Relevant bibliographies by topics / Ghanaian students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Ghanaian students'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 February 2023

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Journal articles on the topic "Ghanaian students"

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McDonnell, Erin Metz, and Gary Alan Fine. "Pride and Shame in Ghana: Collective Memory and Nationalism among Elite Students." African Studies Review 54, no. 3 (2011): 121–42. http://dx.doi.org/10.1353/arw.2011.0043.

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Abstract:Based on an original dataset of university students, this article investigates Ghanaian collective memories of past events that are sources of national pride or shame. On average, young elite Ghanaians express more pride than shame in their national history, and they report shame mostly over actions that caused some physical, material, or symbolic harm. Such actions include not only historic events and the actions of national leaders, but also mundane social practices of average Ghanaians. Respondents also report more “active” than "receptive" shame; that is, they are more ashamed of events or practices that caused harm to others and less ashamed about events in which they were the “victims.” We advance the idea of a standard of “reasonableness” that Ghanaians apply in their evaluation of events, behaviors, or circumstances: they apply contemporary standards of morality to past events, but they temper their judgment based on considerations of whether past actions were “reasonable” given the power and material imbalances at that time. Ghanaian students identify strongly with both national and pan-African identities, and they frequently evoke their international image to judge a national event as either honorable or shameful. Ethnicity can be one factor in an individual's judgment of precolonial events, whereas political party affiliation is the stronger predictor of attitudes toward postindependence events.
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Atakro, Confidence Alorse. "Knowledge of Ghanaian Graduating Undergraduate Nurses About Ageing." SAGE Open Nursing 7 (January 2021): 237796082110209. http://dx.doi.org/10.1177/23779608211020957.

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Introduction Knowledge on ageing has an impact on the quality of care provided to older people. Although older Ghanaians provide various forms of support to family and communities, many of them experience poor nursing care in the Ghanaian health system. There is, however, dearth of evidence regarding knowledge of ageing among Ghanaian nurses. Objective This study therefore used a descriptive survey approach to investigate knowledge of graduating undergraduate nurses on physiological, and psychosocial changes in ageing. Methods Seventy graduating undergraduate nurses were surveyed to identify their knowledge on physiological and psychosocial changes leading to care needs of older people in Ghana. Three undergraduate nursing programs with gerontological nursing courses were purposively selected for the study. Descriptive statistics were used to analyze the data in order to present quantitative descriptions of variables in this study. Results The response rate in the study was 42%. Findings of the study show graduating undergraduate nursing students have inadequate knowledge on ageing. Several gaps in knowledge regarding ageing were identified. Although undergraduate nursing schools had gerontological nursing courses in their programs, over 90% of participating graduating nursing students indicated pain, anxiety and depression are normal aspects in the ageing process. Conclusion It is imperative to improve the current curricula content on gerontological nursing in Ghanaian nursing schools to equip nurses with knowledge and skills needed to provide quality healthcare to older people in Ghana. Improving knowledge on ageing through evidence-informed gerontological nursing curricula content will lead to better nursing care of older Ghanaians. Providing educational opportunities for improved quality nursing care of older Ghanaians is in line with the United Nations (UN) Sustainable Development Goal 3, which aims at providing equal and quality healthcare to all age groups by 2030.
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Zimmerman, Jonathan. "“Money, Materials, and Manpower”: Ghanaian In-Service Teacher Education and the Political Economy of Failure, 1961–1971." History of Education Quarterly 51, no. 1 (2011): 1–27. http://dx.doi.org/10.1111/j.1748-5959.2010.00308.x.

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In October 1961 Basil H. G. Chaplin sent an excited letter to A. J. Dowuona-Hammond, Ghana's Minister of Education. Just four years earlier, the nation had won its independence from England. Now, Chaplin wrote, it stood on the cusp of a second great upheaval: “a complete revolution in Science teaching.” As chair of Ghana's Science Education Research Unit, Chaplin had conducted a study of 2,000 Ghanaian children and forty-two teachers over three years. Ghanaians learned best via activities and observation rather than from rote memorization, Chaplin reported, just like students in the West did. “Ghanaian children differ in no way from their British or American counterparts in their initial ability to understand how things work when using their hands and their eyes,” Chaplin told Dowuona-Hammond. “Different cultural backgrounds do not affect ability to interpret their own simple experience.” Too often, Chaplin admitted, Ghanaian teachers snuffed out students' natural curiosity with a rigid diet of lectures and textbook exercises. But the Ministry could change all of that, he insisted, by reforming the curriculum and re-educating the teachers. “It is wholly practical” Chaplin underlined, enclosing his proposed scheme. “Teachers need only a short course of training.”
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Otuka, J. O. E., J. Anamuah-Mensah, and A. Thompson. "Ghanaian students' ideas about force and friction." Journal of Educational Management 2 (November 1, 1999): 67–86. http://dx.doi.org/10.47963/jem.v2i.374.

