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Abreh, Might Kojo, Kofi Acheaw Owusu, and Francis Kodzo Amedahe. "Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward." Journal of Education 198, no. 1 (January 2018): 113–23. http://dx.doi.org/10.1177/0022057418800950.
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The trends in students’ performance in science and mathematics at secondary school level were examined within a decade-long interval in Ghana. Using West African Examinations Council (WAEC) data from approximately 20% of schools countrywide, it was observed that the results did not provide a definitive pattern. Factors such as teachers’ inability to complete between 50% and 75% of the curricula, insufficient-time to enact and complete the curriculum, lack of enough qualified teachers, and use of poor teaching approaches accounted for the trends. This study in Ghana has implications in teacher recruitment deployment in general as well as duration of secondary education globally to examine their efficacy.
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Buabeng-Andoh, Charles. "ICT usage in Ghanaian secondary schools: teachers’ perspectives." International Journal of Information and Learning Technology 32, no. 5 (November 2, 2015): 300–312. http://dx.doi.org/10.1108/ijilt-09-2015-0022.
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Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.
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Kert, Millicent Narh. "Predictive Validity of Entry Level Mathematical on Mathematical Knowledge of Pre-service Teachers for Teaching Basic School mathematics in Ghana." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 7, no. 2 (October 28, 2020): 17–26. http://dx.doi.org/10.21522/tijar.2014.07.02.art003.
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Introduction: Knowledge about teaching mathematics remains a contentious issue in the preparation of pre-service teachers in Ghana. This study explored relationships among entry-level mathematical knowledge (ELMK), mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) scores of pre-service teachers in colleges of education (CoEs) in Ghana. Methods: The cross-sectional survey design was adopted for this study. A total of 998 pre-service teachers from ten (10) public colleges of education were sampled via multi-stage sampling technique. Structured questionnaire and unstructured observation schedule were used for the survey. College mathematics test results were used as secondary data. The data were analysed using descriptive statistics (frequency count, percentage) and inferential statistics (Pearson’s correlation, paired-samples t-test and regression analysis) with the aid of Statistical Package for Social Sciences software version 22. Results: The majority of pre-service teachers in Ghanaian colleges of education had average but relatively weak grades in ELMCK. ELMCK did not significantly predict pre-service teachers’ MCK statistically (p ≥ 0.05) although a statistically significant positive correlation existed between the variables. Although a negative correlation existed between ELMCK and PMCK, ELMCK significantly predicted pre-service teachers’ PMCK statistically (p ≤ 0.05) but the effect size was statistically negligible. Conclusions: This study concluded that, CoEs in Ghana admit pre-service teachers with average but weak grades in ELMK. Therefore, Ghanaian CoEs should structure and introduce PMCK alongside MCK for pre-service teachers. Mathematics tutors in CoEs should organize remedial lessons for pre-service teachers to scale-up their MCK and PMCK that adequately equip them with MKT. Keywords: Entry-level mathematical knowledge (ELMK), mathematics content knowledge (MCK), mathematics pedagogical content knowledge (MPCK), mathematical knowledge for teaching (MKT), pre-service teachers.
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Fondjo, Linda Ahenkorah, Osei Owusu-Afriyie, Samuel Asamoah Sakyi, Akua Addo Wiafe, Bright Amankwaa, Emmanuel Acheampong, Richard K. D. Ephraim, and William K. B. A. Owiredu. "Comparative Assessment of Knowledge, Attitudes, and Practice of Breast Self-Examination among Female Secondary and Tertiary School Students in Ghana." International Journal of Breast Cancer 2018 (July 30, 2018): 1–10. http://dx.doi.org/10.1155/2018/7502047.
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Background. Breast cancer remains a serious public health problem globally. It is particularly increasing among adolescents and premenopausal women. Breast self-examination (BSE) is the most effective and feasible means of detecting breast cancer early in developing countries. This study aimed at evaluating and comparing knowledge of BSE among secondary and tertiary school students and at revealing their attitudes and practices about BSE. Method. This cross-sectional study was conducted among 1036 female secondary and tertiary school students of Kwame Nkrumah University of Science and Technology and Technology Senior High School. Data was obtained using a pretested questionnaire to access sociodemography, knowledge, attitudes, and practice of BSE among the students. Result. Most students were within the age of 15–24 years; 90.9% were aware of BSE. A high level of knowledge on BSE was found in 54.5% of the students. Knowledge was significantly higher in tertiary than secondary school students (p=0.002). 24.1% of the students thought BSE could be performed anytime; however only 8.1% of the students performed BSE monthly as recommended, whilst 41.8% had never practiced. Of these, more secondary students had never practiced BSE as compared to the tertiary students. 22.3% indicated they would wait for a change in a detected breast lump before seeking medical attention. 96.3% of the participants agree BSE is a good practice which must be encouraged. Conclusion. Teaching of BSE should be intensified beginning at the high school level, emphasizing practice and its benefits for early detection of breast cancer.
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Beisenherz, Paul C., and Marylou Dantonio. "Preparing secondary teachers to study science teaching." Journal of Science Teacher Education 2, no. 2 (June 1991): 40–44. http://dx.doi.org/10.1007/bf02962851.
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Keengwe, Jared, and Emmanuel Adjei Boateng. "Induction and Mentoring of Beginning Secondary School Teachers: A Case Study." International Journal of Education 4, no. 2 (June 25, 2012): 250. http://dx.doi.org/10.5296/ije.v4i2.1402.
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The purpose of this study was to examine the experiences of beginning secondary school teachers in Ghana: their challenges, induction process, and the support available for them, and identify the need for a formal induction and mentoring policy for beginning teachers. Beginning secondary school teachers reported many challenges including delayed payment of salaries, problems with classroom management and assessment, and inadequate learning materials. The findings suggest that beginning teachers were not properly inducted into the teaching profession. Therefore, there is need for the government to create formal induction and mentoring policy for beginning teachers.
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Oduro-Boatey, Collins, and Della Adzosii. "A ten-year review of chronic cor pulmonale secondary to respiratory diseases in Ghana." Tropical Doctor 47, no. 4 (June 17, 2017): 388–90. http://dx.doi.org/10.1177/0049475517713429.
