Relevant bibliographies by topics / Ghanaian undergraduate students

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Ghanaian undergraduate students'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Ghanaian undergraduate students"

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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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Osonuga, Ayokunle, and Martins Ekor. "The impact of dysmenorrhea on activities of Ghanaian undergraduate students." Tropical Journal of Obstetrics and Gynaecology 35, no. 3 (2018): 276. http://dx.doi.org/10.4103/tjog.tjog_27_18.

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Osonuga, Ayokunle, MartinsN Ekor, and OsonugaA Odusoga. "Patterns and predictors of management strategies of dysmenorrhea among ghanaian undergraduate students." New Nigerian Journal of Clinical Research 7, no. 12 (2018): 39. http://dx.doi.org/10.4103/nnjcr.nnjcr_14_18.

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Anthony, Grace, Ishmael Mensah, and Eunice Fay Amissah. "Undergraduate hospitality students’ perceptions of careers in the industry: The Ghanaian context." Research in Hospitality Management 11, no. 2 (2021): 101–11. http://dx.doi.org/10.1080/22243534.2021.1917086.

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Otchere, Eric Debrah. "Music teaching and the process of enculturation: A cultural dilemma." British Journal of Music Education 32, no. 3 (2015): 291–97. http://dx.doi.org/10.1017/s0265051715000352.

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The history of music in Ghanaian school programmes can hardly be separated from the general history of education in Ghana. Since the time of colonial administration in Ghana, music (especially as manifested through singing) has formed part of the educational curriculum for different reasons, one being a tool for promoting the culture of the colonialists. Several advances (particularly after independence in Ghana) have been made to incorporate aspects of the Ghanaian culture into the educational curriculum. Over 50 years down the line, what is the extent to which Ghanaian (African) music is studied in Ghanaian schools? In this paper, the extent to which African music is taught in African (Ghanaian) universities is analysed by looking at the undergraduate music course content of two Ghanaian public universities. Although African music is taught, it only forms an infinitesimal proportion of the total music courses that are offered to music students in these two universities. Considering that the process of music education is also a process of enculturation, the concluding recommendation is that although a multicultural music programme is necessary, the teaching of African (Ghanaian) music in Ghanaian universities should be the dominant feature.
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Okorley, Ernest L., Alberta A. Owusu, and Samuel Akuamoah-Boateng. "The willingness of undergraduate students to volunteer for NGO work: a Ghanaian case study." International Journal of Social Economics 44, no. 6 (2017): 751–59. http://dx.doi.org/10.1108/ijse-10-2015-0284.

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Purpose Despite the increasing awareness on students’ volunteerism globally, and its potential benefit to national development, there is limited research information on the subject in developing countries including Ghana. The purpose of this paper is to assess the willingness of university undergraduate students in Ghana to volunteer for non-governmental organisation (NGO) work. Design/methodology/approach The research used a quantitative research approach using a descriptive survey design. The data were drawn from a survey of 678 students from the University of Cape Coast, Ghana. Findings The study shows high willingness of university undergraduate students to volunteer for NGO work. The motives relate more to students’ search for understanding of people and their context, values and career enhancement, than for their social, protection and recognition needs. The students are more likely to engage in NGO activities relating to peer education, counselling and environmental protection, than in administrative duties, relief and advocacy. Practical implications The study suggests that there is a great potential for students’ volunteerism in Ghana, and recommends that Ghanaian universities should integrate volunteerism into their curricula to prepare and link students to volunteer opportunities in NGO and the service sectors. Originality/value The case study provides new thought and suggestions on students’ volunteerism to developing countries and Ghana in particular. The evidence and context of likelihood to volunteer among tertiary students are lessons for developing countries with similar context to Ghana.
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Amos, Patricia Mawusi, P. K. A. Bedu-Addo, and Theresa Antwi. "Experiences of Online Counseling Among Undergraduates in Some Ghanaian Universities." SAGE Open 10, no. 3 (2020): 215824402094184. http://dx.doi.org/10.1177/2158244020941844.