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This study was conducted to identify the misconceptions Ghanaian Secondary School students have about force and friction. The questionnaire was administered to 90 science and 60 non-science students. The respondents were stratified samples from the first, second and third year students of Mfantsipim Secondary School in the Central Region of Ghana. Graphical analyses of the correct scores were used to identify the existence of and the extent to which the alternate ideas persist anwng the students. The study revealed that students believe (i) that force implied motion and vice versa, (Ii) that continuous motion of a body without an extemal force is due to the fact that force can be transferred, (iii) that friction is force which always opposes motion. They could, however, not conceive how friction could promote any type of motion (e.g. rotation). These misconceptions were found persisting among all the students, irrespective or age, class or programme of study. The paper makes recommendations for management of teaching and review of textual materials for students development of new teaching strategies and future research.
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Anaman-Torgbor, Judith A., Elvis Tarkang, David Adedia, Ofori Maxwell Attah, Ampomah Evans, and Nkornu Sabina. "Academic-Related Stress Among Ghanaian Nursing Students." Florence Nightingale Journal of Nursing 29, no. 3 (2021): 263–70. http://dx.doi.org/10.5152/fnjn.2021.21030.

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Anamuah‐Mensah, J. "Native science beliefs among some Ghanaian students." International Journal of Science Education 20, no. 1 (1998): 115–24. http://dx.doi.org/10.1080/0950069980200108.

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Naami, Augustina, and Reiko Hayashi. "Perceptions About Disability Among Ghanaian University Students." Journal of Social Work in Disability & Rehabilitation 11, no. 2 (2012): 100–111. http://dx.doi.org/10.1080/1536710x.2012.677616.

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Nsor-Ambala, Randolph. "Exploring differential ethical perspectives among Ghanaian students." Asian Journal of Business Ethics 9, no. 2 (2020): 143–70. http://dx.doi.org/10.1007/s13520-020-00103-w.

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Opoku-Darko, James. "Ghanaian Students’ Perceptions of Chinese Language Learning." American Journal of Education and Practice 7, no. 1 (2023): 26–34. http://dx.doi.org/10.47672/ajep.1329.

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Purpose: Chinese language proficiency presents myriads of opportunities. However, students’ perceptions influence their decisions to learn the language and since perceptions vary in different contexts, this study examined how Ghanaian students perceive Chinese language learning.
 Methodology: The qualitative approach, with the descriptive research design was used for the study. The target population was the University of Cape Coast students who were neither reading BA Chinese language programme nor taking free Chinese language and culture classes. Using the convenience sampling technique, twenty-two students who volunteered to partake in the study were selected. Data for the study were collected using an open-ended questionnaire. The data collected were analysed using the thematic content analysis based on the techniques of opening and axial coding.
 Findings: The results revealed that Ghanaian students generally had positive perceptions of Chinese language learning, and those with unfavourable perceptions are likely enroll onto a form of Chinese learning course if they become aware of the benefits associated with proficiency in Chinese language.
 Recommendations: The study recommend that outreach programmes should be instituted by Chinese language centres in Ghana to sensitise the public on the benefits of Chinese language learning. The study also recommend more research to be done on Chinese language.
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Nketsiah, Jerome. "Spelling Error Analysis of Ghanaian Languages College of Education Students’ Essay." International Journal of Literature, Language and Linguistics 5, no. 2 (2022): 43–56. http://dx.doi.org/10.52589/ijlll-ye1h3hti.

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Spelling errors in students’ writing have become a burden for teachers and examiners of the Ghanaian languages. Every year, Chief Examiners of the Ghanaian languages lament bitterly in their reports about the inaccuracies students make with regard to spelling in their examinations without clearly indicating the kind of errors they make. As a result, this study investigated the frequency and types of spelling errors students of Ghanaian languages at the Foso College of Education make in their essays. Forty-five students took part in the study that utilized a descriptive qualitative approach. The data came from students’ mid-semester examinations. The findings revealed that students’ most prevalent spelling errors included sound-based substitution, writing rule-based, omission, addition, transposition, and multiple errors. Teachers are encouraged to give ample time or pay more attention to phonology and the writing rules of the language when teaching spelling because they were the most frequent errors found.
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Dissertations / Theses on the topic "Ghanaian students"

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Amoakohene, Benjamin. "An exploration of texture in Ghanaian undergraduate students’ essays." University of the Western Cape, 2020. http://hdl.handle.net/11394/8102.

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Philosophiae Doctor - PhD<br>As an official and second language in Ghana, English is used as a medium of instruction in the Ghanaian educational setting, especially at the university level. Therefore, for Ghanaian students to go through their university education successfully, they should be able to demonstrate competence in the usage of English. However, time and again, there have been series of complaints from most English language teachers about the Ghanaian students’ lack of dexterity in writing cohesive and coherent texts. The present study, therefore, has as its aim to explore texture in first-year Ghanaian undergraduate students' essays (GUSEs). This focus is achieved through four main specific objectives. Thus, the study accounts for (1) the types of cohesive devices (2) the cohesive errors (3) the disciplinary variation in the type of cohesive devices and cohesive errors and (4) the thematic progression patterns in the essays of these first-year Ghanaian undergraduate students. To achieve these objectives, I use the Systemic Functional Linguistics perspective to text analysis, specifically the metafunction of texture as projected by Halliday (1967, 1970, 1985, 1994, and 2004), Halliday and Hasan (1976), Martin and Rose (2003) and Martin (2015).<br>2023
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Boakye-Yiadom, Michael. "Perceptions of the Work of Deans of Students in Selected Ghanaian Universities." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1347885543.