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Chronic cor pulmonale is defined as right ventricular failure secondary to pulmonary hypertension. Our study reviewed all cases of chronic cor pulmonale secondary to respiratory diseases in a ten-year period (2004–20014) in the Department of Child Health, Korle-Bu Teaching Hospital, Ghana. Nine cases of chronic cor pulmonale were recorded during the period. The age range was 1–9 years (average age = 3 years). Obstructive sleep apnoea secondary to adenoid hypertrophy was the commonest cause of pulmonary hypertension.
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Opoku, Maxwell Peprah, Richard Tawiah, Elvis Agyei-Okyere, Shaibu Osman, and Sally Adwoa Afriyie. "Teaching students with Down syndrome in regular classrooms in Ghana: views of secondary school mathematics teachers." International Journal of Disability, Development and Education 66, no. 2 (October 2, 2018): 218–32. http://dx.doi.org/10.1080/1034912x.2018.1527297.
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Grimus, Margarete, and Martin Ebner. "Learning and Teaching With Mobile Devices." International Journal of Mobile and Blended Learning 7, no. 2 (April 2015): 17–32. http://dx.doi.org/10.4018/ijmbl.2015040102.
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While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
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Dodoo, F. Nii-Amoo. "Education and Changing Reproductive Behavior in Ghana." Sociological Perspectives 36, no. 3 (September 1993): 241–56. http://dx.doi.org/10.2307/1389244.
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This study employs recent data from the 1988 Ghana Demographic and Health Survey to assess earlier speculation of fertility change in Ghana. The findings are cautiously optimistic. Although there is little evidence to support any hypothesis of a fertility turnaround in Ghana, there is some indication that continued increases in the proportion of women with some secondary education may yet induce a fertility transition in Ghana.
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Sackey, Mary, Josephine Anterkyi Bentil,, and Alice Asiedu. "An Evaluation of Guidance Services in Senior Secondary Schools in the Central Region of Ghana." International Journal of Scientific Research and Management 8, no. 12 (December 20, 2020): 1687–99. http://dx.doi.org/10.18535/ijsrm/v8i12.el02.
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This study was conducted to find out what Guidance Service are being offered in the Senior Secondary Schools in the Central Region, their impact on students, the challenges and constrain that hinder their effective implementation. In trying to accomplish this study, related literature was reviewed. Descriptive survey was the design. Questionnaire was the main research instrument. Three sets of questionnaires were designed for students, teachers and coordinators, pilot- tested and administered to collect data. Sample sizes of 262 respondents were involved in the study. It comprised 235 SSS 2 students and 3 students, 21 tutors and 6 guidance coordinators. The sample was selected using purposive sampling and simple random sampling techniques analysis, Percentages was used. The findings of the study indicate that pupil’s appraisal service, orientation service, counselling service, placement service, information service, Referral service and consultation service are being offered in the senior secondary schools. It came out that the services are appreciated by the students, and it was beneficial to students. Challenges and constraints faced include lack of office accommodation for effective guidance services, lack of funds to organized programmes and provision of in – service training for the coordinators. Recommendations include adherence to recommended teaching schedules for guidance coordinators and provision of office for the use of coordinators and for individual counselling
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DATOY, FLORAFEL C. "Teaching Competence and Challenges Encountered in Secondary Science Instruction." International Journal of English Language Studies 2, no. 4 (October 30, 2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.
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The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.
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Sadik, Olgun, Anne Ottenbreit-Leftwich, and Thomas Brush. "Secondary Computer Science Teachers’ Pedagogical Needs." International Journal of Computer Science Education in Schools 4, no. 1 (August 14, 2020): 33–52. http://dx.doi.org/10.21585/ijcses.v4i1.79.
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The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.
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Dadük, Semih, and Hülya Dede. "Teaching Secondary School Science through Creative Drama Method: A case study approach." Educational Policy Analysis and Strategic Research 15, no. 4 (December 28, 2020): 107–26. http://dx.doi.org/10.29329/epasr.2020.323.6.
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Dahal, Bishnu Kumar. "Effect of multimedia in teaching Science at secondary level." Siddhajyoti Interdisciplinary Journal 2, no. 01 (August 21, 2021): 19–29. http://dx.doi.org/10.3126/sij.v2i01.39235.
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The aim of this study was to investigate the effect of multimedia in teaching Science at Secondary School and attitudes toward Information and Communication Technology (ICT). The study was an experimental research design with two groups employing a pre-test and post-test. The sample schools were two public secondary school of Lalitpur district. Participants were 68 students from grade 10 studying Science from two schools. Furthermore, five science teachers in that school were also taken as samples for an interview session. The data were analyzed through statistical devices, such as mean, standard deviation, variance, t-test and chi-square test. The differences between means were computed by using two tailed t-test at 0.05 level of significance. The results indicated that the mean achievement of the group using multimedia projector was significantly better than the group without using multimedia projector. The findings of this study therefore provided strong evidence to support the use of ICT, particularly multimedia technology, in the teaching and learning of Science among secondary school students. Furthermore, the results also showed that the secondary level science teachers have positive attitude towards ICT in teaching science in the classroom.
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a, Aashish, and Vishal Kumar. "TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 487–96. http://dx.doi.org/10.21474/ijar01/12863.
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The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.
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Buabeng-Andoh, Charles, and Issifu Yidana. "An investigation of secondary school students’ attitudes toward pedagogical use of ICT in learning in Ghana." Interactive Technology and Smart Education 11, no. 4 (November 11, 2014): 302–14. http://dx.doi.org/10.1108/itse-10-2013-0024.
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Purpose – The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. Design/methodology/approach – The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. Findings – The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. Originality/value – The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.
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Davis, Ernest Kofi, Christopher Beccles, and Etheldreda Intsiful. "Primary and junior high school mathematics and science teachers’ views on teaching in the Cape Coast Metropolis of Ghana." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (August 9, 2019): 17–34. http://dx.doi.org/10.4314/ajesms.v15i2.2.
