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Journal articles on the topic 'Ghanaian Basic Schools'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Alhassan, S., M. O., and G. K. "Abacus System for Ghanaian basic Schools." International Journal of Computer Applications 180, no. 50 (2018): 22–29. http://dx.doi.org/10.5120/ijca2018917320.

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2

Peter, Kwaku Adomako1* Margaret Akrobotu2. "Assessing Students' Attitudes toward the Study of Ghanaian Language in Private Basic Schools in the Western North Region of Ghana." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) I, no. VI (2023): 237–43. https://doi.org/10.5281/zenodo.10416862.

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<em>The study assessed students' attitudes toward the study of a Ghanaian language in private basic schools. The population consists of students, a Ghanaian language teachers, the head teacher, and the proprietor of Saviour Academy in Bibiani, Western North Region of Ghana. The study sought to accomplish two primary objectives: to ascertain students' attitudes toward learning a Ghanaian language and to ascertain the factors that contribute to this attitude. Semi-structured interview guide was used for the data collection. The collected data were transcribed and coded manually, using descriptiv

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3

Kyeremeh, Alex, and Jacob Aaworb-nang Maabobr Kor. "Educational Management Decentralisation and Its Effect on Teacher Outputs: A Case of Ghanaian Basic Schools." Advances in Social Sciences Research Journal 9, no. 3 (2022): 235–54. http://dx.doi.org/10.14738/assrj.93.12009.

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Although touted as having impacts on educational performance in some countries not much attention has been given to investigating the relationship between decentralisation of educational management and the teacher outcomes in the Ghanaian context. The study thus sought to investigate the effect of decentralised systems on teacher motivation in Ghanaian basic public schools, to determine the effect of decentralised systems on quality teacher in Ghanaian basic public schools, and to investigate the effect of decentralised systems on Teacher discipline in Ghanaian basic public schools. A concurre

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Kyeremeh, Alex, and Jacob Aaworb-nang Maabobr Kor. "Decentralisation of Education Management and its Influence on Teacher Output in Public School, Ghana." Advances in Social Sciences Research Journal 9, no. 3 (2022): 271–307. http://dx.doi.org/10.14738/assrj.93.12055.

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Although touted as having impacts on educational performance in some countries not much attention has been given to investigating the relationship between decentralisation of educational management and the teacher outcomes in the Ghanaian context. The study thus sought to investigate the effect of decentralised systems on teacher motivation in Ghanaian basic public schools, to determine the effect of decentralised systems on quality teacher in Ghanaian basic public schools, and to investigate the effect of decentralised systems on Teacher discipline in Ghanaian basic public schools. A concurre

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Kyeremeh, Alex, and Jacob Aaworb-nang Maabobr Kor. "Decentralisation of Educational Management: Evidence from Ghanaian Basic Schools." Advances in Social Sciences Research Journal 9, no. 3 (2022): 255–70. http://dx.doi.org/10.14738/assrj.93.12013.

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Although touted as having impacts on educational outcomes in some countries not much attention has been given to evaluating the operations of the District Oversight Committees toward implementing decentralised education management functions at the basic level of education, on a national level. The study sought to evaluate the role of DOECs toward decentralization of school management at the basic level of Education and also identify existing challenges towards their operations. A mixed design was employed in this study. A multistage random sampling technique was used to select 408 public and p

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6

Akyina, Kwadwo Oteng, and Prem Jotham Heeralal Heeralal. "Perceived Effectiveness of Alternative Strategies to Corporal Punishment in Ghanaian Basic Schools." British Journal of Multidisciplinary and Advanced Studies 5, no. 3 (2024): 74–94. http://dx.doi.org/10.37745/bjmas.2022.04117.

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This study was a qualitative research study utilizing the phenomenological research design, which was carried out to ascertain the lived experiences of teachers on the effectiveness of alternative strategies to corporal punishment in Ghanaian Basic schools. With the in-depth interview of fifteen teachers and focus group discussion with fifteen headteachers in Mampong Municipality, three main benefits were identified from the use of these strategies namely: improved pupil-teacher relationships, improved behavior, and improved school climate. This implies that the teachers perceive the alternati

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7

A., Samuel, Augusta A., and Michael A.K.A. "Kodály Music Instructional Principles in Ghanaian Basic Schools: A Contemplation on Adaptation." Journal of Advanced Research and Multidisciplinary Studies 2, no. 1 (2022): 9–17. http://dx.doi.org/10.52589/jarms-mrvebkhk.