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Warren, Hannah Marie. "Situated meanings : understanding gender work in Ghanaian NGOs." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/60545/.

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This thesis investigates the ways in which ‘gender issues' are incorporated into, and understood within, two Ghanaian NGOs. It contributes to an extensive body of literature which examines the take up and implementation of gender issues by development institutions. It argues that much of this literature tends to evaluate the gender work of development institutions against normative criteria; assessing whether ‘gender issues' and/or a ‘gendered approach' are ‘successfully' and ‘correctly' understood, incorporated into, and implemented by such institutions. This often concludes there is a disjuncture between what should and what does take place. I focus instead on providing an emic account of the gender work of these two organisations. Based on 10 months of ethnographic fieldwork, and focusing specifically on the theme of gender violence, I explore the particular ways in which staff understand, and therefore implement, their ‘gender work'. What emerges might be viewed by some, specifically from an outside (‘Western') perspective as at odds with a perceived ‘correct' meaning and intent of ‘transnational' and ‘feminist' gender goals. However, I argue that, when viewed from an emic perspective, what takes place in this particular instance, is not a ‘conscious' translation of transnational gender ideas into ‘something else', or a rejection of such ideas. Nor is it necessarily a ‘mediation' between two sets of conflicting ideas – the ‘local' and ‘transnational'. Rather, what occurs is a specific understanding of ‘gender' ideas and concepts in ways that make sense to those involved; in relation to the broader context in which they live and work, the ideas that they hold, and their ways of seeing the world. I suggest that this is fundamentally shaped by, and must be understood in relation to, the normative assumptions and hegemonic discourses which pertain within a particular context, and the everyday lived gendered experiences of the staff involved. In this case, particular ideas and practices regarding marriage and the everyday usage of certain words are of central importance.
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Elvstam, Anna, and Sara Fleischer. "Ghanaian teacher students’ view on using outdoor pedagogy when teaching natural science." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33500.

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The aim of our study is to investigate what possibilities and challenges Ghanaian teacher students express regarding outdoor pedagogy, in order to find out their view on using it as a method when teaching natural science in primary school. The teacher education in Ghana has not yet a course in outdoor pedagogy to offer their students. The view of outdoor pedagogy that is presented in this paper shows a learning situation where the learning context is moved to the natural landscape, which opens up for practical learning and the interaction between the senses of the pupils and the environment. Furthermore, reflection and concrete experiences in authentic situations are highlighted. The research took place at the University of Education, Winneba and the method consisted of qualitative interviews and a workshop with 20 teacher students of the department of basic education. We gathered our data before, during and after the workshop, therefore our result is divided as such. The results of the analysis show three main themes of the teacher students’ view on outdoor pedagogy; the learning context, teacher’s and student’s role. In the results section, each of these themes are categorized in possibilities and challenges expressed by the teacher students.Possibilities that can be found in the results is the fact that the learning will become practical and hands-on, it will involve the senses and therefore lead to deeper memories. Furthermore, the teacher students express a possibility for the pupils as they get an opportunity to take control of their own learning when sharing their knowledge with their peers. This affects the teacher's role which becomes more guiding than authoritarian.Difficulties the students expressed includes issues on behalf of the teacher in keeping control of the class due to the great number of pupils in the classes and the safety aspect with dangerous animals. Another category that recurred was the challenge with placebound prerequisites; to find a safe place suitable for the topic to teach. A difficulty on behalf of the students might be a fear of contributing to the teaching due to the lack of experience in sharing and talking in the classroom environment.
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Dadzie, Dominic S. "Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371486.

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Matei, Hanna. ""We agree to disagree" : a Study of Ghanaian University Students' National Self-Images." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-13436.

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This thesis is based on a field study conducted in Ghana's capital Accra between September and November 2010 where data, in the form of inter alia interviews with Ghanaian university students, was collected. The underlying aim for the study is to gain a deeper understanding for the many times troublesome nation-building process in the African context. The thesis' objective then is to gain a deeper understanding of a part of the "successful" Ghanaian nation-building process and the national identification in Ghana via the concept of national self-images: the affective and cognitive views of the own nation and people. The Ghanaian national identification is explored via the concept which here is divided into two wide dimensions (the Temporal and Relational - primarily based on the works by Bo Petersson and Noel Kaplowitz) and the data is then organised and analysed according to these. The national self-images are further divided into positive respective negative images with presumably disitnct influences on national and political stability. The result from this study is is that the interviewed university students hold predominantely positive images of their own nation, people and polity which may indicate a continued support for the nation-building process. Howeer also osome negative images exist which could hold the potential threat of weakening the support and trust for the national project among the students.
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Länsberg, Anna, and Liv Persson. "“The man is superior” : A description of Ghanaian nursing students’ attitudes toward intimate partner violence." Thesis, Röda Korsets Högskola, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-677.

