International Journal of Psychology and Education

EDUCATION FOR SUSTAINABLE DEVELOPMENT AND GLOBAL CITIZENSHIP: A SITUATION ANALYSIS OF GHANA’S EDUCATION LAWS, STANDARDS AND BASIC SCHOOL CURRICULUM.

Andy Ofori-Birikorang — 2021-06-21

Following the United Nation’s adoption of the Agenda 2030 resolution, and the African Union’s implementation of Agenda 2063, Ghana, as a member of the United Nations and African Union is expected to institute measures to ensure the attainment of these ambitions. Given UNESCO’s recognition of inclusive equitable quality education as pivotal in the achievement of all the SDGs, questions remain as to how Ghana, through its educational policy and curricula, is prioritizing the attainment of SDGs. This paper is the outcome of a situational analysis conducted to determine the connectedness of Ghana’s educational policies, legal documents, and curriculum to Agenda 2030. Following a research framework and instruments provided by the Global School Pilot Project’s Secretariat, seven (7) Ghanaian educational policy documents together with twenty (20) K-6 curriculum documents were analyzed to highlight gaps, and explore linkages, and synergies, between the content of these documents and the Agenda 2030 Education learning outcomes. From the analysis, it was observed that more recently formulated policy documents had a higher prevalence of SDG concepts and competencies compared to documents promulgated before 2015. It was also observed that some explicit references were made to SDGs and Learning Objectives in the K-6 curriculum but they were focused on a section of the SDGs and concentrated in a few subjects. Significant sections of the SDGs received very few to no mentions at all in the entire K-6 curriculum. Based on these findings, recommendations are made for the review of outdated educational policies, a forceful push for incorporation of SDGs in the under-review Grades 7-12 curriculum, and engagement of policy makers and key stakeholders on the outcome of this research.

INCIDENCE OF MATHEMATICS ANXIETY AMONG JUNIOR HIGH STUDENTS’ LEARNING OF MATHEMATICS IN GHANA

Mary Obeng — 2021-06-21

There is no gainsaying that mathematics anxiety continues to scare during classroom instruction. However, its real incidences as freely expressed by learners remain unexploited. This study therefore explored the incidences of mathematics anxiety among public junior high school learners in Effutu Municipality of Ghana. In achieving this purpose, the researchers employed a qualitative descriptive phenomenological design in which purposive sampling procedure was used to select seven students from a population of junior high school two learners. The instrument used for data collection was interview guide. The learners were guided to freely express their opinions to reduce response redundancy. These responses from the participants were further trimmed into well-defined themes for analysis. The results of the responses showed high incidences of mathematics anxiety among the learners. The findings showed that the commonest incidences were forgetfulness, fear, inappropriate methods, inadequate practice and examinations phobia. In order to minimize these incidences, it was recommended among others that teachers should use teaching and learning aids peculiar to learners’ environment and provide a variety of instruments to provoke varied learning styles.

EFFECT OF ITEM PRE-KNOWLEDGE ON LOCAL ITEM DEPENDENCE AND DISTRACTER EFFICIENCY AMONG ECONOMICS STUDENTS IN OGUN STATE, NIGERIA

Yusuf Olayinka Shogbesan — 2021-06-21

This study investigated the effect of item pre-knowledge on occurrence of Local Item Dependence and Distracter efficiency. The study adopted the quasi-experimental research design. The Sample consisted of 1500 Economics students selected through multi-stage sampling technique. The research instrument used was Economics Achievement Test (EAT) which contained 60 multiple-choice items with five options scored dichotomously and adapted from 2015 NECO SSCE Economics Paper III. Fifty percent of the items were pre-known (experimental items-Form A) while the other 50% were secured items (control items-Form B). Data collected was analysed using Yen Q3 statistic, frequency counts and percentages. The results showed that the 5 pairs of items comprising 6 pre-known items and 1 secured item exhibited local item dependence for Form A of the EAT while only 1 pair of item comprising 1 pre-known and 1 secured item exhibited local item dependence for Form B . However, the 6 pre-known items in the Form A did not exhibit local item dependence when they were secured in the Form B. Also, amongst the items with Non-Functional Distractors in form A, 12 (40%) were pre-known and 6(20%) were secured. With form B, only I item (42, 3.33%) was pre-known and 3 items (item 12, 16 and 26; 10%) were secured. It was recommended among others that feasible approach to eliminate the occurrence of cheating through any form especially pre-knowledge be considered as well as items with inefficient distractors be assessed and reviewed for any further usage.