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This multiple case study sought to find out the nature and principles of Kodàly music education, and draw inferences on its adaptability to the Ghanaian context. Using a semi-structured interview, data were collected from three OAKE members, analyzed with the aid of Nvivo 12 pro software, and reported in an intermingled narrative-descriptive manner. Findings revealed that the Kodàly approach, which traces its root to Budapest in Hungary, is a fruitful choice for music instruction. Zoltán Kodály (1882–1967), an educator and a philosopher, is credited with this pedagogical exploit. Diverse mater

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Ankomah, Y. A. "Instructional language dilemma and challenges in Ghana's education system: any prospects?" Journal of Educational Management 5 (November 1, 2008): 153–72. http://dx.doi.org/10.47963/jem.v5i.393.

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language plays a pivotal role in educational provision and its quality as it is the main medium that facilitates communication between the learner and the teacher. Since the introduction of the first official school language policy in 1925, there has been the dilemma of what nature the policy is to take, spanning from first language as medium of instruction for the first three years of primary school, through first language usage for the first year only to an all-English usage for the first year only to an all –English usage throughout school. The study was a baseline cross-sectional survey on

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9

Adu-Yeboah, Christine. "Meaningful learning in Ghanaian basic schools: critical contextual evidence of stakeholder participation." Ghana Journal of Education: Issues and Practice (GJE) 6 (December 1, 2020): 61–81. http://dx.doi.org/10.47963/gje.v6i.519.

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Basic education has received much attention in national and international discourses, with the formulation of national policies on free and compulsory basic education. In many Ghanaian communities, the assumption is that the government is the sole financier of public basic education. Therefore, parents take almost no responsibility for their wards’ education. This study used the mixed method approach to explore the perspectives of stakeholders at the basic school level to understand the teaching and learning contexts for evidence of patterns of practice and innovative strategies that promote s

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10

Dampson, Dandy George. "The Missing Hub in the Wheel: Improving Ghanaian Basic Schools through Teacher Empowerment." Journal of Studies in Education 11, no. 1 (2021): 41. http://dx.doi.org/10.5296/jse.v11i1.18056.

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The study adopted the explanatory sequential Mixed Method design approach. Using the proportional stratified random sampling technique, the study sampled 325 respondents made up of 260 teachers and 65 headteachers from the four categories of basic schools in the Central Region of Ghana for the quantitative phase of the study. Subsequently, 15 teachers and 5 headteachers from 4 categories of schools were sampled purposely for the qualitative phase of the study. Questionnaires and interview guides were used to collect data. The quantitative data were analysed using descriptive (Means and Standar

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Adu-Yeboah, Christine. "Meaningful Learning in Ghanaian Basic Schools: Critical Contextual Evidence of Stakeholder Participation." Ghana Journal of Education: Issues and Practice (GJE) 6 (December 1, 2020): 61–80. http://dx.doi.org/10.47963/gje.v6i.459.

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Basic education has received much attention in national and international discourses, with the formulation of national policies on free and compulsory education. In many Ghanaian communities, the assumption is that the government is the sole financier of public basic education. Therefore, parents take almost no responsibility for their wards’ education. This study used the mixed method approach to explore the perspectives of stakeholders at the basic school level to understand the teaching and learning contexts for evidence of patterns of practice and innovative strategies that promote stakeho

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12

Adams, Alfred Kofi, Felix Asemnor, and Vincential Nkansah. "Play-Based Pedagogy in Ghanaian Basic Schools: A Review of Related Literature." Asian Journal of Advanced Research and Reports 18, no. 3 (2024): 17–28. http://dx.doi.org/10.9734/ajarr/2024/v18i3611.

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Early childhood education has seen the emergence of play-based pedagogy as a transformative strategy that has changed how young students learn. In the context of Ghanaian basic schools, this review carefully analyzes the body of literature on play-based education. This investigation provides in-depth insight into the enormous influence of play-based learning on Ghana's educational system by integrating empirical investigations, educational theories, and cultural factors. The literature underscores that play-based pedagogy is a catalyst for holistic development, nurturing cognitive, social, emo

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Dampson, Dandy George. "Effectiveness of Professional Learning Communities in Ghanaian Basic Schools through the Lenses of Socio-Cultural Theory." Journal of Educational Issues 7, no. 2 (2021): 338. http://dx.doi.org/10.5296/jei.v7i2.19114.