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Bakgrund: Relationsvåld riktat mot kvinnor är ett globalt folkhälsoproblem med många negativa hälsokonsekvenser. Våld i nära relationer sägs vara vanligt och kulturellt accepterat i Ghana trots införandet av Domestic Violence Act år 2007 som gör relationsvåld illegalt. Forskning har visat att sjuksköterskor besitter en nyckelposition för att arbeta mot relationsvåld men att många sjuksköterskor saknar beredskap. Sjuksköterskeutbildningen har visat sig vara otillräcklig vad gäller relationsvåld. Syfte: Att beskriva Ghananska sjuksköterskestudenters attityder till relationsvåld och hur ämnet berörs i utbildningen. Metod: En deskriptiv kvalitativ studie som baseras på data från sex semistrukturerade intervjuer med Ghananska sjuksköterskestudenter. Intervjuerna spelades in, transkriberades och analyserades därefter med hjälp av innehållsanalys. Resultat: Sjuksköterskestudenterna kände sig förberedda för att möta kvinnor utsatta för relationsvåld och ansåg att sjuksköterskan hade en viktig roll. Studenterna tyckte att relationsvåld var ett problem som skulle lösas inom familjen och sjuksköterskan beskrevs ha en roll som rådgivare. Ingen av studenterna tyckte att relationsvåld var acceptabelt. De pratade om könsroller, mannens överordnade position i familjen och att våld uppstod när rollerna inte upprätthölls. Låg utbildningsnivå sågs som en orsak till att relationsvåld uppstår och utbildning föreslogs vara en nyckel till att eliminera relationsvåld. Slutsats: En förbättrad sjuksköterskeutbildning som problematiserar relationsvåld ur ett genusperspektiv behövs för att påverka blivande sjuksköterskors attityder och möjliggöra en professionell vård av utsatta patienter världen över. Klinisk betydelse: För att förbättra sjuksköterskeutbildningar borde relationsvåld och dess samband med den könsbestämda maktstrukturen uppmärksammas i större utsträckning.<br>Background: Intimate partner violence (IPV) is a global public health problem with many negative health consequences. IPV is said to be common and culturally accepted in Ghana despite the introduction of The Domestic Violence Act 2007 that prohibits IPV. Research has shown that nurses are in a key position to handle IPV though many nurses are unprepared. A lack of IPV education for nursing students has been identified. Aim: To describe Ghanaian nursing students’ attitudes toward IPV and how it is addressed in their education. Method: A descriptive qualitative study based on data from six semi-structured interviews with Ghanaian nursing students. Interviews were recorded, transcribed and analysed with content analysis. Results: Ghanaian nursing students felt prepared to meet IPV and they thought that nurse’s role was of importance. Students advocated for a domestic handling of IPV and described the nurse’s role as a counsellor. None of the students found IPV acceptable. Students spoke about the gender roles and illuminated the view of the man as superior and that lack of role performance might lead to IPV. Low educational level was spoken of as a reason for the prevalence of IPV and suggested as a key to the elimination of IPV. Conclusion: To affect nurses’ attitudes and enable professional handling of IPV we suggest more IPV education that problematizes IPV from a gender perspective in nursing programmes globally. Clinical significance: To improve nursing educations concerning IPV more attention needs to be given IPV and the correlation between IPV and the gendered power structure.
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Sundh, Linda, and Rebecca Roslund. "From evil spirits to extra affection : - An investigation of Ghanaian nursing students’ attitudes towards mental illness." Thesis, Röda Korsets Högskola, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-466.

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Background: People suffering from mental illness are stigmatised in almost all societies and nurses are in key position to break this stigma. Ghana is a country greatly influenced by religion and traditional beliefs, which, by and large, affects the perception of mental illness. Nursing students have the opportunity to learn how to understand mental illness and have, due to this, an important role fighting old traditions and breaking the stigma. Aim: to examine Ghanaian nursing student’s attitudes towards mental illness. Method: This is a descriptive empirical study carried out by collecting qualitative data with semi-structured interviews. Result: The students recognize that lack of education and information within the Ghanaian society contributes to stigmatization and isolation of people suffering from mental disorders. Lack of resources, hospitals and educated health care-staff are major problems that need to be solved. The students highlight that society believes mental illness to be caused by evil spirits as result of bad behavior. The students state that mental illness is caused by chemical imbalance in the body due to heredity, nutritional factor and/or drugs. The students stress the importance of treating mentally ill patients as any other patient; good nursing is believed to be fundamental to the recovery process. Conclusion: The students’ attitudes towards mental illness differs a lot form their perception of what society in general considers. Clinical significance: The findings show a need for broadening the knowledge about mental illness in the Ghanaian community; nurses could help eradicating the stigmatization of mentally ill persons.
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Flournoy, Khadisha. "An Investigation of the Challenges Faced By Ghanaian International Students in the American Higher Education System| A Phenomenological Multi-Case Study." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975416.