IMPACT OF PUBLIC SECTOR COMPENSATION REFORMS ON TEACHER ATTRITION IN GHANA

Isaac Brako — 2021-06-21

Successive governments in Ghana have pursued numerous public sector compensation reform

programmes to attract and retain high calibre of trained professionals capable of rendering quality services in the public sector. Teachers in the country’s public service continue to search for greener economic pastures thus raising attrition thereof. This study sought to examine the extent to which compensation influences teacher attrition and assess the impact of the phenomenon. This study adopted mixed method design. Snowballing and purposive sampling strategies were used to select 20 retired graduate teachers and 30 former teachers who have quit the service and taken up new appointments elsewhere from the Ashanti and Central regions of Ghana for qualitative data. Focus group discussions were also employed. Systematic sampling technique was used to draw 150 teachers in active service from public senior high schools in the regions to participate in the study. Questionnaire was used to elicit quantitative responses on the factors that influence their attrition intentions. Data were analysed using regression and themes. Findings of the study indicated that pay was one critical factor that influenced the attrition intentions of teachers. Based on the findings, the study among others recommended that the compensation of teachers should be improved by not only enhancing the basic pay, but also to introduce some other allowances to make the profession more attractive to stem the tide of attrition of teachers.

TEACHING AND LEARNING OF ENGLISH LANGUAGE IN JUNIOR HIGH SCHOOLS IN ASHANTI REGION: EVIDENCE FROM SEKYERE CENTRAL DISTRICT

Moses Azerimi Azewara — 2021-06-21

The study sought to identify teaching practices used in the teaching of English Language in selected junior high schools in correlation with their Mock Examination performance in Sekyere Central District. The study adopted quantitative research design with a sample of 300 respondents. The study found that teachers adopted teacher-centered approaches which did not take into consideration individual learning needs and abilities. The study identified that teachers’ approach to teaching English Language was not engaging enough and that have led to poor performance in their Mock examination results. Aside the limitations associated with teacher-centred approach, inadequate instructional material, headteachers’ negligence in their supervision, and poor rapport between pupils and teachers adversely affected pupils’ academic achievement. The study recommends teachers to introduce more activities to engage pupils in group work, learner-centered, individual and group presentation of projects by pupils.

IMPLEMENTATION OF GHANA’S SCHOOL FEEDING PROGRAMME: THE CASE OF GOMOA WEST DISTRICT

Mark Quansah — 2021-06-21

This study explored the implementation of the School Feeding Programme in the Gomoa West district. It focused on school enrollment and the promotion of local food production and consumption resulting from the implementation of the School Feeding Programme (GSFP) in the district. It adopted a case study design that was situated in the interpretive paradigm. The study population covered headteachers, caterers, and the zonal coordinator in the district. The zonal coordinator, five (5) headteachers, and five (5) caterers of beneficiary schools were purposively selected. The instruments for data collection were interview guides and documents. Thematic data analysis was employed in the analysis of data. The study found that the GSFP has increased school enrollments in the Gomoa West district. The programme is also boosting local food production in beneficiary communities and other communities where food is procured. Delays in payment and insufficient funding were, among others, identified as challenges in the district. In light of the challenges identified, it is recommended that the current GHS 1.00 per pupil a day be increased by the government to improve quality and quantity. Furthermore, Communities and NGOs should provide standard kitchens for beneficiary schools to enhance hygiene in the programme.

DECLINE IN ACADEMIC PERFORMANCE IN COMMUNITY ‘A’ AND ‘B’ JUNIOR HIGH SCHOOLS AND THE ROLE OF THE GHANA EDUCATION STRATEGIC PLAN (2010-2020)

Roger Amoako — 2021-06-21

This was a study aimed at exploring the causes of the decline in academic performance of pupils

despite the implementation of Ghana’s Strategic Plan on quality education in the Mumford Community A and B Junior High Schools in the Gomoa West. As a qualitative study, it adopted a case study design. In all, the researcher selected 24 participants for the study comprising of two headteachers, 14 teachers and eight immediate past pupils from a population of basic school teachers, pupils and graduates from Basic Education Certificate Examinations. The primary method employed to collect data was interview guide. The study revealed that inadequate infrastructure, inadequate teaching and learning resources and poor communication were the main factors impeding the effective implementation of the Education Strategic Plan. The study concludes that the strategic plan does not address other factors affecting academic performance including home related and pupil characteristic issues which have been identified in this study. Based on the findings, the study recommends that the District Assemblies should prioritise the provision of school infrastructure and teaching and learning resources in their areas of jurisdictions for effective implementation of the Education Strategic Plan. Also, there should be broader stakeholder consultation and involvement in the process of developing and implementing strategic education plans.