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This study employed the explanatory sequential mixed-methods design to assess the effectiveness of PLCs in Ghanaian basic schools. Using proportional stratified random sampling technique, the study selected 650 respondents (400 teachers and 250 headteachers) from the basic schools in five regions of Ghana for the quantitative phase of the study. Subsequently, 30 teachers and 10 headteachers from these schools were sampled purposely for the qualitative phase of the study. An adapted version of PLACA-R (6-dimensions; α = .84-.92) from Olivier and Hipp (2010) was used to collect quantitative data

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Otchere, Eric Debrah, Isaac Richard Amuah, and Margaret Delali Numekevor. "Affective Wellbeing and the Teaching of Music in Ghanaian Basic Schools: A Reflection." Legon Journal of the Humanities 27, no. 2 (2017): 106. http://dx.doi.org/10.4314/ljh.v27i2.7.

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Ogum-Alangea, Deda, Richmond N. O. Aryeetey, Heewon L. Gray, Amos K. Laar, and Richard M. K. Adanu. "Basic school pupils’ food purchases during mid-morning break in urban Ghanaian schools." PLOS ONE 15, no. 9 (2020): e0238308. http://dx.doi.org/10.1371/journal.pone.0238308.

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Gbagbo, Fred Yao. "Contraceptive Use among Basic School Pupils in Ghana: A Case Study of a Municipality." International Journal of Pediatrics 2020 (September 24, 2020): 1–8. http://dx.doi.org/10.1155/2020/7521096.

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Background. Ghana over the years strived to improve contraceptive services for young people through various policies and programs. Despite these efforts, contraceptive use among young people remains a challenge. In this study, contraceptive use among basic school pupils in a Ghanaian municipality was explored to inform policy and program decisions. Methods. The research design was a cross-sectional and mixed-method survey involving four hundred and twenty-seven (427) respondents randomly selected from four hundred and eleven (411) basic schools (102 from private and 309 from public basic schoo

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17

Owu-Ewie, Charles. "LANGUAGE PERFORMANCE AND MATHEMATICS/SCIENCE PERFORMANCE: A CORRELATIONAL CASE STUDY OF JHS STUDENTS IN SEKONDI/TAKORADI AND SHAMA DISTRICTS." Buckingham Journal of Language and Linguistics 5 (November 7, 2012): 83–99. http://dx.doi.org/10.5750/bjll.v5i0.215.

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This paper is a correlational study aimed at finding out the relationship between language (English and Fante - a Ghanaian language) performance and mathematics and science performances. The main hypothesis tested in the study was whether there is a positive correlation between performance in language (English and Fante) and mathematics and science and whether it is significant or not. The data used for the study involved Basic Education Certificate Examination results of 740 Junior High School students from 10 schools in two district; Shama and Sekondi-Takoradi. The statistical tool used in t

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18

Nyala, Joseph, Charles Assuah, Abraham Ayebo, and Newel Tse. "The Prevalent Rate of Problem-solving Approach in Teaching Mathematics in Ghanaian Basic Schools." International Journal of Research in Education and Science 2, no. 2 (2016): 444. http://dx.doi.org/10.21890/ijres.09049.

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19

Akyina, Kwadwo Oteng, and Prem Jotham Heeralal Heeralal. "Challenges with the Use of Alternative Strategies to Corporal Punishment in Ghanaian Basic Schools." OALib 11, no. 07 (2024): 1–21. http://dx.doi.org/10.4236/oalib.1111825.

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20

Abonyi, Usman Kojo. "Effects of Teachers’ Participation in Decision-Making on Organisational Commitment in Ghanaian Basic Schools." Papers in Education and Development 42, no. 1 (2024): 148–67. http://dx.doi.org/10.56279/ped.v42i1.8.