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<p> This research study sought to investigate and explain the perceptions and experiences of Ghanaian international students in the American higher education system. Four subjects enrolled at different higher education institutions in the USA participated in the study. The participants were selected based on the following four criteria: (a) they were Ghanaian international students; (b) they were 18 years of age or older; (c) they had successfully completed two years or more of post-secondary education in the USA; (d) and they were proficient in the English language. Three research questions guided the study: What are the perceptions of Ghanaian international students regarding their experiences in a higher educational institution in the USA? What factors influence these perceptions? What are the specific ways that Ghanaian international students negotiate the challenges of the American higher education system? A qualitative methodology and case study research design was utilized to collect data. Critical race theory, phenomenological theory, postcolonial identity theory, and intersectionality theory provided the theoretical framework for the study. Data collected from the 13 in-depth semi-structured interviews, researcher&rsquo;s observations, and a researcher&rsquo;s reflective journal, were coded using both open and axial codes. Thematic analysis was done vertically for each participant and across all participants&rsquo; responses. These codes were then categorized into themes and subthemes. Five themes emerged from the data analysis and these included: acculturation challenges, economic concerns, weak institutional support system, visa issues, and geography. Key influences included nationality, ethnicity, family background, religion, socioeconomic status, personality, and prior foreign travel experiences. Social networking and creating personal support systems appeared to be the most common coping strategies employed by participants. The limitations of this study included the small number of participants and the institutional type, among other factors. The implications and recommendations regarding future research are included. </p><p>
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Fischer, Nicole. "Pre- and post-migration attitudes among Ghanaian international students living in the United States: A study of acculturation and psychological well-being." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2551.

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This qualitative study investigated attitudes among international students prior to their departure and following their arrival in the United States through a phenomenological research approach. Eight participants completed individual interviews in Accra, Ghana, and four participants completed follow-up email correspondence. The purpose of the study was to explain pre-migration expectations, post-migration experiences, and compare similarities and differences between perceptions and actual encounters. The researcher investigated five principle components of pre-migration: satisfaction with life prior to departure from the country of origin, impressions and expectations of the host country and predominate influences, awareness of discrimination in the host country, and culture-specific coping strategies used to overcome challenges related to acculturation. The researcher also investigated similar components of post-migration. The results of this study are consistent with those of prior acculturation research. Regarding pre-migration, participants acknowledged the following: the importance of preparation prior to departure, the likelihood of an adjustment period upon arrival, specific goals to strive for during the time abroad, and the emotional impact of discrimination and racism. Regarding post-migration, participants acknowledged the following: stress related to unfamiliar experiences with discrimination, stress related to overwhelming academic responsibilities, and the importance of culture-specific coping strategies, (e.g. family support and religiosity). The results of this study also identified new information regarding pre- and post-migration. Participants discussed a yearning to meet new people and gain exposure to foreign perspectives and viewpoints; however, they also expressed a strong desire to return home afterward and impart knowledge to others. Upon their arrival, participants recalled unanticipated causes of stress including transportation, time management, and communication with foreign counterparts. This study draws attention to the steadily increasing population of international students from Ghana living in the United States. The findings indicate that mental health professionals and academic advisors must consider the geographic and cultural context from which international students arrive and gather insight to enhance social, emotional, and academic resources prior to departure and immediately following arrival. This study also makes the case that current resources do not adequately account for the array of cultural differences between the United States and West African countries.
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Books on the topic "Ghanaian students"

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Britwum, Akua. Confronting sexual harassment in Ghanaian universities. Ghana Universities Press, 2006.

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Anorbaah, Anneisha. Love, Peace, and Passion. Practice Makes Perfect, 2016.

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Badoe, Yaba. True Murder. Random House Publishing Group, 2009.

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True murder. Jonathan Cape, 2009.

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True murder. Ulverscroft, 2009.

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Feddy, Beatrice Aku Dzifa. Perceptions of competence, affect, and persistence of Ghanaian elementary school students: Specialist versus non-specialist physical education teachers. 1998.

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Fisher, Jennifer. Perception, Connections, and Performed Identities in American-Ghanaian Dance Encounters. Edited by Anthony Shay and Barbara Sellers-Young. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199754281.013.020.

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This essay explores what dancers from different cultures can learn through exchanges when they involve concepts of nationalism, performed identities, spiritual practice, and the categories of “art” dance and “cultural” dance. A brief but impactful trip to Ghana by California university dance students and academics provides several scenes where energies, techniques, and ideas emerge. Studying with members the Ghana Dance Ensemble, one of the country’s national dance companies, as well as interacting with the dance department of the University of Ghana, Legon, results in enjoying and questioning embodied knowledge, as well as casting light on several questions: Do Ghanaians have the same freedom to be defined as “artists,” or might they be marginalized as “ancient” rather than “contemporary” people? What can young American university dancers learn about commitment to performance quality and the feeling of having deep roots in tradition? How can each group expand on the habit human beings have of categorizing others as having a “single story,” and how does dance figure in the process?
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Adinkrah, Bernard Kofi. Overcoming the ‘Fatigue’ in Retirement. Noyam Publishers, 2022. http://dx.doi.org/10.38159/npub.eb2022301.

