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Academic literature on the topic 'Classroom management – Study and teaching – Ghana'
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Journal articles on the topic "Classroom management – Study and teaching – Ghana"
1
Fenyi, Kojo, Enoch Mensah Awukuvi, John Andoh, and Francis K. Pere. "Language Policy vrs Language Reality in the Ghanaian Classroom: A Study of Colleges of Education." EduLine: Journal of Education and Learning Innovation 1, no. 1 (2021): 34–51. http://dx.doi.org/10.35877/454ri.eduline391.
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This descriptive qualitative study attempted to understand, explore and report the occasions and reasons for which a tutor or a student would use the native language in the second language classroom in a national language policy context, like Ghana, where such practice is disallowed. To use the L1 in the L2 classroom or not has been an ongoing debate in Applied Linguistics and Teaching English as Second/Foreign Language (TESL/TESOL, TEFL), in that, while a group insists on a strict monolingual English-only ESL classroom, another group thinks a reasonable quantity of L1 and appropriate use of same in the ESL classroom could actually facilitate the teaching and learning of English. Data collection instruments were participant observation and semi-structured interviews. Participants were 13 language tutors and 53 second-year language specialism students, all from four Colleges of Education, and selected through purposive sampling. Results revealed that L1 is used as functional strategy in the L2 classroom, and serves various reasons; empathy, classroom management, identity, lack of comprehension, nurturing bilingualism. It is recommended, therefore, that, the national language policy of Ghana which limits the language of classroom instruction to English be made lax enough to allow for some appreciable amount of the L1 to aid ‘understanding’, which is the bedrock of education.
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Pajibo, PhD, Edison Dehley. "Factors Influencing the Utilization of Instructional Time in Technical Universities in Ghana: Implications for Adult Learning." World Journal of Education and Humanities 1, no. 1 (2019): p23. http://dx.doi.org/10.22158/wjeh.v1n1p23.
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The primary intent of this study was to investigate factors that influence the utilization of instructional time in public technical universities in Ghana. The study was essentially a mixed method where descriptive survey was used. The target population was made up of classroom lecturers and heads of departments in Technical Universities in Ghana. Out of 10 public technical universities, 5 were selected. A sample size of 168 comprising 154 lecturers and 7 Vice Chancellors and 7 heads of departments was used. Sample selection method used was the multi-stage sample; cluster random sampling, simple random sampling, and purposive sampling techniques were employed. Questionnaire and interview schedules were used to collect data from participants. Percentages and frequencies were used to analyze all the responses from the questionnaire. Interview data were analyzed thematically. The findings revealed the technical universities lacked Teaching Learning Materials (TLMs) to facilitate teaching and learning and this posed problem for instructional time. It was concluded that the level of time utilization efficiency on the part of universities, management and lecturers was pertinent in achieving efficient time utilization. It was recommended that lecturers in technical universities particularly should establish instructional time management routines in their classrooms that are in line with improving teaching and learning.
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Keengwe, Jared, and Emmanuel Adjei Boateng. "Induction and Mentoring of Beginning Secondary School Teachers: A Case Study." International Journal of Education 4, no. 2 (2012): 250. http://dx.doi.org/10.5296/ije.v4i2.1402.
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The purpose of this study was to examine the experiences of beginning secondary school teachers in Ghana: their challenges, induction process, and the support available for them, and identify the need for a formal induction and mentoring policy for beginning teachers. Beginning secondary school teachers reported many challenges including delayed payment of salaries, problems with classroom management and assessment, and inadequate learning materials. The findings suggest that beginning teachers were not properly inducted into the teaching profession. Therefore, there is need for the government to create formal induction and mentoring policy for beginning teachers.
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Akrofi Baafi, Richard Kwabena. "Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana." International Journal of Education 12, no. 2 (2020): 17. http://dx.doi.org/10.5296/ije.v12i2.16978.