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Counseling is an age-old practice with roots dating back to the 20th century. Twenty-first-century boom in technology has offered new opportunities for counseling practice, making it possible for counselors and clients to interact virtually without recourse to physical meetings. This study sought to investigate students’ experiences of online counseling in some Ghanaian universities. A qualitative phenomenological approach was used to examine the experiences of undergraduate students using online counseling. Five of the student-clients used WhatsApp messaging, two used e-mailing, and one used WhatsApp video. A thematic approach was used to analyze student-clients’ experiences. Accessibility, convenience, privacy, and mobility were some significant benefits they indicated concerning online counseling. On the contrary, loss of non-verbal cues, mistrust, and poor internet connectivity were their major obstacles to online counseling. Nevertheless, their issues were resolved with the use of online counseling. It is recommended that Counselors are trained in the use of online resources for counseling, and Management of Universities should introduce counseling technology devices to students to make online counseling more accessible and convenient.
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Castillo, Jason T., Samuel Asante, Peter Dwumah, Jonas Asamanin Barnie, and David Becerra. "Ghanaian BSW Students' Perceptions of Poverty and Social Welfare Policies in Ghana." Advances in Social Work 14, no. 2 (2013): 477–500. http://dx.doi.org/10.18060/2836.

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In August 2010, data for this exploratory study were drawn from a sample of 185 undergraduate social work students from a public university in Ghana. Ordinal logistic regressions were run to analyze the relationship between social work students’ demographic variables and their perceptions toward poverty and social welfare policies in Ghana. The results of this study found that social work students’ age, gender, marital status, number of children, socioeconomic status, and area of concentration affected their perception toward poverty and social welfare policies in Ghana. The findings of this study point to several areas for consideration when developing or revising social work education curricula in Ghana.
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Asafo-Adjei, Ramos. "Benchmarking of the English Language Component of the Mature Students’ Entrance Examinations in Ghana against the WASSCE English Language Component." Mediterranean Journal of Social Sciences 12, no. 4 (2021): 164. http://dx.doi.org/10.36941/mjss-2021-0037.

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This paper was purposed on benchmarking the English language component of the Mature Students’ Entrance Examinations (MSEE) (administered in Ghana by universities to select undergraduate candidates) to the English language component of the West African Senior School Certificate Examination (WASSCE) which constitutes the mainstream Ghanaian university undergraduate entrance examination. The qualitative design (specifically, multiple case study design) was employed for this study. Using the multi-stage sampling technique, six Ghanaian universities (from whom eighteen English language component of the MSEE past questions were elicited) and three sets of the WASSCE English language component past questions administered in 2016, 2017 and 2018) were used for the study. O’Leary’s (2014) eight steps of conducting document analysis were used to analyse the data. The study revealed that there are major mismatches between the two sets of examinations in the areas of the test types, the basic language skills tested and the competences tested. The study advanced, to policy makers, suggestions such as testing Speaking and Listening for the improvement of the two sets of examinations. Received: 2 May 2021 / Accepted: 15 June 2021 / Published: 8 July 2021
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Lomotey, Benedicta Adokarley. "Anxiety in adult foreign language learning: The case of Ghanaian undergraduate students of Spanish." Legon Journal of the Humanities 32, no. 1 (2021): 49–81. http://dx.doi.org/10.4314/ljh.v32i1.3.

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This study investigates students’ anxiety levels through the administration of the Foreign Language Classroom Anxiety Scale (FLCAS) among Spanish learners at a Ghanaian University. The differences according to level of instruction, the association between classroom anxiety and performance, as well as the possible relationship between language immersion and anxiety are also analysed using descriptive statistics, and Pearson’s Moment Correlation Coefficient. The findings indicate that the majority of student participants experienced foreign language classroom anxiety. Nonetheless, contrary to previous research findings, anxiety was not found to decrease systematically as proficiency increased. Additionally, as confirmed by previous studies, the result of the Pearson correlation analysis showed that students’ overall Spanish classroom anxiety and their classroom achievement had a negative association.
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Dissertations / Theses on the topic "Ghanaian undergraduate 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
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).
2023
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Book chapters on the topic "Ghanaian undergraduate students"

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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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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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