuses on play-based learning, an emerging pedagogy that is valuable for teaching the young and old. In Chapter seven, technical skills of teaching are discussed while in the final chapter, the newly introduced National Teachers’ Standards, the minimum set of standards expected of every teacher in Ghana, is discussed. We welcome teachers and would-be teachers to read, practice, discuss and critique this book. We do not intend it to be a manual for teaching. Rather, we wish that it will ignite passion and offer the needed guidance that will transition a novice into becoming an effective 21st Century teacher.
At the turn of the 21st Century, teaching is transitioning from its old-time status as a vocation into a dignified rewarding career path. Thus, individuals wanting to become teachers ought to be equipped with the knowledge, skills, values and attitudes that will enhance their professionalism. “Fundamentals of effective teaching” offers this content gap that has long be sought after by novice and experienced teachers alike. It is the product of meticulous writing by experienced professionals who seek to offer the academy a birds-eye view of teaching. Academic knowledge that is transmitted through this book is mediated by the authors’ experiences garnered through years of classroom practice. The content has been carefully chosen to offer a blend of antique and emerging scholarship in pedagogy, a potpourri of resources that every teacher needs. The first chapter, the concept of teaching, discusses some misconceptions about the teaching profession and provides a conceptual understanding of what teaching is all about. Chapter two traces the evolution of the teaching profession in Ghana, and highlights emerging changes and future projections. The third and fourth chapters focus on methods, techniques and strategies of teaching. Chapter five builds on the knowledge in the two preceding chapters to introduce integrated pedagogies. Chapter six focuses on play-based learning, an emerging pedagogy that is valuable for teaching the young and old. In Chapter seven, technical skills of teaching are discussed while in the final chapter, the newly introduced National Teachers’ Standards, the minimum set of standards expected of every teacher in Ghana, is discussed. We welcome teachers and would-be teachers to read, practice, discuss and critique this book. We do not intend it to be a manual for teaching. Rather, we wish that it will ignite passion and offer the needed guidance that will transition a novice into becoming an effective 21st Century teacher.
Esia-Donkoh, K., Bentil, J., & Nyatsikor, M. (2020). Variances in learning styles of full-time undergraduate students based on Demographic Variables. International Journal of Education, Learning and Development, 8,
Abstract
The study, which was based on the VAK Learning Style Model, examined the learning style preferences and variances in the learning style of full-time undergraduate students in the Department of Basic Education, University of Education, Winneba (UEW), Ghana. Using the simple random sampling technique, 621 students were involved in the study. With the use of a questionnaire, quantitative data were obtained and analysed using frequency, percentage, mean, standard deviation, t-test, and Analysis of Variance (ANOVA). The study revealed that the students made use of all the three learning styles even though they dominantly preferred and used visual learning style as compared to auditory and kinesthetic learning styles. At a significance of 0.01, the study found statistically significant differences in the learning style preferences of male and female full-time undergraduate students. There were also no statistically significant differences in the learning style preferences of the students based on age, level of study and residential status. Among the recommendations is that lecturers in the Department should adopt a variety of appropriate instructional practices and strategies that may optimise the diverse learning style preferences of the students. Keywords: learning style preferences, sex, age, level of study, residential status
The study, which was based on the VAK Learning Style Model, examined the learning style preferences and variances in the learning style of full-time undergraduate students in the Department of Basic Education, University of Education, Winneba (UEW), Ghana. Using the simple random sampling technique, 621 students were involved in the study. With the use of a questionnaire, quantitative data were obtained and analysed using frequency, percentage, mean, standard deviation, t-test, and Analysis of Variance (ANOVA). The study revealed that the students made use of all the three learning styles even though they dominantly preferred and used visual learning style as compared to auditory and kinesthetic learning styles. At a significance of 0.01, the study found statistically significant differences in the learning style preferences of male and female full-time undergraduate students. There were also no statistically significant differences in the learning style preferences of the students based on age, level of study and residential status. Among the recommendations is that lecturers in the Department should adopt a variety of appropriate instructional practices and strategies that may optimise the diverse learning style preferences of the students. Keywords: learning style preferences, sex, age, level of study, residential status
Nyatsikor, M. K., Esia-Donkoh, K., Abroampa, W. K. (2020). The efficacy of the bioecological model of human development in predicting primary pupils’ academic achievement in Ghana and its curriculum implications. International Journal of Elementary Education, 8,
Abstract
The study examined the efficacy of Bioecological Model of Human Development to predict Ghanaian Primary School pupils’ academic achievement in a National Education Assessment test in English Language and Mathematics. A total of 19458 primary 3 and 17447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion of <0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of macro and macro systems they operated in. The outcome of the study validates the Model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the Model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils in Ghana. Keywords: Bioecological Model, Academic Achievement, Curriculum