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This paper draws on conceptualization of pupil-centred and teacher-centred methods to explore the views of primary school and junior high school (JHS) mathematics and science teachers on teaching. The purpose of the study was to ascertain whether the views of these teachers place the pupils at the centre of the teaching and learning process. The research participants were selected from all the six circuits in the Cape Coast Metropolis using stratified random sampling procedure. Questionnaires were administered and responded to by 157 primary and JHS mathematics and science teachers in the Cape Coast Metropolis of Ghana. The data collected were analysed using both quantitative and qualitative data analysis methods. The findings from the study showed among others that the participants’ views about teaching were predominantly teacher-centred. Implications of the findings for mathematics and science teacher education particularly and research in mathematics and science education in Ghana generally are provided.
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Chowdhury, Tapashi Binte Mahmud, and Mohammad Nure Alam Siddique. "An Explorative Study on the Null Secondary Science Curriculum in Bangladesh." Science Education International 28, no. 2 (June 28, 2017): 147–55. http://dx.doi.org/10.33828/sei.v28.i2.8.
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The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded from their teaching and what the reasons behind the exclusion were. Data were collected from participating teachers' students using a focus group discussion. Data collected from students and teachers were analyzed first. Then purposefully selected curriculum developers, textbook authors and teacher educators were interviewed to understand the impact of the null curriculum on students' learning. Analysis of data revealed that all the participant teachers excluded a chapter in grades IX-X General Science textbook. This chapter included information about reproductive organs, physical and psychological changes during puberty, pregnancy, evolution and related topics. Teachers argued that the topics were uncomfortable for them to teach, contradicted with religion, and students might misinterpret and practice unethical relationships if these topics were taught. However, the curriculum developers and the textbook authors asserted that including these topics would solve problems like adolescent mistakes, child rape, child pregnancy and distorted fantasies. This study concluded that excluding the chapter on adolescence, sexual and reproductive health and evolution obstructs achievement of students' scientific literacy.
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Okoh, Harriet. "The English in Ghana: British, American or Hybrid English?" Studies in English Language Teaching 7, no. 2 (April 26, 2019): 174. http://dx.doi.org/10.22158/selt.v7n2p174.
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<p><em>As a result of colonization of the British, the English used in many African countries and for that matter Ghana, is the British standard variety. However, the English used in Ghana, appears to have been invaded by the American English. This poses a problem as both teachers and students especially at the senior high school level confuse themselves about which word or spelling is right and vice versa. This study thus seeks to investigate students’ awareness of this invasion, the extent of the invasion and also to ascertain which of the aspects of the language has been much influenced by the American variety. The underpinning framework for this study is Kachru’s (1985) concentric model to situate the type of English used in Ghana. A sample size of 100 Students of English Education Department of University of Education, Winneba was selected for the study. The data was a secondary one: a random collection of vocabulary. Test, interview and questionnaire were also employed to gather other related data for the study. Both qualitative and quantitative approaches were used to analyse the data with precedence on qualitative analysis and the findings were thematically presented. The results indicate that although students use both American and British English together, they have little knowledge about the differences between them, especially, with the vocabulary aspect. Students have fair knowledge about the differences between the two varieties as regards the orthography aspect. These findings have implications on the teaching of English language and on examination issues in the country. It also informs writers of various educational materials about what variety to use.</em></p>
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Akaboha, Adane Appiah, and Samuel Kwofie. "Students’ Performance in Ghana: A Discriminant Analysis." International Journal of Business and Social Research 6, no. 10 (November 16, 2016): 08. http://dx.doi.org/10.18533/ijbsr.v6i10.966.
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<p>This study employs discriminant analysis to determine students’ performance in their final West African Senior Secondary School Certificate Examination (WASSCE). Data on 104 students who completed Suhum Senior High Secondary Technical School from 2012 to 2013 were gathered from the WASSCE results sheets of the school and discriminant analysis was performed on the initial factors. Result suggest that six factors: being the BECE grade in Science, BECE grade in Mathematics, Type of basic education, Duration of the SHS system, Entry admission age to form 1 of SHS and BECE aggregate of candidate as parsimoniously representing the difference between students who performed very well and those who performed poorly in the WASSCE- determine the performance. </p>
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Subashini, V. K. "A STUDY ON THE EFFECTIVENESS OF MULTIMEDIA IN TEACHING COMPUTER SCIENCE AMONG XI STANDARD STUDENTS IN KARUR DISTRICT." International Journal of Research -GRANTHAALAYAH 4, no. 5SE (May 31, 2016): 35–39. http://dx.doi.org/10.29121/granthaalayah.v4.i5se.2016.2721.
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This study attempted to find out the effect of using multimedia in teaching Computer Science among XI students. Sample of 62 students was selected for the study in Karur District. Two groups pretest and posttest experimental design was used. Data were analyzed. It is found that there is a significant means score difference between pretest and posttest among the selected higher secondary school novice students. It is proved that Multimedia supported teaching is one of the appropriate and effective methods for teaching Computer Science to higher secondary school students.
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Yaro, Joseph Awetori. "Is deagrarianisation real? A study of livelihood activities in rural northern Ghana." Journal of Modern African Studies 44, no. 1 (February 6, 2006): 125–56. http://dx.doi.org/10.1017/s0022278x05001448.
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This article examines the livelihoods, portfolios and degree of deagrarianisation of the peasantry in three villages in northern Ghana. It argues that deagrarianisation should be seen as a process embedded in social change, bearing in mind the reversibility between farm and non-farm livelihood strategies used by households (reagrarianisation?). A livelihoods research approach involving qualitative household interviews and quantitative surveys in three villages in the Kassena-Nankani district constitute primary data for this study. Contrary to the deagrarianisation thesis, this study found that livelihood adaptation, implying both a diversification to new or secondary livelihood activities and changing the form, nature and content of the farm sector, characterised rural livelihoods in the area. The adaptation process involves not just a move from the farm to the non-farm sector, but also an intensification of efforts in the farm sector with seasonal diversification into other livelihood activities. The supposedly ‘booming non-farm sector’ is not entirely real, for reasons of marginalisation and exclusion of the poor peasantry, resulting from spatial, capital, infrastructural and market limitations.
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Adu-Gyamfi, Samuel, Kwasi Amakye-Boateng, Henry Tettey Yartey, Aminu Dramani, and Victor Nii Adoteye. "Nuclear Energy in Ghana? History, Science and Policy." Journal of Social and Development Sciences 8, no. 3 (December 13, 2017): 11–34. http://dx.doi.org/10.22610/jsds.v8i3.1972.