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This study investigated the effects of teachers’ participation in decision-making in Ghanaian basic schools on their organisational commitment. The study utilised a descriptive survey design to randomly select 285 teachers from the La Nkwantanang-Madina Municipality of the Greater Accra region of Ghana to participate in the research. The generated data were analysed using descriptive statistics (means and standard deviations), confirmatory factor analysis, and structural equation modelling. The results showed that teachers moderately participated in school decision-making. Similarly, their lev

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21

Anane, Eric, and Jephtar Adu-Mensah. "Teachers Scoring and Grading of Students’ Responses to Tasks: The Ghanaian Basic School Experience." Academic Journal of Interdisciplinary Studies 8, no. 1 (2019): 87–94. http://dx.doi.org/10.2478/ajis-2019-0009.

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Abstract This paper explored the scoring and grading practices of teachers in basic schools. The study sought to understand the various factors teachers take into account when scoring students’ responses to tasks in the classroom. The stratified sampling procedure was used to select 278 primary and junior high school teachers from whom data were collected for the study. In the descriptive analysis, the results revealed that teachers considered students’ behaviour such as punctuality, interest in subject and neatness of work presented, and number of questions attempted by a student, and awarded

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22

Atteh, Evans. "The Recommended Instructional Approach in Ghanaian Basic Schools; A Review of Constructivist Approach of Teaching and Learning in the Mathematics Classroom." Asian Journal of Education and Social Studies 47, no. 1 (2023): 15–25. http://dx.doi.org/10.9734/ajess/2023/v47i11013.

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Teaching and learning mathematics in Ghanaian basic schools has been a concern for many years. This is because of the low learner achievement in national assessments by the West African Examination Council, where learners’ performance in mathematics at the end of primary education has been consistently low. In other assessments, such as the Trends in International Mathematics and Science Survey (TIMSS) report, the average performance of Ghanaian learners has been below the international average score. In an attempt to address the issues and improve the quality of teaching and learning mathemat

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23

Anapey, Gideon Mensah, Dominic Kwaku Danso Mensah, and Stephen Antwi-Danso. "Structural Equation Modeling of Cognitive Determinants of Technology Integration Literacy in Ghanaian Higher Education." International Journal of Educational Studies 1, no. 3 (2018): 181–94. http://dx.doi.org/10.53935/2641-533x.v1i3.87.

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Technological innovations are altering the lives of the poor, rich, nation‘s economics, and education globally. Hence, Ghana‘s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT- related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking cur

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24

Awini, Adam. "Differentiated Instruction as an Inclusive Practice: Addressing the Needs of Learners with Visual Impairment in Ghanaian Basic Schools." International Journal of Research and Innovation in Social Science IX, no. V (2025): 5257–69. https://doi.org/10.47772/ijriss.2025.905000404.

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The study explores the application of differentiated instruction (DI) for addressing students with visual impairment in Ghana’s inclusive primary schools. Even though Ghana’s Inclusive Education Policy (2015) promotes access to education for all learners, the daily application of disability-inclusive pedagogies such as DI has not yet been fully explored, particularly in low-resourced contexts. Adopting a convergent mixed-methods design, the study was conducted with 60 teachers in three historically inclusive schools: Ghana National Basic School (Cape Coast), St. Joseph Integrated Basic School

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Sofo, Francesco, and Usman Kojo Abonyi. "Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools." Professional Development in Education 44, no. 4 (2017): 521–38. http://dx.doi.org/10.1080/19415257.2017.1359795.

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Jull, Stephen, Sue Swaffield, and John MacBeath. "Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools." School Leadership & Management 34, no. 1 (2013): 69–84. http://dx.doi.org/10.1080/13632434.2013.849679.

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Abonyi, Usman Kojo, Rita Yeboah, and Austin Wontepaga Luguterah. "Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools." Cogent Social Sciences 6, no. 1 (2020): 1778915. http://dx.doi.org/10.1080/23311886.2020.1778915.

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Agezo, Clement Kwadzo. "Teachers’ Perceptions of the Ethical Leadership of Male and Female Headteachers in Ghanaian Basic Schools." Journal of School Leadership 23, no. 3 (2013): 562–81. http://dx.doi.org/10.1177/105268461302300306.

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A Annan, Reginald, Charles Apprey, Godwin O Agyemang, et al. "Nutrition education improves knowledge and BMI-for-age in Ghanaian school-aged children." African Health Sciences 21, no. 2 (2021): 927–41. http://dx.doi.org/10.4314/ahs.v21i2.55.