The study examined the efficacy of Bioecological Model of Human Development to predict Ghanaian Primary School pupils’ academic achievement in a National Education Assessment test in English Language and Mathematics. A total of 19458 primary 3 and 17447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion of <0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of macro and macro systems they operated in. The outcome of the study validates the Model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the Model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils in Ghana. Keywords: Bioecological Model, Academic Achievement, Curriculum
Nyatsikor, M. K., Abroampa, W. K., Esia-Donkoh, K. (2020). The impact of school locale on pupils’ competencies in selected subjects: Does it matter more for specific regions in Ghana?. Global Journal of Transformative Education, 2,
Abstract
The study examined the impact of rural and urban schools on pupils’ competencies in English Language and Mathematics tests. The sample comprised 16,481 primary 3 and 14,495 primary 6 pupils from 448 and 426 schools respectively. The schools were selected using stratified random sampling technique and the data analysed using multilevel modelling technique. The study found statistically significant differences in achievement between rural and urban school pupils at both the national and regional levels. Compared with urban school children, rural school children on the average score 2 and 4 marks less in primary 3 and 6 English Language tests respectively. Similarly, rural school children on the average earned 1 mark less in primary 3 and 6 Mathematics tests. Rural school children in the Eastern Region were most disadvantaged by scoring 6 and 8 marks less in the primary 3 and 6 English Language tests respectively when compared with their urban peers. The only exception was the Northern Region where the average achievements of rural school children were higher than their urban peers. The findings suggest that it significantly mattered which part of the country a child attends school. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised. Keywords: School locality, Socioeconomic, Competency, Regions
The study examined the impact of rural and urban schools on pupils’ competencies in English Language and Mathematics tests. The sample comprised 16,481 primary 3 and 14,495 primary 6 pupils from 448 and 426 schools respectively. The schools were selected using stratified random sampling technique and the data analysed using multilevel modelling technique. The study found statistically significant differences in achievement between rural and urban school pupils at both the national and regional levels. Compared with urban school children, rural school children on the average score 2 and 4 marks less in primary 3 and 6 English Language tests respectively. Similarly, rural school children on the average earned 1 mark less in primary 3 and 6 Mathematics tests. Rural school children in the Eastern Region were most disadvantaged by scoring 6 and 8 marks less in the primary 3 and 6 English Language tests respectively when compared with their urban peers. The only exception was the Northern Region where the average achievements of rural school children were higher than their urban peers. The findings suggest that it significantly mattered which part of the country a child attends school. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised. Keywords: School locality, Socioeconomic, Competency, Regions
Mensah, R. E. A., Esia-Donkoh, K., & Quansah, D. K. (2020). Instructional supervision as perceived by teachers in public basic schools in Pokuase Education Circuit in the Ga-North Municipality, Ghana. European Journal of Education Studies, 7,
Abstract
This study investigated the perception of teachers on instructional supervision in public basic schools in the Pokuase Education Circuit in the Ga-North Municipality of the Greater Accra Region of Ghana. The study, which was underpinned by the pragmatist philosophical viewpoint, adopted the convergent mixed method approach. With simple random and convenience sampling techniques, 142 participants and 10 participants were obtained for the quantitative and qualitative phases of this study respectively. All categories of items in the questionnaire had Cronbach’s alpha reliability index of 0.7 and above. The trustworthiness of the semi-structured interview guide was ensured by considering credibility transferability, dependability, confirmability, and authenticity. With the aid of Version 20 of Statistical Product for Service Solutions (SPSS), the quantitative data were analysed using descriptive statistics (frequency, percentage, mean, and standard deviation). The qualitative data were analysed using thematic approach. It was found out that the respondents perceived the clinical supervision as the most frequently used instructional supervisory practice. Cordial interpersonal relationship was perceived by the teachers as the most benefit of instructional supervision. Supervisor incompetence, supervisor work overload, and inadequate training for supervisors were identified as the top three challenges faced in the practice of instructional supervision. Among the suggestions made to improve instructional supervision in public basic schools in the Pokuase Education Circuit were training of instructional supervisors and sanctioning unprofessional conduct of instructional supervisors. Among the recommendations is that the Ga-North Municipal Education Directorate of the Ghana Education Service should organize regular in-service training for the supervisors to equip them in the use of mixed instructional supervisory types in the schools. Keywords: instructional supervision, types, benefits, challenges, measures