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This paper discusses the issue of nuclear energy in Ghana, although the country is not operating a nuclear plant, the study focuses on the energy crisis that persistently hit the country and government’s plans to opt for nuclear energy as part of Ghana’s energy’s mix to cater for the shortfalls in Ghana’s electricity generation. Ghana after independence decided to add nuclear energy into its energy mix to promote industrialization and make Ghana an industrial hub and investment destination as well as make it a net exporter of power in Africa. In spite of this plan for a nuclear plant resurfacing within contemporary discourse, there has been a strong opposition against the country going nuclear, citing some safety and security issues which are sometimes fueled by lack of an in depth knowledge of what nuclear energy really entails. Qualitative research approach was employed to investigate Ghana’s drive for attaining its initial plans for a nuclear plant. Data has been retrieved from both primary and secondary sources. The analysis of the data collected revealed that Ghana’s inability to operate a nuclear plant is as a result of fear of a nuclear disaster like it happened at Three Mile Island in Pennsylvania, USA, Chernobyl in Ukraine and Fukishima Daichi in Japan, as well as the safety of the nuclear plants and the radioactive wastes emitted into the environment. The study revealed that this fear of people regarding nuclear energy is over-emphasized and again the major nuclear disasters that have rocked the world were caused by human error; in most cases security warnings were ignored. The study established that the delay in executing the plans are due to monetary challenges since building a nuclear plant involves a lot of money. This notwithstanding, Ghana has enough skilled nuclear scientists to manage the country’s nuclear plants should any be built.
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Mensah, Farouq Sessah, and Douglas Darko Agyei. "Philosophy of teaching, teaching style and ICT use: a qualitative study of the perspectives of high school mathematics teachers." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (June 15, 2019): 1–13. http://dx.doi.org/10.4314/ajesms.v15i1.1.
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This study is a response to findings that have shown the importance of teachers’ philosophy, teaching styles and ICT use in impacting student learning outcomes. The study adopted an exploratory case design to explore the philosophical foundations, teaching styles and the levels of ICT use of six high school mathematics teachers in Ghana. Data for the study was collected using semi-structured interviews. The study found that the high school teachers used mainly the teacher-centred teaching approaches in which they dominate classroom instruction by disseminating knowledge to their learners. In spite of its perceived potentials, the study also reported low usages of ICT in instructional delivery among the teachers. Interestingly, the philosophy of teaching reported in the study by the teachers resonates with their current teaching style and ICT usage levels; the study found that the high school mathematics teachers hugely subscribed to the absolutist philosophical views of teaching mathematics which takes root in teacher-dominated teaching approaches. Consequently, the study reiterates that if teachers hold philosophical views that support the absolutist school of thought, they are likely to use delivery strategies which do not support ICT use but position the teacher to assume a central role in the instructional processes.
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Evans, Yeboah, and Rose Gyamea Kyeremeh. "COVID-19 in Ghana: An Overview of Government Contributions in Fighting this Pandemic." Quantitative Economics and Management Studies 1, no. 6 (November 23, 2020): 375–82. http://dx.doi.org/10.35877/454ri.qems219.
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Coronavirus outbreak has brought significant negative impacts on developed and developing economies with Ghana, not an exemption. This pandemic has slow down economic activities across the globe through unplanned budget expenditures by various government. There is an increasing pressure on many governments to directed tremendous capital resource to stop the outbreak. The perspective of this paper is to provide, update, and inform concerning Covid-19 situation in Ghana, and also look at government expenditure on this pandemic and economic impact. This study employed the quantitative method which promotes the analysis of secondary sources of data. The study captured some of economic and livelihood programme implemented by the government of Ghana to support the most vulnerable persons. With Ghana currently having low active Covid-19 confirmed cases proves that the government has done well to control the spread of the virus.
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Adinkrah, Mensah. "Characteristics of Elderly Suicides in Ghana." OMEGA - Journal of Death and Dying 82, no. 1 (May 30, 2018): 3–24. http://dx.doi.org/10.1177/0030222818779527.
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A major gap in the extant research literature on suicide in Ghana is lack of a systematic study of patterns and trends in elderly suicides. To address the lack of scholarship on the topic, this exploratory, descriptive study presents the results of an epidemiological analysis of 40 media-reported suicides involving persons aged 60 years and older during the 2005–2016 period. Key findings are that the vast bulk of elderly persons who died by suicide were male, aged 60 to 65 years old, and of low income. The most common suicide methods were hanging and shooting with a firearm. Reasons for dying by suicide included lack of financial wherewithal, indebtedness, cuckoldry, sexual dysfunction, grief after the death of a spouse, and marital breakdown. A secondary aim of the research was to sensitize the Ghanaian public, medical services, and government about the extent, nature, and patterns of suicidal behavior in the elderly population. At present, many people in Ghana are not aware of elderly suicides as a social problem. For stakeholders, the findings of this study can assist in the design and implementation of policies and programs to alleviate the problem.
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Ibrahim, Syahira, and Siti Nur Diyana Mahmud. "INQUIRY-BASED SCIENCE TEACHING: KNOWLEDGE AND SKILLS AMONG SCIENCE TEACHERS." Humanities & Social Sciences Reviews 8, no. 4 (July 11, 2020): 110–20. http://dx.doi.org/10.18510/hssr.2020.8413.
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Purpose of the study: The purpose of this study is to investigate the relationship between teachers' knowledge and perceived skills in implementing inquiry-based science teaching at the secondary level.
Methodology: This quantitative research involved 63 science teachers from nine secondary schools in Putrajaya. Respondents were selected using a random sampling technique. The data were analyzed using descriptive and inferential statistics methods.
Main Findings: The analysis showed that the level of teachers' knowledge of inquiry-based science teaching and the level of teachers' perceived skills in implementing inquiry-based science teaching which was divided into four phases (conceptualization, investigation, conclusion, and discussion) were high. The Pearson correlation test found that there was a strong and significant relationship between teachers' knowledge in inquiry-based science teaching and teachers' skills in four phases of inquiry.
Applications of this study: This study implies that teachers' knowledge and skills are essential aspects to be emphasized in implementing inquiry-based science teaching and teachers should be trained in both of these aspects as they are interrelated to each other.