INFRASTRUCTURAL MAINTENANCE PRACTICES IN SCHOOLS AND ITS IMPACT ON EDUCATION DELIVERY IN GHANA: THE CASE OF SELECTED SCHOOLS IN THE BUILSA SOUTH DISTRICT

Amos Amuribadek Adangabe — 2021-06-21

The study explored the infrastructural maintenance practices in schools and its impact on education delivery in the Builsa South District. The respondents who were Headmasters, Assistant Headmasters, Parent Teacher Association chairpersons, the District Assembly Engineer as well as the Ghana Education Service officer in-charge of projects were selected purposively. The Cash theoretical model was employed; and semi-structured interview was used to collect data. The data were analysed thematically. Tesults showed that, generally, there was poor maintenance culture of educational infrastructure in schools across the Builsa South District coupled with lack of funds to accomplish same. In addition, majority of the participants revealed that the poor maintenance culture impacted negatively on education delivery. It was also revealed that major chunk of the support for maintenance work in schools was received from Parent Teacher Association. Conclusions drawn were that poor maintenance impacted negatively on education delivery in the Builsa South District. Funding for maintenance of educational infrastructure in schools was received mainly from three sources namely; Parent Teacher Association, Old Students and internally generated funds. The study recommended among others that the District assembly should allocate part of its funds for maintenance work in schools; get Non-Governmental Organizations on board to help in maintaining educational infrastructure.

INFLUENCE OF GENDER AND GEOGRAPHICAL LOCATION OF SCHOOL ON ACADEMIC PERFORMANCE OF STUDENTS IN ASANTE AKIM, GHANA

Maxwell Kontor Owusu — 2021-06-21

The study investigated influence of gender and location of school on the academic performance of students in the Ashanti Akim North District. The descriptive survey design was used for the study. Purposive and proportional sampling techniques were used to select 297 from a population of 1292 students to respond to the Academic Performance Tests in the Four Core Subjects. Data were collected using achievement tests in Mathematics, English Language, Social Studies and Integrated Science whose reliabilities were respectively 0.75, 0.80, 0.78 and 0.76. Data were analysed using the Independent Sample t-test. Findings of this study suggest that location and sex determined students’ academic performance. The study among others recommends that attention should be focused on male students to catch up academically with their female counterparts. Again, to bridge the dichotomy in urban rural students’ performance, the Ministry of Education together with the District Education Directorate and the District Assembly should upgrade the facilities and provide learning resources in junior high schools in the rural areas to the standards of schools in the urban areas.

UNDERGRADUATE SANDWICH STUDENTS’ CONCEPTUALISATION OF LEADERSHIP

Kweku Esia-Donkoh — 2021-06-21

The study adopted the cross-sectional survey design to investigate how sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana, conceptualise leadership. It also sought to determine differences in how the students conceptualise leadership based on their sex, age, and level/professional status. Adopting a census sampling technique, 140 students were obtained for the study. A questionnaire made up of six sub-scales of leadership emphasis (trait, ability, skill, behaviour, relationship, and influence), was used to collect quantitative data. The instrument has a reliability co-efficient of 0.78. The findings revealed that the sandwich students mostly conceptualised leadership as a skill, while relationship was the least conceptualised leadership sub-scale. Apart from a statistically significant difference in means observed for influence emphasis based on sex of the students, no statistically significant differences in means were observed for the remaining five leadership sub-scales based on the students’ age, and level/professional status. It was concluded that the sandwich students had varying opinions in understanding leadership based on their different experiences in leadership situations. The findings are valuable for the lecturers of the department in understanding how sandwich students conceptualise leadership. Thus, the use of scenarios, case studies, role-plays, school visits, and hands-on-activities during lectures will enhance the students’ understanding of contemporary leadership through promotion of values such as collaboration, teamwork, independent study, critical thinking, and empowerment. Accordingly, the findings will contribute to the body of knowledge in terms of students’ conceptualisation of the concept of leadership in the 21st century.

