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Influence of teachers‘ classroom behavioural and instructional management style on students‘ academic performance.
(University of Cape Coast, 2022) Appiah, Evelyn
This study investigated the influence of Senior High School (SHS) teachers‘ classroom behavioural and instructional management style on students‘ academic performance. The study determined primarily the difference in students‘ academic performance across the behavioural and instructional management styles in addition to the behavioural and instructional management style that best predicts SHS students‘ academic performance within the Kumasi Metropolis, Ashanti region. The study was descriptive and randomly sampled 320 SHS students together with 26 teachers who were purposively selected from 7 schools. Data was collected using an adapted form of the Behavioural and Instructional Management Scale. Results of the study indicated that there is a significant difference in students‘ academic performance between the interactionalist and interventionist behavioural management styles. The magnitude of the difference was 39% and 47% for biology and chemistry respectively. Also, the study discovered that the interventionist style of behavioural management best predicts students‘ academic performance. Again, the study discovered that the interactionalist style of classroom instructional management best predicts students‘ academic performance. In the light of the results, teachers are recommended to adopt the appropriate style to instruct and manage students‘ behaviour during lessons.
The impact of blended learning on students using ibox platform: Evidence of Adu Gyamfi senior high school
(University of Cape Coast, 2019-07) Appiah, Francisca
The study investigated the impact of blended learning on students using IBOX platform. A blended learning environment was designed to provide opportunity for integrating the learning management system “moodle” with face-to-face classroom interaction. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. The study was underpinned by social constructivist framework. Data collection involved semi-structured interviews with ten senior high school teachers. The findings revealed that the use of blended learning technology approaches in teaching increased students’ performance. It was recommended that training should be provided to teachers to address their varying needs on blended learning development. Teachers need for appropriate technological orientation to the IBOX platform must be considered for both students and teachers.
Explorations of factors contributing to junior high school students’ absenteeism in Asante Akyem Central Municipality of Ghana
(University of Cape Coast, 2020-10) Anim, Charles
Factors contributing to Junior High School (JHS) students’ absenteeism have been extensively explored in developing countries; however, not much is known in Ghana especially in Asante Akyem Central Municipality. This knowledge gap if not addressed could retard the attainment of the United Nations Education-Related Sustainable Development Goals. The objective of the study was thus to explore factors contributing to Junior High School students’ absenteeism in the Asante Akyem Central Municipality of Ghana. The study employed a descriptive survey design through the use of simple random and purposive sampling techniques. The population of the study was students, teachers, parents and community opinion leaders. A sample size of 570 was used. Questionnaire, register, terminal report, focus group discussion guides and interview were used to take data from the study participants. Quantitative data were analysed using ANOVA and linear regressions while qualitative data were analysed using narrative analysis. The quantitative analysis revealed that parents/guardians’ level of education did not influence absenteeism. The study revealed that unlike fathers’ level of income, mothers’ level of income was associated with absenteeism among students. The study further found out a relationship between persons’ students were staying with and their absenteeism. It was again established that there was association between the number of times parents/guardians attend PTA meeting and absenteeism among students. The results showed that test scores or marks obtained in all subjects (English, Mathematics or Science collectively) significantly impact the number of times students attend school. In view of the findings, the Ghana Education Service should provide adequate teaching and learning resources for junior high schools in order to improve students’ academic performance with the view of reducing absenteeism. It is recommended that parents should endeavour to participate in PTA meetings periodically so that absenteeism can reduce. It is further recommended that government should place emphasis on improving the economic potentials of mothers since their level of income influences absenteeism.
HIV diagnosis disclosure to infected children and adolescents: Challenges of family caregivers in the Central Region of Ghana
(University of Cape Coast, 2018-10-30) Anna Hayfron-Benjamin1; Dorcas Obiri-Yeboah2; Stephen Ayisi-Addo3; Peter Mate Siakwa4; Sylvia Mupepi5
Background: Disclosure of Human Immunodeficiency Virus (HIV) to infected older children and adolescents is essential for both personal health maintenance and HIV prevention within the larger population. Non-disclosure of HIV status has been identified as one of the potential barriers to optimum adherence especially in children and adolescents. Like many other countries in the SSA region, Ghana has significant number of children and adolescents infected by HIV, who have increased survival times, due to increased access to ART. However, both family caregivers and healthcare workers face an array of challenges with the disclosure process, including the timing, what information about the child’s HIV status should be shared with him/her and how to go about it. The aim of the study was to identify family caregiver factors associated with non-disclosure of HIV status to infected children and adolescents accessing Antiretroviral Therapy (ART) at the three main ART sites within the Central Region of Ghana. Methods: A quantitative analytical survey was conducted among 103 family caregivers of HIV infected children (aged 6–17 years) assessing ART services in the Central Region of Ghana. Data were analyzed using SSPS version 21. Results: The age range of caregivers was 20–69 years. The study found a low disclosure rate (23.3%) among caregivers. Majority of the caregivers (80.6%) lacked knowledge on the process of disclosure (how and what to tell child), and majority (64%) also had never received guidance about the disclosure process from their healthcare providers. The main barriers to disclosure were caregiver lack of knowledge regarding the disclosure process and when to disclose, the fear of child’s reaction, and fear of stigmatization and associated negative social consequences. Conclusion: These findings suggest a lesser involvement of health care providers in preparing caregivers for the disclosure process. This therefore highlight the need for the National HIV/AIDS/STI Control Program to strengthen the involvement and training of healthcare providers in HIV diagnosis disclosure to infected children, based on context-specific policy guidelines informed by the WHO recommendations
Sign language acquisition among preschool children who are deaf in Ghana: A process of language reorientation within the school ecology
(University of Cape Coast, 2019-03) Obosu, Gideon Kwesi
The purpose of this study was to explore how the school setting facilitates sign language acquisition during the early years of children who are deaf in order to theorise the process of sign language development among children who are deaf in Ghana. In line with the purpose, the constructivist grounded theory design was adopted to gather qualitative data using observations and interviews. Both purposive and theoretical sampling procedures were employed to select parents, teachers and head teachers from two homes and six schools for the deaf respectively across Ghana for the study. Constant comparative analysis was used to analyse data during the initial, focused and theoretical coding procedures. The core categories that emerged from the data were language disorientation, language facilitation, language adjustment and language replacement leading to a substantive theory termed as “theory of language reorientation”. The theory explains that children who are deaf who come from hearing families and therefore do not acquire sign language from home become language disorientated as they grapple with education at school. Subsequently, teachers, peers and deaf role-models within the school environment facilitate deaf pupils’ sign language acquisition through classroom teaching and learning activities, school deaf culture and peer interactions. The study concluded that the schools for the deaf serve as places of last resort to sign language development of children who are deaf. It is therefore recommended that Ghana Education Service in collaboration with the Department of Social Welfare should embark upon public campaign to give parents education on the need to, as a matter of expedience, send their children who are deaf to the schools for the deaf as early as possible.