Novelty/Originality of this study: This study explores deeper on teachers' skills in implementing inquiry approach by dividing it into four phases to determine which phases of the inquiry that educators and scholars need to emphasize and give the training to improve teachers' implementation skills and determine whether the phases are interrelated to knowledge.
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Abidoye, Florence Omosholape. "PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA." Sokoto Educational Review 18, no. 1 (December 31, 2018): 1–10. http://dx.doi.org/10.35386/ser.v18i1.25.
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The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05); (ii) there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.
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SOLAZ-PORTOLÉS, Joan Josep, Óscar J. DEL CAMPO, and Vicent SANJOSÉ. "AN EXPLORATORY STUDY ON SECONDARY EDUCATION STUDENTS PREFERENCES REGARDING SCIENCE TEACHING METHODS: THE CASE OF A HIGH SCHOOL." Periódico Tchê Química 13, no. 26 (August 20, 2016): 33–45. http://dx.doi.org/10.52571/ptq.v13.n26.2016.33_periodico26_pgs_33_45.pdf.
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This study aims to carry out an initial approach to the secondary education students preferences regarding science teaching methods. The study also analyses the influence of academic level and gender on these preferences. Two hundred and forty spanish secondary education students (112 women and 128 men) at different educational levels (but they are all from the same high school) have participated in this research. All of them have been administered a multiple choice test of 6 items each with four options. In these items each option offers a way of teaching. The statistical analysis of the results obtained allow us to conclude that: a) Students show a significant predilection for student-centered teaching methods; and b) Academic level has a significant effect on teaching method preferences among students, but gender does not.
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Mohammad Abdul Wahab, Md. Abdus Sattar Molla, and Sohana Afrin. "Reasons for shrinking secondary science student enrollment in Bangladesh." World Journal of Advanced Research and Reviews 11, no. 2 (August 30, 2021): 069–80. http://dx.doi.org/10.30574/wjarr.2021.11.2.0349.
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To cope with the rapid advancement in science and technology and with knowledge explosion, the education policies of the countries in Asia and the Pacific give emphasis on science and technology education as an integral part of formal school education. Some countries have already started implementing new program of science, many countries are in the process of planning but Bangladesh’s plan is yet to take shape for the improvement of science curriculum. As a result, enrollment of students in science at the secondary level in Bangladesh has been shrinking gradually. It is imperative to investigate why scope of science education here decreases in the days of scientific advancement worldwide. Thus, the aim of this study is to improve the curriculum, science contents, and methods of teaching science, know-how on the use of process skill, teaching aids and laboratory equipment for teaching science in more meaningful and efficient manner to upright the science student enrollment scenario in place of the unfortunate declining trend in enrollment. For this, a study was conducted by collecting opinions of Head Teachers, classroom science teachers, education managers and some renowned science educators via questionnaires, focus group discussion (FGD) and interview. The study revealed that reduced scope of employment, scarcity of efficient science teachers, inadequate supply of science equipment, and above all no ‘priority of science’ over arts and business studies have been the main causes of shrinking enrollment science students.
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Nigam, Shivangi. "Study of teacher effectıveness of secondary school teachers ın relatıon to theır servıce stream and caste category." E-methodology 5, no. 5 (April 23, 2019): 72–78. http://dx.doi.org/10.15503/emet.v5i5.524.
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Aim. The present study tries to explore the teaching effectiveness of secondary school teachers with different caste categories and service streams.
Methods. A representative sample of 240 teachers from the secondary schools of New Delhi was randomly selected. Teaching Effectiveness Scale by Kumar & Mutha (1974) was used to assess teaching effectiveness of the secondary school teachers.
Results. The study revealed that there was no significant difference between teaching effectiveness of secondary school general category and reserved category teachers. Similar results were found for teachers with science and humanities as their service streams. Significant differences were also not found between the teaching effectiveness of general category secondary school teachers with science and humanities as their service streams. The results were similar among secondary school teachers from the reserved category and having science and humanities as service streams.
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Nguyen, Thanh Dac, and Van Dinh Pham. "The teacher's competence in integrated teaching at secondary schools: A case study in Vietnam." International Journal of ADVANCED AND APPLIED SCIENCES 8, no. 8 (August 2021): 113–17. http://dx.doi.org/10.21833/ijaas.2021.08.014.
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Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integrated teaching, and the implementation of integrated teaching of Natural Science subjects. The results revealed that the integrated teaching in integrated teaching of Natural Science subjects was highly trained and well-implemented by secondary school teachers. The educational curriculum assists students in discovering, investigating comprehensive solutions, and examining various aspects of problems.
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Saleem, Muhammad, Hafiza Sadiya Iqbal, and Rafaqat Ali Akbar. "Challenges of English Curriculum Implementation at Higher Secondary Level in Pakistan." Global Language Review VI, no. I (March 30, 2021): 1–10. http://dx.doi.org/10.31703/glr.2021(vi-i).01.
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The study was aimed to examine the challenges of English curriculum implementation at higher secondary level in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at the higher secondary level. A stratified sampling technique was used to select the sample. The data were collected through the survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers face challenges in English curriculum implementation, such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources and inappropriate government policies regarding English curriculum implementation. The results of the study suggested giving motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.
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Ye, Jianqiang, Shuaishuai Mi, and Hualin Bi. "CONSTRUCTING CORE TEACHING COMPETENCY INDICATORS FOR SECONDARY SCHOOL SCIENCE TEACHERS IN CHINA." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 389–406. http://dx.doi.org/10.33225/jbse/21.20.389.
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Science teachers play a key role in successfully implementing science education reforms and providing all students with meaningful science learning opportunities. Therefore, what core teaching competencies do science teachers need to have in their practice? This study uses fuzzy Delphi technique and Analytic Hierarchy Process to approach the above problems. Experts from Chinese universities, secondary schools and educational research institutions were invited to participate in two rounds of Delphi process. The research results show that the four domains of core teaching competencies of science teachers and their 21 competencies have high content validity. Additionally, it can be concluded that the weights of core competencies of making learning objectives, raising pedagogical questions, stimulating learning motivation and analyzing course content ranked high, while the weights of core competencies of using information technology and multimedia, evaluating practical work, and presenting research results have received less attention. It is believed that the results of this study can enlighten the education reform of science teachers and promote the professional development of pre-service/in-service science teachers. Keywords: teaching competence, science teacher, fuzzy Delphi, Analytic Hierarchy Process
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Apenuvor, Theophilus, Frank Yao Gbadago, Kwadwo Ankomah, and Agnes Fafa Anthony. "Activity-Based Teaching and Learning Approach and Students’ Academic Performance: Evidence from Among Stakeholders from Barekese District Ashanti Region of Ghana." Research Journal of Education, no. 73 (September 18, 2021): 156–60. http://dx.doi.org/10.32861/rje.73.156.160.
