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CHALLENGES FACING HEADTEACHERS OF PUBLIC EARLY GRADE SCHOOLS IN THE AWUTU-SENYA WEST DISTRICT, GHANA
No full textLiterature indicates that most Early Grade schools in Ghana are managed by people who have not undergone relevant training as there are no pre-service training opportunities in the county for them. People who are untrained for assigned tasks may encounter challenges in task execution. The purpose of this paper was to examine the challenges confronting heads of public Early Grade schools in the Awutu Senya West District. Mixed methods approach underpinned by pragmatism was employed for the study. Specifically, sequential explanatory mixed methods design was used. The population was 120, comprising 60 headteachers and 60 assistants headteachers, who were all involved in the study through census frame at the quantitative phase of the study, to respond to a questionnaire. while maximal variation technique was employed to select 12 participants (6 headteachers and 6 assistant headteachers) for interviews at the qualitative phase. The quantitative data collected was analysed using descriptive statistics such as mean and standard deviation with the aid of SPSS v.24. The qualitative data collected in the second phase of the study was used to explain, clarify or expand the initial quantitative findings, when necessary. It emerged that inadequate teaching staff and material resources, low level of motivation among staff, teacher retention, and large class-sizes, among others, constituted the administrative-related challenges confronting the Early Grade headteachers in the study area. The study also found out that inadequate funding by the government, budgetary constraints, and delay in releasing funds constituted the financial-related challenges of the headteachers. The study concluded that the financial challenges posed a threat to effective management and development of the schools. Therefore, to augment the effort of the government, it was recommended that the schools should engage in income generating activities and organise events such Speech and Prize-Giving Days,
and ‘Back-to-school weeks’, where efforts could be made to invite parents and business leaders and encourage them to donate funds and materials resources for the development of the schools
Relationship between Leadership Practices of Headteachers and Learners’ Academic Achievement in the Public Basic Schools in Asokwa Municipality
Full text linkThe purpose of the study was to examine the leadership practices of headteachers and their relationship with learners’ academic achievement in the Asokwa Municipality. The study was grounded in the positivist paradigm linked to the quantitative research approach. Specifically, the study employed a descriptive survey design. The sample for the study was 311, comprising 22 headteachers and 289 teachers. Guided by a census frame, all the headteachers were involved in the study, while a proportionate stratified random sampling technique was employed to sample the teachers. A structured questionnaire was used to collect quantitative data, analysed with the aid of the Statistical Package for Service Solution (SPSS) version 28. The data were analysed using descriptive statistics, including mean, standard deviation, and frequencies as well as inferential statistics such as Pearson Product Moment correlation. The study established that the headteachers highly practised all the leadership in the Path-goal leadership theory (supportive directive, participative, and achievement-oriented leadership). However, the findings suggested that the headteachers practised supportive leadership mostly, followed by directive leadership, and participative leadership, while achievement-oriented leadership was least practised among the headteachers. Therefore, the study recommended that the Asokwa Municipal Education Directorate of the Ghana Education Service should organise in-service training programmes on the effective application of the Path-Goal leadership theory for the headteachers to enable them to enhance the academic achievement of the learners
Perceived Influence of the Growing Inflation on Undergraduate Students’ Learning Processes in Universities in Kwara State, Nigeria
Full text linkInflation is an inevitable property of any nation that affects all sectors of the economy across board such as the rise in prices of valuable items for human survival, many affected undergraduates dropping out from the university system, mass failure, and death as a result of anger and starvation. This study adopted a descriptive survey research design. This study specifically explores undergraduates’ opinions on the perceived influence of the growing inflation on their learning process in universities, identify the causes of inflation as perceived by undergraduates in universities, identify possible solutions to ameliorate the impact of inflation on undergraduates’ learning processes in universities and determine the perceived influence of inflation on learning resources that enhance their learning processes based on school type in Kwara state. Three research questions were formulated and one hypothesis was postulated respectively. The population for this study comprised all undergraduates in universities in Kwara State, the target population were undergraduates of one private university, one state-owned university and one federal university that were purposively selected, all located in Kwara State. A simple random sampling technique was used to sample undergraduates (respondents) for this study. The results showed that students strongly agreed that inflation has an adverse influence on learning processes and that they need to enhance their learning activities in universities at Kwara State. Undergraduates also considered the increase in the cost of transportation, and persistent increase in the cost of food and wears as significant causes of inflation and providing alternative means of transportation, and investing in the production of competitive goods and services are the possible solutions of inflation identified by the students. The result also showed that F(2,197) = 1.009, p >.05. This study concluded that the undergraduates in public and private universities in Kwara State, Nigeria perceived inflation as having adverse effects on learning processes