This study investigated the perception of teachers on instructional supervision in public basic schools in the Pokuase Education Circuit in the Ga-North Municipality of the Greater Accra Region of Ghana. The study, which was underpinned by the pragmatist philosophical viewpoint, adopted the convergent mixed method approach. With simple random and convenience sampling techniques, 142 participants and 10 participants were obtained for the quantitative and qualitative phases of this study respectively. All categories of items in the questionnaire had Cronbach’s alpha reliability index of 0.7 and above. The trustworthiness of the semi-structured interview guide was ensured by considering credibility transferability, dependability, confirmability, and authenticity. With the aid of Version 20 of Statistical Product for Service Solutions (SPSS), the quantitative data were analysed using descriptive statistics (frequency, percentage, mean, and standard deviation). The qualitative data were analysed using thematic approach. It was found out that the respondents perceived the clinical supervision as the most frequently used instructional supervisory practice. Cordial interpersonal relationship was perceived by the teachers as the most benefit of instructional supervision. Supervisor incompetence, supervisor work overload, and inadequate training for supervisors were identified as the top three challenges faced in the practice of instructional supervision. Among the suggestions made to improve instructional supervision in public basic schools in the Pokuase Education Circuit were training of instructional supervisors and sanctioning unprofessional conduct of instructional supervisors. Among the recommendations is that the Ga-North Municipal Education Directorate of the Ghana Education Service should organize regular in-service training for the supervisors to equip them in the use of mixed instructional supervisory types in the schools. Keywords: instructional supervision, types, benefits, challenges, measures
Esia-Donkoh, K. (2020). Undergraduate sandwich students’ conceptualisation of leadership. International Journal of Psychology and Education, 4,
Abstract
The study adopted the cross-sectional survey design to investigate how sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana, conceptualise leadership. It also sought to determine differences in how the students conceptualise leadership based on their sex, age, and level/professional status. Adopting a census sampling technique, 140 students were obtained for the study. A questionnaire made up of six sub-scales of leadership emphasis (trait, ability, skill, behaviour, relationship, and influence), was used to collect quantitative data. The instrument had a reliability co-efficient of 0.78. The findings from the main study revealed that the sandwich students mostly conceptualised leadership as a skill, while relationship was the least conceptualised leadership sub-scale. Apart from a statistically significant difference in means observed for influence emphasis based on sex of the students, no statistically significant differences in means were observed for the remaining five leadership sub-scales based on the students’ age, and level/professional status. It was concluded that the sandwich students have varying opinions in understanding leadership based on their different experiences in leadership situations. The findings are valuable for the lecturers of the department in understanding how sandwich students conceptualise leadership. Thus, the use of use of scenarios, case studies, role-plays, school visits, and hands on activities during lectures will enhance the students’ understanding of contemporary leadership through promotion of values such as collaboration, teamwork, independent study, critical thinking, and empowerment. Accordingly, the findings will contribute to the body of knowledge in terms of students’ conceptualisation of the concept of leadership in the 21st century. Keywords: Conceptualising Leadership, Trait, Ability, Behaviour, Skill, Relationship, Influence
The study adopted the cross-sectional survey design to investigate how sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana, conceptualise leadership. It also sought to determine differences in how the students conceptualise leadership based on their sex, age, and level/professional status. Adopting a census sampling technique, 140 students were obtained for the study. A questionnaire made up of six sub-scales of leadership emphasis (trait, ability, skill, behaviour, relationship, and influence), was used to collect quantitative data. The instrument had a reliability co-efficient of 0.78. The findings from the main study revealed that the sandwich students mostly conceptualised leadership as a skill, while relationship was the least conceptualised leadership sub-scale. Apart from a statistically significant difference in means observed for influence emphasis based on sex of the students, no statistically significant differences in means were observed for the remaining five leadership sub-scales based on the students’ age, and level/professional status. It was concluded that the sandwich students have varying opinions in understanding leadership based on their different experiences in leadership situations. The findings are valuable for the lecturers of the department in understanding how sandwich students conceptualise leadership. Thus, the use of use of scenarios, case studies, role-plays, school visits, and hands on activities during lectures will enhance the students’ understanding of contemporary leadership through promotion of values such as collaboration, teamwork, independent study, critical thinking, and empowerment. Accordingly, the findings will contribute to the body of knowledge in terms of students’ conceptualisation of the concept of leadership in the 21st century. Keywords: Conceptualising Leadership, Trait, Ability, Behaviour, Skill, Relationship, Influence
Esia-Donkoh, K., & Quansah, D. K. (2021). Leadership styles of principals based on setting, zone, and location of public colleges of education in Ghana. Education Quarterly Reviews, 4,
Abstract
This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that genrally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals. Key words: leadership styles, principals, setting of college, zone of college, location of college
This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that genrally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals. Key words: leadership styles, principals, setting of college, zone of college, location of college
Strategic Planning Sensitisation Workshop*Esia-Donkoh Kweku*Senior Lecturer*Organised by University of Education, Winneba*Jophus Anamuah-Mensah Conference Centre, North Campus, University of Education, Winneba, Ghana*21st June, 2018*21st June, 2018
Strategic Planning Sensitisation Workshop*Esia-Donkoh Kweku*Senior Lecturer*Organised by University of Education, Winneba*Jophus Anamuah-Mensah Conference Centre, North Campus, University of Education, Winneba, Ghana*21st June, 2018*21st June, 2018