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In this study, the authors explored the level of awareness and views on the activity-based approach to teaching and learning (ABTLA) in enhancing skills, competency, and academic performance among students and other stakeholders from Senior High Schools (SHS) and Colleges of Education (COE) in Barekese District of Ashanti Region of Ghana. A survey involving 510 various stakeholders was conducted within the Barekese District of Ashanti Region of Ghana, using sets of a self-administered structured questionnaire. The study revealed that the Ghanaian stakeholders of the second cycle and COEs are highly aware of ABTLA and its potency for enhancing skills, competency, and academic performance among students. Policy implications and further future research directions were provided.
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Vališová, Alena. "Digital technology in the context of social science teaching at secondary schools." Studia z Teorii Wychowania XI, no. 4(33) (December 31, 2020): 25–40. http://dx.doi.org/10.5604/01.3001.0014.6557.
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The goal of the study is to contribute to the problem in hand regarding the insufficiently developed digital competencies of teachers of social scientific subjects within the secondary education. The solution to it is based on a precondition that if the teachers will not be digitally competent they will not be able to develop the digital competence of students. This fact can negatively affect their ability to find employment at the labour market of the 21st century, preparedness to further professional education and ability to participate at the lifelong learning. The text at issue solves the problem of digital technology integration into teaching of social sciences, emphasizes multidisciplinary approach to the humanities, social and technological sciences, presents the need of development of teachers´ technical thinking relating to social scientific subjects and specifies common features and differences of the pedagogical and technological sciences. The study is the actual output of the project TAČR (PID: TL 01000192, in the period 02/2018 – 02/2021). It is based on the sub-chapter ”Integration of the digital technology into teaching of social sciences” that will be embodied in the currently prepared monograph “Development of teachers´ digital competencies relating to social scientific subjects at vocational schools”.
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Braimah, Imoro Zeba, Kofi Agyabeng, and Winfried M. Amoaku. "Efficacy of intravitreal ziv-aflibercept in patients with macular edema following retinal vein occlusion in Korle-Bu Teaching Hospital, Ghana: a retrospective case series." International Ophthalmology 41, no. 7 (March 29, 2021): 2445–53. http://dx.doi.org/10.1007/s10792-021-01799-w.
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Abstract Aim To evaluate the efficacy of ziv-aflibercept in Ghanaian patients with macular edema (ME) secondary to retinal vein occlusion (RVO). Methodology In this retrospective study, the medical records of patients with ME secondary to RVO who had been treated with intravitreal ziv-aflibercept (IVZ) (1.25 mg/0.05 ml), as part of routine clinical practice, on pro re nata basis with a minimum follow-up of 6 months were retrieved and analyzed. The main outcome measures are mean change in best-corrected visual acuity (BCVA) and central subfield foveal thickness (CSFT) measured on optical coherence tomography from baseline to 12 months post-IVZ, and ocular and systemic safety. Results Forty-three eyes were included in this study. Their mean age was 62.8 ± 11.9 years, 67.4% had at least 12-month duration of follow-up, 50% had primary open-angle glaucoma and 38 (88.4%) eyes were treatment naive. There was significant improvement in mean BCVA in LogMAR at 1 month post-initiation of IVZ (0.8 ± 0.5 vs. 1.1 ± 0.6), and visual improvement was maintained up to 12 months (p < 0.001). Eyes with ME following BRVO had better mean BCVA at baseline and on subsequent visits compared to eyes with CRVO/HRVO (p = 0.01). There was significant reduction in mean CSFT up to 12 months post-IVZ injection compared to baseline (p < 0.001). Ocular complications observed were consistent with complications associated with RVO. Conclusion We have observed significant improvement in functional and anatomic outcomes 12 months post-initiation of IVZ. There is the need to confirm long-term efficacy and safety of IVZ in a large prospective study.
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Braimah, Imoro Zeba, Christabel Enweronu-Laryea, Adziri Harold Sackey, Ernest Kenu, Kofi Agyabeng, Imelda-Odille Dziffa-Bella Ofori-Adjei, Vera Beyuo, Aaron Oku, and Vera Adobea Essuman. "Incidence and risk factors of retinopathy of prematurity in Korle-Bu Teaching Hospital: a baseline prospective study." BMJ Open 10, no. 8 (August 2020): e035341. http://dx.doi.org/10.1136/bmjopen-2019-035341.
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ObjectiveTo determine the incidence of retinopathy of prematurity (ROP) and any associated risk factors among preterm infants at the Neonatal Intensive Care Unit (NICU) of Korle-Bu Teaching Hospital (KBTH).DesignProspective study.SettingLevel 3 NICU of KBTH from June 2018 to February 2019.ParticipantsEligible infants with birth weight (BW) less than 2 kg or gestational age (GA) less than 37 weeks were examined at scheduled intervals until full maturity of their retina.Outcome measuresThe primary outcome measure was cumulative incidence of ROP and secondary outcome measure was risk factors associated with ROP.ResultsOf the 401 infants, 222 were females (55.4%), mean±SD GA was 32.3±2.4 weeks (median 32, IQR 31 to 34) and mean BW 1.6±0.4 kg (median 1.5, IQR 1.3 to 1.9). The cumulative incidence of ROP was 13.7% (95% CI: 10.5 to 17.5%), with 1.8% (seven infants) having type 1 ROP. Increased risk of ROP was observed in babies with supplemental oxygen exposure (p<0.001), BW less than 1.5 kg (p=0.019), confirmed neonatal sepsis (p=0.001), nasogastric tube feeding (p=0.03) and poor pupillary dilation (0.032). A reduced risk of ROP was observed in boys (p=0.004) and after delivery by caesarean section (p=0.019).ConclusionThe rates of ROP at KBTH are comparable to other NICUs in sub-Saharan Africa. Birth weight less than 1.5 kg, confirmed neonatal sepsis, nasogastric tube feeding and poor pupil dilation were independently associated with increased incidence of ROP. ROP screening should be a part of the routine service for premature infants in Ghana.