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Background: Adequate nutrition is required for growth and development in children. This study tested the effectiveness of nutrition education on knowledge and BMI-for-age (BFA) of school-aged children in the Kumasi Metropolis. Methods: Children, aged 9-13 years old were recruited from ten randomly selected primary schools in the Metropolis. The schools were randomly allocated into 3 groups: nutrition education (3 schools), physical activity (PA) education (3 schools), both interventions (2 schools), or control (2 schools). Following a baseline nutrition and PA knowledge and status assess

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Osei, Samuel, Joseph Yaw Dwamena Quansah, and Dacosta Aboagye. "Ghanaian Headteachers' and Teachers' Perspectives on Distributed Leadership Practices in Schools: A Phenomenological Inquiry." British Journal of Contemporary Education 5, no. 1 (2025): 76–92. https://doi.org/10.52589/bjce-tjrumf91.

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Distributed leadership practices in schools have gained prominence as a critical approach to meeting global educational goals. This study explored the perceptions of headteachers and teachers regarding distributed leadership practices in schools in Ghana. Anchored in the Distributed Leadership Theoretical Framework, the study adopted a qualitative descriptive phenomenological design underpinned by the constructivist philosophical paradigm. The research focused on headteachers and teachers in public basic schools within the Old-Tafo Municipal area of the Ashanti Region, Ghana. Using multiple sa

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Kert, Millicent Narh. "Assessing Factors Influencing Pre-Service Teachers’ Mathematical Knowledge for Teaching (MKT) Mathematics in Ghanaian Basic Schools." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 7, no. 1 (2020): 46–60. http://dx.doi.org/10.21522/tijar.2014.07.01.art004.

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Kwaah, Christopher Yaw, Esinam Ami Avornyo, Anthony Anthony Koomson, Roger Abogzuah Ayinselya, and Gifty Edna Anani. "Teaching Practicum in Ghanaian Basic Schools: Exploring the Experiences of Student Teachers in Colleges of Education." Journal of Educational Development and Practice 6, no. 1 (2022): 45–66. http://dx.doi.org/10.47963/jedp.v6i.1467.

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The teaching practicum within the context of initial teacher education represents a pivotal medium for effecting the transition of student teachers from theoretical knowledge to practical application in the classroom. Notwithstanding its central role in the professional development of student teachers, empirical evidence on the perceived impact of teaching practicum on student teachers’ attitudes, professional skills, and associated challenges is underrepresented, especially in the global south, including Ghana. Using a qualitative study approach, this study draws on a focus group discussion c

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Gabina, Susuoroka1* Ansong Emmanuel Kwadwo2 Belle Augustine Sawyer3 Joyce Asante Afful4. "EFFECTS OF FLIPPED CLASSROOM TEACHING STRATEGY ON PUPILS' MOTIVATION AND ACHIEVEMENT IN NUMERACY IN BASIC SCHOOLS IN TUMU, GHANA." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. IV (2024): 402–8. https://doi.org/10.5281/zenodo.13382732.

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<strong>Abstract</strong> <em>This study examined the effects of the flipped classroom teaching strategy on students' motivation in numeracy and achievement in basic schools in Tumu Municipal, Ghana. The study was motivated by the need for alternative teaching strategies in basic schools in the Upper West Region of GHana. The study was led by two hypotheses. The study employed a quasi-experimental research design. The 500 Basic One (1) students from the 2022–2023 academic session made up the study's population. A total of 120 students—50 men and 70 women—were selected from si

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Gabina, Susuoroka1* Joyce Asante Afful2 Ansong Emmanuel Kwadwo3 Belle Augustine Sawyer4. "EFFECTS OF FLIPPED CLASSROOM TEACHING STRATEGY ON PUPILS' MOTIVATION AND ACHIEVEMENT IN NUMERACY IN BASIC SCHOOLS IN TUMU, GHANA." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. IV (2024): 402–8. https://doi.org/10.5281/zenodo.13438614.