EXPLORING STUDENTS' INTEREST, PERCEPTION, AND CHALLENGES IN ONLINE CLASSES: A CASE STUDY IN NIGERIA
No full textThe COVID-19 pandemic prompted a significant shift towards online education worldwide, including Nigeria. This study explored students' level of interest in online classes, their perceptions of the quality of online instruction, and the challenges they encountered during participation. Additionally, the study examined potential gender-based differences in these aspects. A survey research design was employed, and data were collected with a structured questionnaire from 100 students across technical schools in Ogun State, Nigeria. The instrument was validated by three experts. Cronbach Alpha was used to estimate the reliability of the instrument, and it yielded a reliability coefficient of 0.83. The study found that students displayed a high level of interest in online classes. However, their perception of online class quality was rated as average, indicating room for improvement in design and engagement strategies. Challenges faced by students included network instability, technical issues, and limited social interaction. Importantly, the study did not identify significant gender-based differences in interest, perception, or challenges encountered during online classes. The study recommended the need for comprehensive support systems in online education, including technical assistance and strategies to promote interaction. Educators should focus on enhancing online course design, utilizing multimedia elements, and encouraging collaboration. Schools must also invest in reliable internet connectivity and hardware for students. Furthermore, training teachers in online pedagogy is also crucial for effective online teaching. The study also recommends the continuation of online education as a permanent part of the curriculum, to be supported by research collaborations among
institutions, policymakers, and researchers
Free Senior High School Programme Implementation in Ghana: An Assessment
Full text linkThis study explored the benefits and the challenges in the implementation of the free senior high school programme in Ghana. The study adopted the multi-site exploratory case study using interviews and an observation checklist for the investigation. The sample was made up of 38 respondents selected through purposive sampling techniques across four SHSs in Greater Accra and Central Regions. The results indicate that the key benefit of the policy was the removal of cost barriers through the absorption of fees approved by the GES council. All recurrent fee items that relate to utilities, examination fees, library fees, practical fees, entertainment fees, science development and teacher motivation fees were absorbed by the Government. Another benefit of the free SHS was the feeding of Day students alongside boarding students in the schools. There were infrastructural challenges of the Free SHS programme that included; classroom blocks,
dormitories, staff accommodation, libraries, science laboratories, computer laboratories Information and communication technology connectivity (ICT) and places of convenience. Teacher output, punctuality, effective supervision, time on task, and assessment of students were compromised. It was also revealed that the textbooks supplied were only core subjects which included English Language, Mathematics, Social Studies and Integrated Science and were delayed in supply. The study recommends that key stakeholders such as teacher unions, policy think tanks, civil society organizations, parents and other relevant stakeholders should be engaged by the Ministry of Education (MOE) in round table discussions to build national consensus, acceptance and public confidence in the policy. It is recommended that government should forge partnerships with parents, PTAs, old student associations, and religious bodies to raise funds to support infrastructure development for the SHS programme. An increase in the Government’s share of the oil revenue should be allocated to the Free SHS programme
Citizen Participation in Local Government Budgeting: An Analysis of Influencing Factors in Central Gonja District of Ghana
Full text linkCitizen participation has received much attention in participatory budgeting literature yet few studies have focused on expanding the discussions on the perceptions around factors that influence citizen participation. This paper sought to investigate the factors that support or hinder citizens’ participation in budgeting decisions in the context of a developing country focusing on demographic and behavioral factors. The research used a quantitative design with a sample of 137 respondents from the Central Gonja District in Ghana. The study employed a principal component analysis to extract factors that best described the main variables. Cronbach Alpha was used to test the reliability of the individual scales. The study found a high positive and statistically significant relationship between demographic factors and citizen participation (r=.791) as well as between behavioral factors and citizen participation (r=.711). The multiple regression results showed that demographic factors such age, gender, and education have positive effect citizen participation (?=.467; ?=.339; and ?=.094) respectively. Also, behavioral factors (trust and attitude) was found to have a significant influence on citizen participation in the budgeting process (?=.466 and ?=.296) respectively. The outcome of this study contributes significantly to our understanding of how behavioral factors and demographic factors shape and influence the level of citizen participation in budgeting processes at the local level. The study concludes that government efforts should empower citizens, especially women and young people, through education with tools of the budget formulation process to ensure their full participation
MOTIVATED TO LEARN: DEAF LEARNERS’ EXPERIENCES WITH EXPERIENTIAL AND COLLABORATIVE MATHEMATICS INSTRUCTION IN INCLUSIVE AND NON-INCLUSIVE CLASSROOMS