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Al-Kandari, Ebrahim Abdullah, Tahraoui Ramdane, and Mohamad Sahari Nordin. "Difficulties Faced by Science Teachers in Selected Public Schools in Kuwait: A Descriptive Study." IIUM Journal of Educational Studies 6, no. 2 (October 31, 2019): 31–48. http://dx.doi.org/10.31436/ijes.v6i2.228.
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There are numerous difficulties associating with the teaching process in the secondary public schools in Kuwait. The aim of the study is to determine some of the difficulties facing science teachers in secondary schools of Mubarak AL Kabeer governorate in Kuwait. The difficulties encountered by science teachers in secondary schools were examined under these issues: curriculum objectives, student assessment system, school management and science laboratory. Seventy-seven science teachers were chosen randomly from secondary schools in Mubarak AL Kabeer governorate. A structured pretested self-administered questionnaire in Arabic was used to collect data for this study. The analyzed data indicated that both male and female science teachers have difficulties with the curriculum objectives, student assessment system, school management and science laboratory. This study suggested number of recommendations for teachers and administrators in secondary schools
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Ramli and Saleh. "FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective." Education Sciences 9, no. 4 (October 25, 2019): 262. http://dx.doi.org/10.3390/educsci9040262.
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The frogVLE application was launched in Malaysia to provide a virtual learning environment in order to produce competitive and relevant students in the 21st century. As science is one of the most important subjects for the development of a nation, the perspective of teachers as policy implementers should be taken into account in ensuring that the desire is achieved. Hence, this study aimed to investigate the level of application of frogVLE in secondary school science teaching in the northern peninsular of Malaysia. This qualitative study involved 50 secondary school science teachers in Perak, Kedah, Penang and Perlis. Each respondent was required to answer a questionnaire which consists of 20 questions. Five teachers were randomly interviewed by the researcher. The data were analyzed descriptively. The analysis results provide a real picture of how the frogVLE application is used in teaching, as well as the issues, challenges and suggestions for improvements in frogVLE while teaching secondary school science subjects. The findings from this study are expected to help the Ministry of Education to develop programs and improve the use of the frogVLE application in teaching science in secondary schools. In conclusion, a virtual learning environment such as the frogVLE application can only be used optimally to help improve science teaching excellence if the relevant issues are solved and supportis received from all parties.
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Anyetei, Boi Doku, Twumasi Ankrah Kwarteng, and Ruby Hanson. "Interpretation of inclusive education practices in science at a basic school." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (June 15, 2019): 15–22. http://dx.doi.org/10.4314/ajesms.v15i1.2.
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The research was a case study designed to investigate inclusive education practices in a science class at a Basic School in Winneba, Ghana where inclusive education is practised as in all ten regions. The sample for the study consisted of one head teacher, a science teacher, three interpreters and one resource teacher from the Basic School. The main instruments used for data collection were questionnaires, informal interviews and observations. Findings showed that the teacher and interpreters both prepared for science classes having special needs in mind. However, about half of the respondents, upon interaction with them, demonstrated that the earnestly did not have the expertise to organise inclusive science classes. Team preparation and teaching were highly practised for support. It was recommended that they use multi-media technologies, attend teacher development programmes, and use their limited teaching resources to augment their teaching skills as they are mostly not used. Since the study was conducted in only one inclusive school, the findings may not be for generalization.
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Papadakis, Stamatios, Michail Kalogiannakis, Nicholas Zaranis, and Vasileios Orfanakis. "Using Scratch and App Inventor for teaching introductory programming in secondary education. A case study." International Journal of Technology Enhanced Learning 8, no. 3/4 (2016): 217. http://dx.doi.org/10.1504/ijtel.2016.082317.
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Singh, Vikramjit. "Achievement in Science and Attitude towards Science Practical among Secondary School Students of Patna." JOURNAL OF TEACHER EDUCATION AND RESEARCH 15, no. 02 (December 30, 2020): 15–19. http://dx.doi.org/10.36268/jter/15205.
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Practical work is defined as any science teaching and learning activity that involves students, working individually or in small groups, manipulating, and/or observing real objects and materials instead of the virtual world. The teaching of science offers students the ability to access a wealth of knowledge and information, which will contribute to an overall understanding of how and why things work as they do. Science can explain the mechanics and reasons behind the daily functioning of complex systems, ranging from the human body to sophisticated modern methods of transport. Children and students can use this knowledge to understand new concepts, make well-informed decisions, and pursue new interests. Thus, there is a compulsory role of science practicals in science teaching, and it is always important to study its implications on the students’ science achievement. The study here has investigated this and found out if there is any relationship between science achievement and attitude towards science practicals. The study has been conducted on 120 students administering the standardized test on attitude towards science practicals. This study used a 30-item science attitude scale adapted from Prokop et al. (2007). The findings showed that the differences existed in science achievement based on gender and location of the schools. In contrast, in terms of attitude towards science practicals, the difference only existed based on the schools’ area of location. It was also found that there existed a significant relationship between achievement in science and attitude towards science practical among secondary school students of Patna.
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Jimah, Bashiru Babatunde, Philip Gorleku, and Anthony Baffour Appiah. "Hysterosalpingography Findings and Jimah Ratio of the Uterine Cavity in Women with Infertility in Central Region, Ghana." Radiology Research and Practice 2020 (December 14, 2020): 1–7. http://dx.doi.org/10.1155/2020/6697653.
