GHANA JOURNAL OF EDUCATION AND TEACHING

STEM Perceptions and Barriers: The Influence of Gender and School Type among Junior High School Learners in the Central Region of Ghana

Victus Kumazah — 2026-04-14

This study explores the perceptions and barriers to Science, Technology, Engineering, and Mathematics (STEM) education among junior high school learners in the Central Region of Ghana, focusing on the influences of gender and school type. The research utilised a descriptive survey design, and a structured questionnaire was used to collect data from 1,030 learners across 20 public and 10 private schools. A three-stage, multi-stage sampling approach was used to select the learners and the districts. The findings indicate that learners generally held positive perceptions of STEM courses, with the overall mean score suggesting that STEM education is considered valuable and relevant for future opportunities. However, the study revealed a gender disparity in perceptions, with male learners (M = 2.60, SD = 0.354) exhibiting a significantly more favourable view of STEM subjects compared to their female counterparts (M = 2.50, SD = 0.378). Additionally, learners attending private schools reported a higher perception of STEM education compared to those in public schools, suggesting that resource availability and school infrastructure influence learners’ attitudes toward STEM. Despite the positive perceptions, the study identified significant barriers that hinder learners’ engagement with STEM education. Financial constraints, limited access to resources, inadequate mentorship opportunities, and insufficient school infrastructure were highlighted as key challenges. The study found that these barriers, rather than cultural or gendered societal expectations, primarily affect learners’ ability to pursue STEM fields. The influence of gender and school type on the barriers faced by learners was also significant, with public school learners reporting more challenges compared to private school learners. The findings call for specific solutions to address these barriers, with a focus on improving resource allocation in public schools, providing mentorship programmes, and fostering an inclusive educational environment that encourages both male and female learners to pursue STEM careers.

Teacher Education and Curriculum Alignment in History Education: A Bridge to Enhanced Learning Outcomes

Prince Essiaw — 2026-04-14

Education in Ghana faces a structural crisis rooted in a persistent misalignment between what colleges of education teach and what basic schools actually require. Despite this being a well-documented concern in Ghanaian education more broadly, no systematic study has examined the specific disconnect in history education. Colleges of education prepare history specialists for Junior High School teaching, yet history does not exist as a standalone subject at that level. At the same time, primary school teachers, who are required to deliver history as a discrete subject, receive no formal training in the discipline. This study addresses that gap through a mixed-methods investigation involving 100 participants: 50 student-teachers drawn from colleges of education affiliated to five major universities in Ghana, 30 in-service teachers, and 20 education administrators. The findings show that 96% of primary school teachers teach history without any specialised training, while 92% of history specialists reported serious concern about the mismatch between their preparation and available teaching positions. There was strong consensus across stakeholder groups, with 94% calling for systematic curriculum restructuring. Anchored in Biggs and Tang's (2011) Constructive Alignment Theory, the study develops the Teacher Education Curriculum Alignment Model (TECAM) as an analytical tool to examine the structural and functional dimensions of this misalignment. The findings point to the need for mandatory history training within primary education programmes, a revision of the college of education curricula to reflect how history is actually structured in basic schools, and stronger coordination between curriculum development bodies and teacher training institutions.

Teachers’ Use of Assistive Technology in STEM Instruction for Students with Visual Impairment in Inclusive Basic Schools in Ghana

Adam Awini — 2026-04-14

Assistive technology is important for improving access to Science, Technology, Engineering, and Mathematics (STEM) instruction for learners with visual impairment in inclusive classrooms. However, in Ghana, its use in inclusive basic schools remains limited and inconsistent. This qualitative multiple-case study explored how teachers use assistive technology in STEM instruction for learners with visual impairment in three historically inclusive basic schools in Ghana. All twenty-one (21) teachers teaching STEM-related subjects in the selected schools participated in the study. Data were collected through semi-structured interviews, classroom observations, and review of assistive technology resources, and were analysed thematically. The findings showed that teachers relied mainly on basic braille-related resources, while access to low-vision devices, digital tools, and specialised STEM assistive technologies was limited and uneven across schools. Assistive technology was used primarily to improve access to visual and text-based STEM content, support mathematical tasks, and promote participation in classroom activities. However, such use was not consistent and was often dependent on the availability of resources and teachers’ confidence in using them. Factors that supported integration included teacher training, collaboration with specialists, supportive school leadership, and resource availability. Key barriers included inadequate training, limited and costly assistive technology, weak infrastructure, curriculum and assessment pressures, and insufficient institutional support. The study concludes that although teachers show commitment to inclusive STEM instruction, sustained use of assistive technology is constrained by inadequate resources and weak support systems. It recommends increased provision of STEM-related assistive technology, continuous teacher professional development, and stronger school-level support to improve inclusive STEM instruction for learners with visual impairment in Ghana.

Safety First: Determinants Of Drinking Water Preferences Among Tertiary Students in a Ghanaian University

Yaw Asamoah — 2026-04-14

Access to safe drinking water in Africa is a serious public health concern, and it is relevant for attaining SDG 6.1. Among university students in Ghana, determinants of drinking water source preferences remain understudied despite their distinct residential, financial, and institutional contexts. Underpinned by Ajzen’s Theory of Planned Behaviour, which links perceived behavioural control, attitude, and subjective norms to water choice, this study examined the determinants of drinking water source preference among students of the University of Education, Winneba, using a sample of 400 students selected via stratified sampling from halls of residence and off-campus hostels during the second semester of the 2022/2023 Academic Year. Data were collected using a structured questionnaire, and analysis employed descriptive statistics and multinomial logistic regression. Key findings indicate that sachet water was students’ most preferred source (OR?= 7.988; p = 0.005 for perceived healthiness), primarily due to perceived safety, even though piped water was most available. Reliability perceptions (OR?= 0.099; p = 0.002 for pipe-borne water) and financial responsibility were also significant predictors. The study found no significant relationship between place of residence and drinking water preference. The study recommends that the University management and hostel owners install water storage infrastructure and filtration systems, conduct regular water quality testing, and subsidise the cost of safe water access for students. The findings represent the water situation as of the 2022 data collection period and should be read with that temporal context in mind.

Feedback as a Motivational Catalyst: The Mediating Role of Self-Efficacy in the Relationship Between Formative Assessment and Student Engagement Across Diverse Cultural Contexts in Ghana

Samuel Ofori Danquah — 2026-04-14

This study explored the relationship between formative feedback and student engagement among junior high school students in culturally diverse classrooms in Ghana, emphasising the mediating role of self-efficacy and the moderating influence of cultural context. Drawing on social cognitive theory and formative assessment principles, a cross-sectional survey was conducted with 600 students across six administrative regions. Data were analysed using descriptive statistics, Pearson correlations, and structural equation modelling (SEM), with bootstrapping techniques employed to assess mediation effects. The results revealed a strong positive relationship between formative feedback and student engagement (r = 0.273, p < 0.001), with self-efficacy serving as a significant partial mediator (indirect effect = 0.23, 95% CI [0.16, 0.30]). Cultural factors, particularly regional and ethnic differences, influenced the strength of this relationship, with students in urban regions such as Greater Accra experiencing greater engagement benefits from feedback. The SEM model demonstrated good fit (CFI = 0.958, TLI = 0.942, RMSEA = 0.045). Findings highlight the motivational power of formative feedback and the need for culturally responsive classroom assessment. Recommendations include enhancing teacher training to foster students’ self-efficacy and adapting feedback practices to diverse socio-cultural contexts.