Full text linkThis study looked at how experiential learning and collaborative teaching impact the motivation and self-confidence of deaf students in Mathematics within both inclusive and non-inclusive classrooms. The study used a qualitative method, conducting semi-structured interviews with six deaf students, three each from inclusive and non-inclusive. Thematic analysis revealed five main themes in inclusive settings: clarity and relevance through experiential teaching, emotional motivation from achievement and feedback, collaborative learning as a source of motivation, obstacles to motivation and ways to overcome them, and self-confidence through experience. In non-inclusive classrooms, the study identified four similar themes: experiential engagement boosts motivation, peer and teacher collaboration as sources of motivation, barriers to learning and ways to cope, and building self-confidence through interaction and practice. In both contexts, students showed more motivation when learning mathematical concepts through real-world, hands-on activities and group work. They often pointed out that peer interaction and teacher support were vital for keeping them engaged. However, ineffective teaching methods and negative feedback were viewed as demotivating. Despite these challenges, students employed proactive strategies like peer support, repeated practice, and teacher feedback to stay motivated. Researchers interpret the findings through Kolb’s Experiential Learning Theory and Vygotsky’s Sociocultural Theory, highlighting how experiential and social learning help improve mathematical motivation among deaf students. The study offers practical suggestions for inclusive and special education by encouraging learner-centered, collaborative, and contextually relevant teaching methods that meet the needs of deaf students
Practical Considerations in Designing Costumes for Contemporary Dance Performances in Cape Coast, Ghana
Full text linkThe African space is characterised by performances of diverse forms, and dance remains a cornerstone in this regard. Notably, contemporary dance has become widespread in Ghana, especially in Cape Coast, where its utilitarian and aesthetic forms are greatly appreciated. Costume, a vital visual element in performances, plays a key role in contemporary dance, where its stylistic representation adds to the depth and breadth of the performance. Unlike various traditional dances in Ghana associated with the use of specific costumes identified based on inspiring philosophical postulations that shaped the dance, the same cannot be said of costumes used for contemporary dance. Drawing on the qualitative method of inquiry and using the purposive sampling technique to sample three dance groups in Cape Coast, the study employed a semi-structured interview guide as an instrument to collect data to beam a search into practical considerations in designing costumes for contemporary dance performances in Cape Coast. The findings revealed that designing costumes for contemporary dance is not done in a vacuum but thrives on the colour of fabrics, the body size of
performers, the dance movements involved, the motifs in the fabric used to construct costumes and finally, the cost of materials. With a treasure trove of findings, the study recommends that dance groups engage professional costumiers to costume their performances. Ultimately, the study contributes to scholarship on costume design for contemporary dance performances as it pertains to Cape Coast in particular and the Ghanaian experience
Modes and significance of casting in the Nigerian theatre: Bolanle Austin-Peters’ ‘Saro’ and Felix Okolo’s ‘The Walking Stick’ in perspective
Full text linkThe concept of role-playing; auditions and the selection of artiste
to play a part in a script is an exclusive decision making privilege
reserved for a would-be producer, director, choreographer and or
musicologist before a theatre production can be said to have taken
place. However, poor or wrong casting has often been the bane of
most highly speculated and perhaps well funded theatre productions
in the past. In Nigeria for instance, this kind of artistic and managerial
deficiency has often lead to decline in the patronage of the theatre.
Unfortunately, there are little or no academic awareness in this
direction. To bridge this gap therefore, this article takes a look at the casting modes and parameters employed in two selected
productions in Nigeria with a special interest in analyzing the effects
and significances of the choices made to the overall aesthetic contexts
of the productions. The study is therefore highly qualitative and
analytical as well as qualitative in nature. The study highlights factors
ranging from height, skin color, diction, level of education, gender,
age, star-profile, professionalism, shape/bodily size, artiste fee,
budget, performance venue, etc, as common determining indices for
the selection of actors in most Nigerian play productions
The ‘Linking Character’: A Valuable Tool for African Playwrights
Full text linkThe playwright’s story is often bigger than what the stage can take within
a stipulated time frame. It then becomes imperative for the writer to
effect significant cutbacks which might involve character mergers, setting
eliminations, story condensations, event narrations and expressional
conciseness. This becomes a daunting task to especially amateur writers
and sometimes those who have significant experience in writing. One of
the techniques to accomplish the aforementioned and still retain desired
meaning is to use what I call the ‘linking character.’ Linking characters are
given different names in various plays. For instance, Aidoo calls the linking
character in Anowa, ‘The-Mouth-That-Eats-Salt-And-Pepper’ whilst Yaw Asare
uses ‘Ananse’ in his play, Ananse In The Land Of Idiots. Despite such distinct
names, they ultimately function in similar ways. This article assesses the
roles of linking characters in eight selected African plays regarding their purposes and effectiveness. Varied situations, dialogue and other issues are
cited from these plays and analysed in correlation with available literature.
The article also popularises the efficacy of utilisation of linking characters and
recommends them for up and coming African Playwrights