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Background. Infertility affects from 1.3% to 25.7% of couples worldwide and, especially, from 14.5% to 16.4% in Africa. Hysterosalpingography (HSG) is a diagnostic modality that is considered both common and efficient. It is used to investigate abnormalities of the uterine cavity and fallopian tubes. This study assessed the spectrum of findings on HSG among women with infertility in the Central Region (Ghana). Methods. We conducted a prospective cross-sectional study to examine 203 infertile women undergoing HSG work-up at the Cape Coast Teaching Hospital. The exclusion criteria were acute infection of the vagina or cervix and active vaginal bleeding or pregnancy. Data were entered with Microsoft Excel and analyzed using SPSS version 21. Results. A total of 203 women were enrolled, and eighty-five (41.87%) of the women had at least one or more abnormalities. The mean age was 32.9 years with majority of the women within 30–39 years (61.08%). More than half (50.74%) of the women presented with secondary infertility, while age of women ( p = 0.004 ) and duration of infertility (0.034) were found to be in association with the type of infertility. Uterine findings were predominantly capacious uterine cavity (45.1%) and uterine fibroids (33.3%), while fallopian tube findings included bilateral blockage (24.2%), right unilateral proximal blockage (17.7%), loculated spillage (16.1%), and left unilateral proximal blockage (16.1%). The range of normal uterine cavity size, measured as ratio (Jimah ratio) of intercornual diameter to interiliac diameter was 0.2–0.45, with a mean of 0.36. Conclusion. Secondary infertility was the commonest indication for HSG in the study, and a significant proportion of infertile women had abnormalities. Abnormalities were higher in the fallopian tubes than the uterus, while capacious uterine cavity, uterine fibroid, and bilaterally blocked tubes were the top three abnormalities found.
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Nisa Ul Haq, Muhammad, Mumtaz Gul Khan, and Muhammad Mahmood. "Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan." Global Political Review V, no. I (March 30, 2020): 182–91. http://dx.doi.org/10.31703/gpr.2020(v-i).21.
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This research was designed to study the interrogation and prospective of science education at secondary level in Punjab, Pakistan. The present study was descriptive in nature and cross-sectional survey was conducted. Study was delimited to Punjab. All the science teachers of public secondary schools were the population. The sample was comprised of 495 secondary science teachers from the public schools of Lahore selected by proportionate sampling technique. The questionnaire was developed, piloted and validated before data collection. Main findings of the study indicated that secondary science teachers have challenges and prospects in science education related to classroom management, internal evaluation system, application of teaching methodologies. It is recommended to train teachers about application of modern teaching methodologies and strategies for motivating students to learn in effective environment and the science might get progress and emphasis on learning that contribute in the prosperity of the country in the field of science.
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Bowd, Alan D. "Dissection as an Instructional Technique in Secondary Science: Choice and Alternatives." Society & Animals 1, no. 1 (1993): 83–89. http://dx.doi.org/10.1163/156853093x00163.
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AbstractThis article examines the role of dissection in the teaching of secondary biology and environmental science, within the context of the development of attitudes toward animals. Retrospective data concerning their experience in high school with dissection for 191 undergraduate education students are described, and their reported use of alternatives to invasive animal study are evaluated in relation to specific educational objectives in secondary science. It was found that most students were required to perform dissections, that many but not most experienced negative and stable emotional reactions, and that teachers employed limited alternatives to dissection in their classes. The implications of this for secondary science teaching and for teacher education are discussed.
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Asante, Du-Bois, Richard Harry Asmah, Andrew Anthony Adjei, Foster Kyei, David Larbi Simpong, Charles Addoquaye Brown, and Richard Kwasi Gyasi. "Detection of Human Papillomavirus Genotypes and Epstein-Barr Virus in Nasopharyngeal Carcinomas at the Korle-Bu Teaching Hospital, Ghana." Scientific World Journal 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/2721367.
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Nasopharyngeal carcinomas (NPC) are endemic in Far East Asia and commonly harbour Epstein-Barr virus (EBV) which is known to serve as a key oncogenic promoter. Human papillomavirus (HPV) is known to contribute to the pathogenesis of NPC. However, in Ghana these two viruses have not been linked to NPC prevalence. This study was designed to determine the HPV genotypes and EBV involved in NPC tissue biopsies. A retrospective study design involving 72 formalin-fixed paraffin-embedded tissue (FFPET) samples of NPC from 2006 to 2012 were retrieved from the Department of Pathology, University of Ghana School of Biomedical and Allied Health Sciences. Sections were taken for histological analysis and for DNA lysate preparation. The DNA lysates were subjected to polymerase chain reaction (PCR) analysis to determine the presence of HPV genotypes and EBV. HPV specific primers were used to type for fourteen HPV genotypes (HPV-16, 18, 6/11, 31, 33, 35, 44, 42, 43, 45, 56, 52, 58, and 59). Out of the 72 NPC biopsies analyzed by PCR, EBV DNA was present in 18 (25%) cases and HPV DNA in 14 (19.23%). High risk HPV (HR-HPV) genotypes 18 and 31 were associated with the NPC. There were 3 (4.2%) cases of coinfection by both viruses. The EBV DNA present in the undifferentiated variant of the NPC and the histopathology of the NPC in Ghana is similar to the type described in endemic areas.
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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.
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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.
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Dugble, Foster Kwashie, and Damianus Kofi Owusu Owusu. "Utilization of Teaching Manpower in the Junior High Schools of Ajumako-Enyan-Essiam District, Ghana." International Journal of Business and Management Research 8, no. 1 (March 30, 2020): 5–19. http://dx.doi.org/10.37391/ijbmr.080102.
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In The study investigated the extent of teacher utilization problems in the junior high schools (JHSs) in the Ajumako-Enyan-Essiam District. It specifically sought to find out whether there were differences in teacher utilization with respect to gender, ownership of school, number of subjects taught, teaching experience, qualification, professional status and rank in the Ghana Education Service. A sample of 192 teachers made up of 160 teachers and 32 head teachers provided data for the descriptive study. Two set of questionnaires were designed for heads and teachers with reliability coefficients of 0.78 and 0.81 respectively. The SPSS was used to analyze data collected by using statistical tools such as frequencies, percentages, means, standard deviations, Chi-square test, t-test and Pearson’s correlation. All the analyses were at a significance cutoff of 0.05. The study revealed that although majority (88.8%) of the teachers were under-utilized in terms of teaching load, they were over-worked in the areas of teaching-related and co-curricula activities. There was a statistically significant association between subject(s) taught and teaching load of the teachers, and both male and female teachers had comparatively equal teaching load. Also, the junior-rank teachers had greater and heavier teaching workload than their senior-rank counterparts. It is recommended that additional Mathematics, Integrated Science, ICT and English teachers should be posted to the District’s junior high schools to augment the existing teacher population.