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There comes a time when every worker in the formal sector goes on retirement and there is a need to effectively plan towards that period. Today, many retirees across the Africa live in poverty. This occurs because the average worker does not prepare adequately for retirement. This transcends to Ghana where most people work in the informal sector. Hence, there is a need to develop strategies that would help people live comfortably in their old age when they can no longer work. Retirement is a crucial stage in life that should not be taken for granted. One basically stops working for a paid income and survives on their own savings or investment proceeds. Retirement is probably the most critical period for finishing unfinished goals. These goals, whatever they may be, have crucial financial implications. Unfortunately, what is not available during retirement is a salary and that is where pensions and retirement planning come in handy. Planning for retirement prior to its occurrence will help retirees live comfortably. The purpose of writing this book is to take the ‘tire’ out of retirement. It seeks to provide a simple and yet comprehensive basic guidance for the benefit of both public and private workers on retirement planning. It is envisaged that it will serve as a handbook to be used at workshops for both public and private workers in the Ghanaian society. The book has been prepared with sufficient reference to the Ghanaian and the Western context to meet the needs of both Ghanaians and workers outside Ghana. It may also be used as an academic material, to be specific, as a textbook. Also, advanced students pursuing specialized programmes in guidance and counselling at M.Ed./M/A/MPhil/Ph.D. levels will find this book as a useful introductory material to undertake more detailed work.
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Owusu-Daaku, Frances. Playing Second Fiddle- Harmony Or Timidity?! Noyam Publishers, 2021. http://dx.doi.org/10.38159/npub.eb2021902.

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In Playing Second Fiddle, Frances vividly narrates how as a female, one can still play a significant and fulfilling role as the sacrificial lamb or ‘second fiddle’ that can eventually open doors for other females to excel or succeed! Using many biblical examples, Frances shows how significant accomplishments occurred through many people who played second fiddle (cannon fodder) roles such as John the Baptist for Jesus Christ the Saviour of the world; Andrew for Peter who later became the ‘rock’ among the disciples of Jesus; or Barnabas for John Mark who became the author of the first gospel in the bible. In her life experience, she was the first visibly Christian Fellowship female to serve as a Hall President in Africa Hall, the only female and only student to complete a pioneering M.Sc. programme in Pharmaceutical Chemistry as well as the first established Ghanaian female lecturer in the then Faculty of Pharmacy (now Faculty of Pharmacy and Pharmaceutical Sciences). Focusing on female leadership in KNUST and in the Pharmacy Profession, the author cites the instance of at least four females including her, (and myself) who were nominated for the post of Pro-Vice-Chancellor in KNUST, but none got elected for the position. Eventually, the next female nominated for the position after her turn was successfully elected and moved on to be elected as the Vice-Chancellor! Apparently, some people must act as sacrificial lambs or forerunners (cannon fodders) for the ultimate to be realized! Her experiences in the pharmacy profession also tell the same story: although the Pharmaceutical Society of Ghana (PSGH) has been in existence for about 85 years, no female has been elected President. The closest is the Vice-President position of which she was the first among the three that have so far been elected; with the hope that eventually a female president will one day emerge! The book concludes with some useful advice to all females who may aspire for leadership positions in the Ghanaian society: such as being assertive, but with decorum; working hard, encouraging and mentoring others, etc. in order to succeed.
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Badoe, Yaba. True Murder. Penguin Random House, 2009.

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Book chapters on the topic "Ghanaian students"

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Bofah, Emmanuel Adu-tutu, and Markku S. Hannula. "Studying the Factorial Structure of Ghanaian Twelfth-Grade Students’ Views on Mathematics." In From beliefs to dynamic affect systems in mathematics education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06808-4_18.

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Davis, Ernest Kofi, Monica E. Carr, and Ernest Ampadu. "Valuing in Mathematics Learning Amongst Ghanaian Students: What Does It Look Like Across Grade Levels?" In Values and Valuing in Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16892-6_6.

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Botchway, De-Valera N. Y. M., and Baffour Boaten Boahen-Boaten. "Bullying in the Name of Care: A Social History of ‘Homoing’ Among Students in Ghanaian Boarding Schools." In Palgrave Studies in the History of Childhood. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99041-1_15.

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Lehr, Sabine. "The Children of the Isle of Youth: How Ghanaian Students Learned to Cope with “Anything in Life”." In The Capacity to Share. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137014634_6.

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Godwyll, Francis E. "Education at the Crossroads: The Ghanaian Dilemma and Puzzle." In The Education of Diverse Student Populations. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8204-7_7.

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"Religiosity and Attitudes toward Homosexuality: Views of Ghanaian University Students." In Research in the Social Scientific Study of Religion, Volume 25. BRILL, 2014. http://dx.doi.org/10.1163/9789004272385_011.