RETENTION OF SENIOR HIGH SCHOOL FINANCIAL ACCOUNTING TEACHERS IN GHANA: A QUALITATIVE ELEMENTAL ANALYSIS

Paul Tongkomah Saayir — 2021-06-21

Teacher recruitment, motivation and retention are key policy issues that the educational sector across the globe must give prior attention to if quality improvements are to be sustained. Teacher motivation and retention in the education sector is a matter of concern to all Ghanaians and as such the study sought to explore the level to which accounting teachers were motivated to stay committed to their profession in the Upper West Region of Ghana. The study employed purposive sampling technique to obtain data from 35 senior high school accounting teachers in the Upper West Region of Ghana. Open-ended questionnaire was the instrument used for data collection. Thematic content analysis was used in presenting the results. The study revealed that senior high school accounting teachers were not motivated with the implementation of study leave policy, non-recognition of higher qualification for their promotion in Ghana Education Service, autocratic decision making and the inadequate salary. It was therefore recommended that Ghana Education Service and the teacher unions should champion the course of accounting teachers to demand for improved conditions of service in relation to salary, study leave policy, recognition of higher qualifications (Masters, Ph.Ds) to avoid accounting teacher low retention.

EFFECT OF PARENTAL INVOLVEMENT ON ACADEMIC PERFORMANCE. A COMPARATIVE STUDY OF PUBLIC AND PRIVATE JUNIOR HIGH SCHOOLS IN GOMOA EAST, GHANA

Mark Quansah — 2021-06-21

This study was designed to examine the effect of parental involvement on the academic performance
of private and public junior high schools in the Gomoa East district in Ghana. The sequential
explanatory mixed-method design was employed for the study. A sample size of 256 was selected
from a population of 698 parents, students and headteachers in the selected schools. Simple random
sampling, cluster sampling and purposive sampling techniques were used to select the participants
for the study. Questionnaires and interview guides were the instruments for data collection. Analyses
were done using percentages, multiple regression and Independent samples t-test. Though the study
showed a significant difference in the parental involvement levels of parents, there was no significant
difference in academic performance levels of students in public and private junior high schools.
Regression analysis indicated that parental involvement did not affect academic performance in the
selected schools. The study concluded that parental involvement challenges in the district should be
tackled together with other factors affecting academic performance in the district. It is recommended
that awareness of parental role in the education of children should be created through PTA meetings
and the establishment of annual PTA week.

MONITORING TEACHER EDUCATORS’ CONCERNS: IMPLICATIONS FOR IMPLEMENTING THE BACHELOR OF EDUCATION CURRICULUM IN COLLEGES OF EDUCATION IN GHANA

Winston Kwame Abroampa Abroampa — 2021-06-21

There is the general impression that once innovation is adequately and explicitly described, and training and support activities are provided, implementation will occur, without recourse to the maturational level of implementors as they use the innovation. Abundant evidence, however, suggests that implementors’ worries and fears, which are not usually addressed, frustrate implementation efforts. The main purpose of the study was thus to examine the concerns tutors have about the implementation of the new 4-year Bachelor of Education curriculum in colleges of education in Ghana. All 230 tutors in five colleges of education were involved in the study. Out of this, data were gathered from 191 tutors constituting 83%. The Stages of Concerns (SoC) instrument with a reliability index of .894 was adapted for data collection. Data were analysed using frequencies, percentages, and percentile means. It came to light that tutors implementing the curriculum had very high self-concerns and impact concerns suggesting that their knowledge about some aspects of the curriculum was inadequate and therefore needed more information. They were however, willing to collaborate and try other alternatives that would work to ensure successful implementation. Also, tutors had a favourable perception of the curriculum but indicated inadequate logistics and resources as potential inhibitors to the implementation of the curriculum. It was recommended that the colleges liaise with mentoring universities and regulatory bodies to explore creative ways of addressing these concerns.