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<strong>Abstract</strong> <em>This study examined the effects of the flipped classroom teaching strategy on students' motivation in numeracy and achievement in basic schools in Tumu Municipal, Ghana. The study was motivated by the need for alternative teaching strategies in basic schools in the Upper West Region of GHana. The study was led by two hypotheses. The study employed a quasi-experimental research design. The 500 Basic One (1) students from the 2022–2023 academic session made up the study's population. A total of 120 students—50 men and 70 women—were selected from si

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Gabina, Susuoroka1* Joyce Asante Afful2 Ansong Emmanuel Kwadwo3 Belle Augustine Sawyer4. "EFFECTS OF FLIPPED CLASSROOM TEACHING STRATEGY ON PUPILS' MOTIVATION AND ACHIEVEMENT IN NUMERACY IN BASIC SCHOOLS IN TUMU, GHANA." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. IV (2024): 402–8. https://doi.org/10.5281/zenodo.13438614.

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<strong>Abstract</strong> <em>This study examined the effects of the flipped classroom teaching strategy on students' motivation in numeracy and achievement in basic schools in Tumu Municipal, Ghana. The study was motivated by the need for alternative teaching strategies in basic schools in the Upper West Region of GHana. The study was led by two hypotheses. The study employed a quasi-experimental research design. The 500 Basic One (1) students from the 2022–2023 academic session made up the study's population. A total of 120 students—50 men and 70 women—were selected from si

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Gabina, Susuoroka1* Joyce Asante Afful2 Ansong Emmanuel Kwadwo3 Belle Augustine Sawyer4. "EFFECTS OF FLIPPED CLASSROOM TEACHING STRATEGY ON PUPILS' MOTIVATION AND ACHIEVEMENT IN NUMERACY IN BASIC SCHOOLS IN TUMU, GHANA." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. IV (2024): 402–8. https://doi.org/10.5281/zenodo.13438614.

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<strong>Abstract</strong> <em>This study examined the effects of the flipped classroom teaching strategy on students' motivation in numeracy and achievement in basic schools in Tumu Municipal, Ghana. The study was motivated by the need for alternative teaching strategies in basic schools in the Upper West Region of GHana. The study was led by two hypotheses. The study employed a quasi-experimental research design. The 500 Basic One (1) students from the 2022–2023 academic session made up the study's population. A total of 120 students—50 men and 70 women—were selected from si

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37

Gabina, Susuoroka1* Joyce Asante Afful2 Ansong Emmanuel Kwadwo3 Belle Augustine Sawyer4. "EFFECTS OF FLIPPED CLASSROOM TEACHING STRATEGY ON PUPILS' MOTIVATION AND ACHIEVEMENT IN NUMERACY IN BASIC SCHOOLS IN TUMU, GHANA." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. IV (2024): 402–8. https://doi.org/10.5281/zenodo.13438614.

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<strong>Abstract</strong> <em>This study examined the effects of the flipped classroom teaching strategy on students' motivation in numeracy and achievement in basic schools in Tumu Municipal, Ghana. The study was motivated by the need for alternative teaching strategies in basic schools in the Upper West Region of GHana. The study was led by two hypotheses. The study employed a quasi-experimental research design. The 500 Basic One (1) students from the 2022–2023 academic session made up the study's population. A total of 120 students—50 men and 70 women—were selected from si

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38

Gabina, Susuoroka1* Joyce Asante Afful2 Ansong Emmanuel Kwadwo3 Belle Augustine Sawyer4. "EFFECTS OF FLIPPED CLASSROOM TEACHING STRATEGY ON PUPILS' MOTIVATION AND ACHIEVEMENT IN NUMERACY IN BASIC SCHOOLS IN TUMU, GHANA." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. IV (2024): 402–8. https://doi.org/10.5281/zenodo.13438614.

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<strong>Abstract</strong> <em>This study examined the effects of the flipped classroom teaching strategy on students' motivation in numeracy and achievement in basic schools in Tumu Municipal, Ghana. The study was motivated by the need for alternative teaching strategies in basic schools in the Upper West Region of GHana. The study was led by two hypotheses. The study employed a quasi-experimental research design. The 500 Basic One (1) students from the 2022–2023 academic session made up the study's population. A total of 120 students—50 men and 70 women—were selected from si

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Kusi, Hinneh. "Managing Private Basic Schools in Ghanaian Context: Human Resource Management Challenges of Owner-Managers in Akuapem South Municipality." Editon Consortium Journal of Educational Management and Leadership 6, no. 1 (2025): 17–31. https://doi.org/10.51317/ecjeml.v6i1.593.

