https://journals.uew.edu.gh/index.php/ijope/issue/feed 2025-08-04T17:49:06+00:00 Dr. Frank Quansah fquansah@uew.edu.gh Open Journal Systems <p>The International Journal of Psychology and Education (IJOPE) emphasises the publication of original investigations that contribute new knowledge and understanding to fields of Psychology and Education (other than clinical and applied experimental or human factors, which are more appropriate for other journals). The IJOPE primarily considers empirical and theoretical investigations that enhance understanding of cognitive, motivational, affective, and behavioural psychological phenomena in work and other organisational settings, broadly defined.</p> https://journals.uew.edu.gh/index.php/ijope/article/view/456 2025-08-04T17:36:37+00:00 Joseph APPIANING jappianing@uew.edu.gh

This study examined senior high school (SHS) teachers’ perceptions of digital professional learning communities (DPLCs) in Ghana. A self-administered online questionnaire was used to conduct a cross-sectional descriptive survey with 76 SHS teachers in the Central Region of Ghana. Three internally reliable Likert-type subscales comprised the instrument: willingness to participate in future DPLCs (7 items, ? =.87), perceived challenges (6 items, ? =.70), and perceived benefits (8 items, ? =.88). Data collected were analysed using descriptive and inferential statistics with the help of SPSS. The results revealed that the teachers perceived DPLCs to be highly beneficial, particularly in improving access to expert colleagues, saving travel time, enhancing flexible scheduling and enabling reflective collaboration through recorded sessions, while unstable internet connectivity, time constraints and inadequate training were identified as major challenges. The results also revealed strong positive correlation between perceived benefit and willingness to participate in future DPLCs (r =.54) and moderate negative correlations between perceived challenges and perceived benefit (r =- .42) and perceived challenges and willingness to participate in future DPLCs (r = –.36). When the groups were compared, male teachers reported significantly greater perceived benefits than female teachers (p = .02). Furthermore, teachers in the rural areas significantly reported facing more challenges than those in urban areas (p = .007). However, no notable differences were found based on teaching experience or subjects taught. These results underscore the need to improve digital infrastructure, offer targeted training, and adopt hybrid PLC models to ensure equitable professional learning across diverse educational contexts in Ghana.

2025-08-04T00:00:00+00:00 Copyright (c) 2025 International Journal of Psychology and Education https://journals.uew.edu.gh/index.php/ijope/article/view/457 2025-08-04T17:39:31+00:00 Nana Opoku ACHEAMPONG noacheampong@uew.edu.gh

In recent years, the integration of learning management systems (LMS) into the teaching and learning for regular undergraduate students has become increasingly prevalent in Ghanaian institutions. Some universities have adopted a hybrid approach to teaching and learning even after the COVID-19 pandemic. The objective of this investigation is to understand the phenomenological experiences of students with visual impairment who use LMS in Ghana. Data was collected through in-depth interviews with 11 students with visual impairment from two public universities. The findings primarily identified the accessibility successes and challenges that students encountered when using the LMS platforms, specifically Sakai and Virtual Classroom (VClass). The participants’ experiences varied; students using Sakai demonstrated a more positive experience compared to those using VClass. The discrepancy in experience was primarily due to personal and institutional factors, including the absence of personal computers or supportive mobile phones; inadequate computers at the resource centres; poor internet connectivity and coverage; and the absence of periodic training for students on how to use the LMS platforms. Moreover, this study revealed some accessibility concerns for both platforms. The study recommended that e-learning platform developers should be empowered and encouraged to incorporate UDL principles to promote their use by students with visual impairment.

2025-08-04T00:00:00+00:00 Copyright (c) 2025 International Journal of Psychology and Education https://journals.uew.edu.gh/index.php/ijope/article/view/459 2025-08-04T17:43:01+00:00 Hinneh KUSI hkusi@uew.edu.gh Emmanuel Kumah ANUABEROR anuabeor@gmail.com

This study investigated the relationship between the roles of School Management Committees and quality education delivery in public Junior High Schools in Krachi Nchumuru District, Ghana. Anchored in Urie Bronfenbrenner’s (1977) Ecological Systems theory, the study employed a quantitative research approach using a correlational research design. A total of 191 School Management Committee members were selected through proportionate stratified random sampling technique for the study. Data was collected through a structured questionnaire and analysed using descriptive statistics such as means, standard deviations, and Pearson’s correlation. It emerged that the components of quality education delivery included teacher motivation, community involvement, regular school visits, and problem-solving efforts. The study further established that the committee members play crucial roles in supporting schools by facilitating communication with district education authorities, fostering collaboration with local communities, and monitoring school progress. However, their engagement was less prominent in areas such as organisation of school events and enhancement of student academic performance. Moreover, the study established a strong and statistically significant positive relationship between the committees’ involvement and quality education delivery, suggesting that increased committees’ participation positively influenced educational outcomes. It was, therefore, recommended that the Krachi Nchumuru District education directorate should formulate educational policies to institutionalise and intensify the role of School Management Committees and establish frameworks for collaboration among key stakeholders such as school heads, and community representatives for a more improvement in quality education provision.

2025-08-04T00:00:00+00:00 Copyright (c) 2025 International Journal of Psychology and Education