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Eyifa-Dzidzienyo, Gertrude A. M. "Archaeology displays in universities." In The Oxford Handbook of Museum Archaeology. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780198847526.013.25.

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Abstract Archaeology collections and displays have been central to universities around the world. This chapter examines archaeology displays in museums in Ghana, placing emphasis on the Museum of Archaeology, a teaching museum situated in the Archaeology and Heritage Studies Department at the University of Ghana, Legon. The chapter presents an overview of archaeological displays in Ghana, the challenges of the Archaeology Museum in managing and displaying archaeological collections, and university students’ perspectives on archaeology displays. It is argued that archaeology displays are significant not just for archaeology students but for many university disciplines through object-based learning, and that students benefit from having agency in their creation. The chapter concludes that cultural awareness, identity creation, as well as an understanding of the past among Ghanaian students are greatly influenced by the cultural materials that are excavated and displayed in museums. There is therefore the need for more archaeology displays in Ghanaian museums.
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Berthelemy, Clémentine. "International College Students' Experience of Racial Prejudice." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8547-4.ch040.

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This chapter intends to discuss the experiences of international college students regarding racial prejudice on campus and explore the role of student associations as a way to increase cross-cultural interactions between domestic and international students. The aim is to examine how prejudice, more specifically racial-ethnic prejudice, affects their college experience. The findings suggest that active involvement in campus activities promote interaction across cultures and reduce racial prejudice. This chapter engages qualitative individual interviews with Chinese, Japanese, Korean, and Nigerian, Kenyan, and Ghanaian undergraduate international students (N=31). It is believed that this method is best suited to apprehend their experiences and to fully understand how they create meaning of perceived racial prejudice. Their testimonies are presented through verbatim transcripts of the interview sessions conducted in 2014-2015, in three New York research universities. A discussion of their experiences follows and suggestions for future research conclude this chapter.
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Bosompem, Martin, Samuel K. N. Dadzie, and Edwin Tandoh. "Undergraduate Students’ Willingness to Start Own Agribusiness Venture after Graduation: A Ghanaian Case." In Entrepreneurship Education. Emerald Publishing Limited, 2017. http://dx.doi.org/10.1108/s2040-724620170000007009.

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"Credibility and Accountability in Academic Discourse: Increasing the Awareness of Ghanaian Graduate Students." In Philosophical Foundations of the African Humanities through Postcolonial Perspectives. Brill | Rodopi, 2019. http://dx.doi.org/10.1163/9789004392946_013.

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Conference papers on the topic "Ghanaian students"

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Musah, Mohammed Borhandden, Lokman Mohd Tahir, Mohammed Issah, Gaddafi Abdul-Salaam, Shafeeq Hussain Al-Hudawi, and Abdul Rawuf Hussein. "Managing the Quality of Undergraduate Students: Evidence from Ghanaian Higher Learning Institutions." In 2021 Sustainable Leadership and Academic Excellence International Conference (SLAE). IEEE, 2021. http://dx.doi.org/10.1109/slae54202.2021.9788091.

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Chen, Yi Yin, and Changsoo Hur. "A NARRATIVE INQUIRY ON SOUTH KOREAN CULTURE EXPERIENCE OF GHANAIAN STUDENTS THROUGH CRITICAL MULTICULTURALISM." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0557.

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Boakye, Samuel Nuamah. "Availability and Implementation of Mobile Learning Technologies among Ghanaian University Students: Case Study of the College of Distance Education, UCC." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7403.

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In recent years, mobile learning technologies have become increasingly prevalent but there are questions as to whether these technologies have been fully utilized in universities. Integrating mobile learning technologies into the teaching and learning environment has been a challenge for Ghanaian Universities. The purpose of this research is to identify the availability and implementation of mobile-learning technologies among university students and to educate institutions on how mobile technology can be helpful in the delivery of instructions. This paper further examines if mobile devices have positive impact on students’ academics by assessing wider opinions and experiences of students with the use of such devices taken into consideration anytime and anywhere learning opportunities these devices offer. It also provides some pointers to possible solutions and consider the role mobile learning technologies can play in instruction delivery based on the theory that Mobile learning is a combination of the interactions between learners, their devices and other people.
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Assuah, Charles. "ENHANCING GHANAIAN JUNIOR SECONDARY SCHOOL STUDENTS’ UNDERSTANDING OF THE CONCEPT OF DIVIDING A NON-ZERO REAL NUMBER BY ZERO." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1145.

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Amedeker, Mawuadem Koku. "CHANGING EDUCATIONAL POLICIES: IMPLICATIONS FOR ICT INTEGRATION IN SCIENCE INSTRUCTION AND PERFORMANCE OF STUDENTS IN GHANAIAN SENIOR HIGH SCHOOLS." In 7th International Conference on Educational Technologies 2020. IADIS Press, 2020. http://dx.doi.org/10.33965/icedutech2020_202002l010.

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Aminu Sanda, Mohammed. "Students Quality Assessment of the Interactivenesses of Virtual Teaching and Learning Platforms." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002155.