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The purpose of this study was to explore the human resource management challenges facing the owner-managers of private basic schools in Akuapem South Municipality in the Eastern Region of Ghana. It was a qualitative study underpinned by the interpretivist paradigm and employed a case study design. The sample of the study comprised 8 owner-managers selected through the maximal variation sampling technique. A semi-structured interview guide was used to collect data, which was analysed thematically. The study revealed, among others, that the human resource management challenges facing the owner-m

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Samuel, Baah-Duodu. "Pre-Service Primary School Teachers' Mathematical Knowledge for Teaching Fractions through Problem Solving." International Journal of Advances in Scientific Research and Engineering (ijasre) 5, no. 3 (2019): 8–17. https://doi.org/10.31695/IJASRE.2019.33085.

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<em>This study measured pre-service teachers’ mathematical knowledge for teaching (MKT) fractions in Ghanaian basic schools. A Fractional Knowledge Test (FKT) and five- point Likert scale questionnaires were administered to 200 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) who were conveniently and purposively selected in order to assess their mathematical knowledge on teaching fractions in basic schools. A problem solving ability scale was adapted to assess pre-service teachers’ problem solving skills and abilities on fract

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Adams, Francis, Qiong Li, and Hu Mu. "Teacher Agency in Ghanaian Schools: Impact of Career Choice Motivations and Perceptions of the Teaching Profession." Behavioral Sciences 15, no. 7 (2025): 895. https://doi.org/10.3390/bs15070895.

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This study explored teacher agency and its impact on the motivation and perceptions of the teaching profession. This study employed a cross-sectional survey design, in which questionnaires were administered to a sample of 574 basic school teachers in Ghana. Structural equation modeling (SEM), a multivariate statistical technique for analyzing complex relationships among latent constructs, was employed to examine the direct, indirect, and moderated effects among the study variables, thereby ensuring accurate and reliable results. This study found that the motivation and perception factors have

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Amponsah, Nelson, and Dominic Kwaku Danso Mensah. "Headteachers’ Instructional Leadership Practices as Predictors of Teachers’ Continuous Professional Development in Ghanaian Public Basic Schools: Structural Equation Modelling Approach." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4644–63. http://dx.doi.org/10.47772/ijriss.2024.803339s.

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The study sought to examine the causal effect of headteachers’ instructional leadership practices on teachers’ continuous professional development in Ghanaian public basic school context. The study employed the causal-comparative research design within the positivist quantitative framework, involving 127 headteachers and 643 teachers who were selected through census and proportionate stratified random sampling techniques respectively. Questionnaires were used to collect data, which was analysed through the covariance-based structural equation modelling (CB-SEM). Analysis of the path coefficien

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Asase, Stella Sitsofe Yawa. "Assessing Teachers’ Knowledge in Analysing Errors in Mathematical Word Problems of Ghanaian Primary School Pupils." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 9, no. 3 (2022): 29–37. http://dx.doi.org/10.21522/tijar.2014.09.03.art004.

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The survey investigated teacher knowledge in analysing pupils’ wrong answer solutions in mathematical problem-solving. A sample of 205 pupils and teachers from 35 Islamic primary schools in the Greater Accra Region of Ghana were surveyed. The teachers were sampled through quota sampling, while the pupils were selected via stratified random sampling. A questionnaire and achievement test were used for the survey. Frequency count, percentage, and chi-square test were used as statistical tools for data analysis. The study found that the majority (71.4%) of the primary school teachers in the Greate

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Okyere-Kwakye, Eugene. "Availability of Supportive Facilities for Effective Teaching." Multidisciplinary Journal of Educational Research 3, no. 2 (2013): 130–46. http://dx.doi.org/10.4471/remie.2013.09.

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Work environment of teachers has been identified by many researchers as one of the key propensity for quality teaching. Unlike the private schools, there has been a continues sentiments that, most government Junior High schools in Ghana do not performance satisfactorily during the Basic Education Certificate Examination (B.E.C.E). As majority of Ghanaian pupils’ school in this sector of education, hence this argument is wealthy of investigation. Therefore the purpose of this study is to identify the availability and the adequacy of certain necessary school facilities within the environment of

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Francis, Yeboah, Mavis Dangah Muriel, and Kofi Adjei Eric. "Assessing the Effects of In-service Training on the Performance of Ghanaian Basic School Social Studies Teachers." Education Quarterly Reviews 6, no. 2 (2023): 188–98. https://doi.org/10.31014/aior.1993.06.02.748.