THE CONCEPT OF COOK AND EAT: A SEMANTICS ASPECT OF COOK AND EAT VERBS IN EWE

Emmanuel Dogbey — 2021-06-21

The discourse of this paper is on properties of meaning surrounding COOK and EAT verbs in Ewe. Cooking and eating are crucial activities undertaken by flora and fauna species. These phenomena are universal, easily perceptible and basic in human classifications. Conceptualizing COOK and EAT is subjective and differs across languages and contexts. The Ewe language uses descriptive sets of rich mechanisms to establish meaning and its variants. The concept of COOK and EAT have fine-grained meaning relations on events and contexts, defining their performances. A cursory look is also taken on swallowing verbs which are negligible end products of eating. The study founds ?a and ?u respectively depicting ‘cook’ and ‘eat’ in Ewe and there are verbs that elicit other cooking and eating forms under each. The concepts show ‘we cook to eat and we eat cooked foods’ as we describe the processes, manner and other factors defining cook and eat actions. The cooking and eating verbs describe the medium and process in which the ‘cooking’ and the ‘eating’ take place. Detailed discussions on the concepts and relations about cooking and eating in Ewe reveal the presence of precise and specific verbs establishing the meanings. Exploring syntactic constructions and effects of the verbs reveal descriptive and typological perspectives persuading their meanings. The data drawn is by elicitation from two adult respondents each from four major dialect regions of the Ghana Ewe groups (Anlo, Avenor, Tongu and E?edome). These native-speakers were consulted using recorded cook and eat video scripts and still pictures from the 2017/2018 and 2018/2019 Department of Ewe Education Students’ Week Celebrations in the University of Education, Winneba.

EFFECTS OF SOCIAL NETWORK SITES ON TEACHER TRAINEES’ GRAMMAR AND SPELLING SKILLS IN GHANAIAN TERTIARY INSTITUTIONS

Mohammed Salifu Issahaku — 2021-06-21

Against the backdrop of social network sites pluralism, this study was conducted to explore the effects of social network sites on teacher trainees’ grammar and spelling skills. The study adopted descriptive design. The simple random sampling technique was used to select 335 respondents from three colleges of education: Bagabaga, St. John Bosco and Tumu to complete sets of questionnaires. Data collection covered respondents’ bio data, reasons and rationales of social network sites, benefits of social network sites and effects of social network sites on trainees’ grammar and spelling skills. Frequency, percentage, mean, standard deviation and multiple regression were used for data analysis. The findings show that an overwhelmingly majority of teacher trainees use jargons, shorthand, abbreviations and acronyms on WhatsApp, Twitter and Facebook accounts, which affect their grammar and spelling skills resulting in poor performance in English Language test. The study asserts that teacher trainees could do better if they stick to good use of words while communicating on social network sites with their peers.

PERCEIVED INFLUENCES OF VIRTUAL COMMUNICATION ON INTERPERSONAL RELATIONSHIP OF UNDERGRADUATES IN OGUN-STATE, NIGERIA

Abolanle Olukemi LASODE — 2021-06-21

This study assessed the types and frequency of use of virtual communication tools and its perceived influences on interpersonal relationship of undergraduates of a tertiary institution in Ogun-State, Nigeria. The research adopted a cross-sectional design. A four-stage sampling technique was utilized in selecting a sample size of 325 from a population of approximately 15,000. Data were analyzed using descriptive and inferential statistics. The major types of virtual communication tools used by the respondents were Facebook (99.1%), WhatsApp (98.8%) and Instagram (71.7%). 65.8% of the respondents used at least one form of virtual communication tool every day of the week. Most respondents (92.6%) agreed that virtual communication had a positive influence on their interpersonal relationships. There was a significant association between virtual communication and interpersonal relationship. Further, there was a significant association between the pattern of use and interpersonal relationship. Conclusively, virtual communication had a positive significant association with interpersonal relationship among undergraduates, and can be a progressive tool for their educational development and for communication with their peers and family. Educational policymakers, technocrats and curriculum development should encourage the use of virtual communication in teaching and learning for young adults.

ASSESSING THE EFFECTIVENESS OF THE TEACHING PRACTICE MODEL OF COLLEGES OF EDUCATION IN GHANA: THE CASE OF ST. JOSEPH’S COLLEGE OF EDUCATION, BECHEM

Peter Haruna — 2021-06-21

This study aimed at assessing the effectiveness of the teaching practice model in the St. Joseph’s

College of Education, Bechem. The study was a descriptive survey. A sample size of 115 randomly selected third year student teachers of the 2018/2019 academic year was used for the study. A 30-item close-ended questionnaire with indicators of effectiveness as competencies acquired, supervision, duration and school-community relation of teaching practice was used as the data collection instrument. The results showed that generally, the teaching practice exercise in the St. Joseph’s College of Education, Bechem was effective as more than 90 % of the student teachers agreed that the teaching practice gave them the opportunity to gain all the professional competences. Supervision was seen as very effective as college tutors went to supervise student teachers at least twice in a semester. To the student teachers, the duration of the teaching practice was enough even though they had to leave the classroom once in very month to attend lectures. The relationship of the school and the community with the student teachers was very cordial and student teachers felt at home in their schools of practice and communities of stay. It was recommended among others that the authorities in the St. Joseph College of Education, Bechem should be updating the expertise of the tutors as a way of professionally developing their competencies and that of the student teachers.