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Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised mathematics test. The study found out that most teachers had an average experience of five years, with those over ten years’ experience exhibiting ineffective teaching strategies due to lack of structured teacher professional development. Further, the study established that classroom management strategies which promote discipline among students and teacher-prepared strategies were inherent among teachers. However, strategies which increase learner engagement, as well as those which increase learning during lesson delivery, were inadequate. The study recommends that the government of Ghana enhances a structured teacher professional development as well as effective school-based teacher supervision policies.
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Essel, Daniel Danso, and Osafo Apeanti Wilson. "Factors Affecting University Students' Use of Moodle." International Journal of Information and Communication Technology Education 13, no. 1 (2017): 14–26. http://dx.doi.org/10.4018/ijicte.2017010102.
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Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.
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Oral, Behçet. "Student Teachers' Classroom Management Anxiety: A Study on Behavior Management and Teaching Management." Journal of Applied Social Psychology 42, no. 12 (2012): 2901–16. http://dx.doi.org/10.1111/j.1559-1816.2012.00966.x.
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Nkrumah, Bright. "Demotivating factors of learning second foreign language: The case of Chinese language learners in Ghana." Journal of Foreign Language Teaching and Learning 6, no. 2 (2021): PRESS. http://dx.doi.org/10.18196/ftl.v6i2.10815.
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Demotivation is a negative counterpart of motivation that affects student learning process and outcome. The present study attempted to determine the demotivating factors in learning a second language in Ghana using the Chinese language as a case study. A structured survey questionnaire data were collected from two hundred students learning Chinese at the University of Ghana to achieve the stated objective. The study identified the significant demotivation factors affecting students learning a second language: Teacher competence and teaching style, learning materials, crowded classroom, high competition in acquiring scholarship to China, less chance to get Chinese Ambassador Scholarship Award, and lack of self-confidence and experience of failure. Teachers should use more appropriate textbooks to improve their teaching skills. Also, students should be motivated to learn and participate in classroom activities to form lasting reminiscences.
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Mudianingrum, Ratu Amalia, Sutrisno Sadji Evenddy, and Rosmania Rima. "An Analysis of Teachers’ Classroom Management in Teaching English." Journal of English Education Studies 2, no. 1 (2019): 1–11. http://dx.doi.org/10.30653/005.201921.27.
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Classroom Management is a multifaceted concept and views about classroom and its styles can be categorized in various ways. This study focused on the classroom itself. Therefore, this study was intended to describe the classroom management and the use of teaching learning strategy at the eight grade students in SMPN 05 Kota Serang. This study was also aimed to give some contributions concerning the Classroom Management Strategy and the students’ participation on the use of the strategy in teaching learning process in the class. This study is qualitative research. The writer had chosen two english teachers who taught the eighth grade students of SMPN 05 Kota Serang in the academic year of 2017/2018 as the subject. The writers describe the process of organizing teaching and learning process in SMPN 05 Kota Serang by applying interview and observation to the teachers. The writers could conclude that T1 applied 72% and T2 applied 70% classroom management strategy in their classroom. They applied the classroom strategies from opening to closing activities, used seating arrangement during the teaching learning process, explained the material well, gave motivation, had positive attitude and built the relationship with students.
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Thompson, Mumuni. "A multi-case study of instructional decision-making processes of teachers in kindergarten classrooms within the Cape Coast Metropolis, Ghana." Revista Brasileira de Gestão Ambiental e Sustentabilidade 5, no. 9 (2018): 27–40. http://dx.doi.org/10.21438/rbgas.050902.
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The study contributes to the ongoing debate with respect to the significance of early childhood teachers' instructional decision-making that take in consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out from May to November 2015. One research questions guided the study, namely: What factors and beliefs influence teachers' instructional decision-making in a kindergarten classroom? Data sources used were semi-structured individual interviews and pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis was used. The study's findings revealed that these teachers' explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kindergarten classrooms. It was recommended that future researchers should explore early childhood teachers' explicit and implicit theories of teaching. It was also recommended kindergarten teachers to appreciate their roles as effective instructional decisions makers towards quality teaching and learning.
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Kurti, Elida. "Classroom Management." European Journal of Multidisciplinary Studies 1, no. 1 (2016): 201. http://dx.doi.org/10.26417/ejms.v1i1.p201-210.
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This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.