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This study investigated the effects of in-service training on Social Studies teachers’ performance in Ghana. The study area was Offinso Municipality in the Ashanti Region. To achieve this purpose, the study examined the various training programmes available to teachers, the effect of training on the teachers’ performance and explored ways to improve teachers training at Offinso Municipality. The study adopted a quantitative approach and research design was descriptive survey. Questionnaire was used in getting data from respondents. The population of the study consisted of 550 teach

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Semarco, Stanley K. M., and Cho Seokhee. "Building Institutional Brand Personality: The Effect of the Creative Problem Solving Ability Attributes of School Managers." Journal of Communications, Media And Society (JOCMAS) 4, no. 1 (2017): 88–108. https://doi.org/10.63772/jocmas.v4n1.5.

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The study examined the linkages between creative problem-solving ability attributes and the specific components of the institutional (corporate) brand personality dimensions; as well as the predictive influence of creative problem solving ability attributes on the aggregated institutional brand personality of Ghanaian basic schools. Two hundred and seventy-nine headteachers and 558 teachers provided data using the creative problem-solving ability attributes and brand personality dimensions inventories. The structural equation modelling result showed that the hypothesised model of the linkage b

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Asamoah, Edward, Er-Menan Amaniampong, Esmeranda Manful, Nelson Gyasi-Boadu, and Elizabeth Nana Mbrah Koomson-Yalley. "Using Photovoice to Illuminate Challenges Facing Children with Disabilities in Inclusive Education in Ghana." Social Work and Social Sciences Review 24, no. 1 (2023): 7–28. http://dx.doi.org/10.1921/swssr.v24i1.2025.

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Achieving inclusive and quality education for all children remains a significant problem amidst several policies in sub-Saharan Africa. This study explores challenges facing children with disabilities in mainstream inclusive education-based basic schools in a sub-Saharan Ghanaian context. A qualitative photovoice approach was employed to highlight the experiences of six (6) pupils with disabilities. Findings revealed three main themes: unfriendly environments, inaccessible physical structures, and lack of assistive equipment, reflecting significant challenges confronting children with disabili

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Attia, Isaac. "IMPEDIMENTS TOORIENTATION AND MOBILITY TRAINING PROGRAMMES IN GHANAIAN BASIC SCHOOLS: A CASE OF WA SCHOOL FOR THE BLIND." International Journal of Advanced Research 8, no. 5 (2020): 832–38. http://dx.doi.org/10.21474/ijar01/10991.

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Yeboah, Rita, and Bernard Sprehe Godomey. "Supporting kindergarten pupils with developmentally appropriate activities through process art: Ghanaian teachers’ practices." International Journal of Education Through Art 20, no. 2 (2024): 149–65. http://dx.doi.org/10.1386/eta_00158_1.

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This study focused on how kindergarten teachers engage pupils in developmental art activities in Dodowa in the Greater Accra region of Ghana. A case study design was used to collect data through interviews and observations. A purposive sampling technique was used to select eighteen teachers from the nine basic schools in Dodowa. While some of the kindergarten teachers had an understanding of process and product art, others were unfamiliar with these concepts. Product art is typically utilized by teachers to engage pupils in art activities, although this approach may deprive the pupils of the b

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Manu, Blessing Dwumah, Huaisheng Zhang, Daniel Oduro, et al. "School Board Efficiency in Financial Management and Human Resource in Public Senior High Schools: An Evidence from Ashanti Region, Ghana." International Journal of Social Science Studies 8, no. 1 (2019): 79. http://dx.doi.org/10.11114/ijsss.v8i1.4556.

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Education reform has led to the replacement of public senior high schools by the governing council, which is responsible for handling and managing the flow of resources in Ghana. Notwithstanding these lawful necessities and government financial provision for schools, it is unfortunate that poor facilities, poor performance and low morale among both teaching and non-teaching staff continue to impede the academic achievement of most Ghanaian public Senior high schools. The purpose of this study was to evaluate the efficiency of Board of Management (BOM) in financial and human resource management

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