International Journal of Psychology and Education

Deaf Students ’ Experiences of Sign Language Interpreting Services in Tertiary Education in Ghana

2026-11-05T15:25:31+00:00

The increasing enrollment of deaf students in tertiary education has heightened the demand for sign language interpreting services as a means of facilitating access to teaching and learning. Despite the growing provision of these services in Ghanaian higher education institutions, little is known about how deaf students experience and evaluate them. This study explored deaf students ’ experiences of sign language interpr eting services at the University of Education, Winneba, Ghana. Using a qualitative research design, semi structured interviews were conducted with 13 deaf students, and the data were analyzed thematically. The findings revealed three key factors shaping participants ’ experiences: interpreter competence, interpreter content knowledge, and interpreting styles. While most participants viewed interpreting services as esse ntial for accessing classroom instruction and participating in academic activities, some reported challenges related to unfamiliar terminology, omissions during interpretation, and interpreters ’ limited knowledge of specialized subject areas. Participants also expressed varying preferences regarding interpreting styles, with the majority favouring a flexible approach that combines both literal and meaning based interpretation depending on the nature of the course content. The findings suggest that the provi sion of interpreting services alone does not necessarily guarantee meaningful access to learning; rather, effective communication access depends on the quality of interpreting services and their responsiveness to students ’ linguistic and academic needs. Th e study highlights the need for improved interpreter preparation, continuous professional development, and institutional support to enhance educational access and participation for deaf students in higher education.

Influence, Causes, and Prevention of Gangsterism among Undergraduates in Kwara Central Nigeria: A Triangulation Study

2026-11-05T15:47:31+00:00

Gangsterism among university students has become a significant issue in Nigerian higher education institutions, especially in Kwara Central, where it threatens academic achievement, student safety, and the stability of the institutions. Although there is increasing concern about this issue, previous research has largely depended on single method approaches, which have restricted a thorough understanding of its complexities. Consequently, this study examined the impact, causes, and prevention of gangsterism among university students using a triangulation research design. A mixed methods approach was utilized, involving 160 undergraduates (80 from public institutions and 80 from private ones) chosen through stratified random sampling. Data were gathered using a validated self developed questionnaire (Cronbach's alpha = 0.82), semi structured interviews, and institutional records and documents were reviewed using content analysis techniques. The quantitative data were analysed using descriptive statistics and an independent samples t test, while the qualitativ e data were analysed thematically. The results demonstrated a notable difference in the impact of gangsterism depending on the type of school (t (158) = 2.87, p < 0.05), where students in public institutions showed higher mean scores (M = 3.08, SD = 0.81) compared to those in private institutions (M = 2.69, SD = 0.74). Key factors identified include peer influence, family background issues, insufficient institutional oversight, and exposure to violent media. Qualitative findings also suggested that inadequ ate counselling services and poor enforcement of disciplinary actions exacerbate students ’ participation in gang related behaviour. The research concludes that gangsterism among college students is a complex problem influenced by both personal and systemic variables. It advocates for the implementation of educational prevention programs, enhancement of campus counselling services, and cooperative efforts among institutions.

Evaluating the Adequacy of Financial Resources in Ghanaian Basic Schools: A Leadership Perspective

2026-11-05T16:03:24+00:00

The research examined the adequacy of financial resources provided in the basic schools in the Gomoa West District of Ghana guided from leadership perspective. Anchored in philosophical assumption of constructivism and interpretivism, the study adopted a qualitative approach and a case study design. Through the expert purposive sampling method, 3 officers of the district education directorate and 9 head teachers of public basic schools were selected. The instrument for data collection was semi structured in terview guide. The collected data was analysed using a thematic approach and guided by the education adequacy theory. Key findings revealed that government allocation through the Capitation Grant which is the major source of statutory funds for schools wer e widely regarded as inadequate, irregularly disbursed, and limited by rigid allocation regulations. Although other allocation sources, like Parents Association (PA) contributions, weekly worship offertory and extra classes fee serve as critical supplementary funds, they remained erratic, inconsistent and are significantly affected by the existing socioeconomic conditions. Moreover, the paper shows that school managers resort to adaptative mechanisms but not to the extent that addresses inadequacies in the allocation. The study recommended a revision of the capitation grant to reflect inflation, enrolment growth, and the actual cost of delivering quality basic education, establishment of a fixed disbursement schedule backed by enforceable budgetary commitments and continuous professional development in financial management, budgeting, and resource mobilization for head teachers and district education officers by the Ministry of Education and the Ghana Education Service.

Factors Affecting Youth Involvement in Community Development in the Ho West District of the Volta Region, Ghana

2026-11-05T16:33:27+00:00

The study examined the factors that affect youth involvement in community development at Kpedze, in the Ho West District of the Volta Region of Ghana. A mixed method approach was used in conducting the study. Concurrent Nested Strategy design was adopted for the study. Simple random and purposive sampling techniques were used to sample 100 respondents for the study. The study was guided by the Social Systems Theory, which explains youth participation as a product of interactions among family, peer, institutional and socio economic systems. A three point Likert scale questionnaire was used to collect quantitative data and analysed using descriptive statistics in which frequencies and percentages were used. Qualitative data w as gathered through the use of a semi structured interview guide and subjected to content analysis using themes developed from the data collected . The findings revealed that family, peer groups, religious institutions and community leadership structures collectively influenced the extent of youth participation in community development activities. It was concluded that the youth are an essential resource for sustainable community development whose level of participation is shaped by interconnected social systems , which thus emphasises the need for inclusive structures that promote their active participation in decision making and local development processes. The study recommends that the National Youth Authority and advocacy groups reinforce their sensitization programmes in communities on the need for stakeholders to promote full and independent involvement of the youth in community development.

Understanding Pupils ’ Sense Making of Bullying Through the Lens of the Hidden Curriculum: A Qualitative Study in Basic Schools in the Effutu Municipality, Ghana

2026-11-05T16:43:31+00:00

Bullying remains a persistent concern in basic schools, yet less attention has been given to how pupils interpret bullying within the implicit norms and everyday practices of school life. This study explored how pupils in two basic schools in the Effutu Municipality of Ghana make sense of bullying through the lens of the hidden curriculum. Guided by Symbolic Interactionism and Sense Making Theory, the study adopted an int erpretivist qualitative design using Interpretative Phenomenological Analysis (IPA). Primary IPA data were collected from pupils through semi structured individual interviews, while complementary focus group discussions (FGD) with pupils were used to colle ct data to illuminate shared peer norms and collective meanings. The findings indicate that pupils understood bullying as a normalised part of school life and interpreted inconsistent teacher intervention, peer expectations, and the stigma attached to reporting as important signals about acceptable responses to bullying. Pupils consequently negotiated competing institutional and peer expectations and adopted silence, retaliation, avoidance, and alliance building as context sensitive strategies for managing risk and maintaining social belonging. The findings suggest that addressing bullying requires attention not only to formal policies but also to the implicit norms and practices through which pupils learn how to interpret and respond to bullying.