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This research provides insights on students’ perspectives on the functional interactivenesses of the virtual platforms that serve as online digitized classrooms used for teaching and learning in tertiary academic institutions, and which usage has gained global significance since the advent of COVID-19 pandemic. In this vein, there has been a significant global systemic and structural shift towards virtual education among tertiary institutions, with the requisite restructuring of the face-to-face teaching-learning mechanisms into new online delivery systems. Considering the fact that such new online systems, which are digitized educational instruction media, are mostly designed by third parties who are not the direct users, there is a need to provide users, namely teachers and students, the space to share their evaluative perspectives on the effectiveness of the current approaches to such instructional design, in terms of the quality of interactivenesses they provide users. This is because, systemic interaction in virtual education, as it is with all distance education systems, includes the way the user, especially the student, interact with the online platform, fellow students, lecturers, and the educational contents of programme. In this respect, systemic interaction is recognized as a key factor in determining the quality of the online platform’s functionality and effectiveness, and by implication, the reputation of its delivery. Thus, taking cognizance of argument in the extant literature that in distance education, as it is with virtual education, the transactional distance between students and teachers is not determined by their respective geographical locations, but by the quality of the interactive relationship and the balance between dialogue and other instructional events. As such, it important for designers of virtual teaching-learning platforms to understand the implication of such transactional distance, especially from the students perspectives, that should be effectively managed to engage the students to enable quality interactive teaching-learning. In this research, therefore, a model reflective of this dynamic interaction was firstly developed to provide a conceptual framework. Guided by this framework, a study was conducted among six hundred and eighty-seven graduate students in a Ghanaian university, a structured questionnaire was used to ask the students to assess the quality of their interaction with the virtual platform used in teaching them throughout the semester, from the perspectives of its enablement of connectivity with colleagues, derivation of sense of community and personalization, ease of communication and contents following, and how all these factors inform the quality of teaching-learning outcome, in terms of the effectiveness of systemic interaction and delivery reputation. The conceptual framework was tested using the Using the AMOS-based structural equation modelling approach. In the systemic analysis, the students evaluation of connectivity with colleagues, derivation of sense of community and personalization, ease of communication and contents following as quality enhancing derivatives, and their implications on the systemic interaction and delivery reputation of the quality of teaching-learning media is determined. The findings will provide additional insight in the design of virtual platforms serving as online classrooms for teaching-learning.
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Aminu Sanda, Mohammed. "The Psyche of “Self” in Students’ Systemic and Structural Interaction with Online Teaching-Learning Platforms." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001813.

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This research explores and provides insights on students’ psyche of “self” as characterized by their self-evaluations of their systemic and structural interactions with the online teaching-learning platforms that serves as their virtual classroom since the advent of the COVID-19 pandemic. Having such insights is of significance towards understanding the functional interactivenesses of virtual platforms that serve as online digitized classrooms used for teaching and learning in tertiary academic institutions, and which usage has gained global acceptance since the advent of COVID-19 pandemic. This has resulted in a systemic and structural shift towards virtual education among tertiary institutions, with the requisite restructuring of face-to-face teaching-learning mechanisms into new online delivery systems. Considering the fact that such new online systems, which are digitized educational instruction media, are mostly designed by third parties who are not the direct users, there is a need to provide users, namely teachers and students, the space to share the psyche of their “selves” which could be used to develop a sense of their self-evaluative perspectives of the effectiveness of the current approaches to such instructional design, in terms of the quality and effectiveness of their interactivenesses. As it is posited in the extant literature, self-evaluation is crucial to mental and social well-being due to the influences it exerts on a person’s aspirations, personal goals and interaction with others. Thus, self-evaluation, provides personal insights on the beliefs and evaluations individuals hold about themselves, helping to determine who they are, their capabilities, and future developments. These insights are manifestation of the psyche of “self”, deemed as powerful inner influences that provide individuals internal guiding mechanisms that help steer and nurture them through the dynamics of life, governing their behavior in the process, and defining the character of their individual self-concept and self-esteem, and by extension their self-image and self-perception. With self-concept manifesting individual beliefs and knowledge about personal attributes and qualities, it represents a cognitive schema that organizes abstract and concrete views about the “self”, and controls the processing of self-relevant information. The extraction of such an information, especially from students perspectives, is deemed important to enable the systemic and structural design of quality virtual platforms used as online classrooms and quality interactive teaching-learning activity. In this study, therefore, data was collected from six hundred and eighty-seven graduate students in a Ghanaian university, using a structured questionnaire that enabled the students to process self-relevant information associated with the quality of their systemic and structural interaction with online teaching-learning platform used in teaching them throughout the semester. Guided by Bedny and Karwowski's well-established knowledge that activities of individuals are realized by goal-directed actions, informed either by mental or motor conscious processes, as objects of the cognitive psychology of skills and performances, systemic analysis is conducted and the learning from the students self-evaluation determined. The findings will provide additional insight in the design of virtual platforms serving as online classrooms for teaching-learning.
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