Abetifi Presbyterian College of Education

Students’ level of academic engagement and achievement at any level of education is partly knit to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationship on academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata whiles data was qualitatively collected using semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationship as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connectedness, dependent, peaceful and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions, and certain attitudes of teachers and students impede the development of effective teacher-student relationship. Whereas positive relationships create environments that augment academic achievement, threatening relationships stifle academic achievement. Teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the latter feel accepted and motivated to improve academic work.

This comparative study explores the efficacy of traditional art techniques versus digital art techniques within the framework of college visual art education. The purpose of this study is to examine the impact of these two distinct approaches on students' learning outcomes, creative expression, and skill development. By employing a qualitative methodology, this research delves into the experiences and perceptions of students and educators, seeking to identify the strengths and limitations of each technique. The study's findings reveal nuanced insights into the multifaceted nature of art education, highlighting the benefits and challenges associated with traditional and digital methods. The study draws upon constructivist learning theory as the theoretical foundation, emphasizing the role of active engagement and hands-on experience in the learning process. This theory informs the investigation by guiding the exploration of how students construct knowledge and develop artistic skills through different techniques. The validation of the constructivist theory in the study is achieved through thematic analysis of qualitative data, wherein patterns and themes emerge from student and educators’ interviews. The research highlights the significance of a balanced approach to art education, recognizing the value of both traditional and digital techniques. It recommends that practitioners integrate a variety of methods to cater to diverse learning styles and preferences, fostering holistic artistic development. Moreover, the findings offer recommendations to educators to create an inclusive and adaptable curriculum that facilitates the exploration of both traditional and digital mediums. In the context of policy implications, this study underscores the need for flexible policies that support the integration of digital tools and resources in art education while preserving the essential foundations of traditional techniques. Policymakers are encouraged to promote professional development opportunities for educators, ensuring they are equipped to effectively teach and mentor students in both traditional and digital realms.

This research study investigates the perceptions and practices of Information and Communication Technology (ICT) integration in teaching and learning within Ghanaian Colleges of Education. With the increasing recognition of ICT as a valuable tool in education, it is crucial to understand how these technologies are being utilized in the context of teacher training institutions, specifically in Ghana. The research employs a qualitative data collection method. Semi-structured interviews were conducted to gather comprehensive insights into the perceptions and practices of ICT integration among college faculty and students. The participants include teacher educators, and pre-service teachers in Ghanaian College of Education. Through thematic analysis, the qualitative data provide a deeper understanding of various stakeholders' attitudes, beliefs, and perceptions toward ICT integration. The findings of this study contribute to the existing body of knowledge on ICT integration in teaching and learning in Ghanaian College of Education. It will shed light on the current practices, challenges faced, and potential opportunities for improvement. The research outcome can inform policy decisions, curriculum development, and professional development initiatives to enhance ICT integration within teacher training programs in Ghana. By addressing the perceptions and practices surrounding ICT integration, this study aspires to support the transformation of teacher education, leading to more proficient and technologically equipped educators prepared for the 21st-century classroom challenges.

BACKGROUND: Intellectual disability (ID) involves impairment of general mental abilities, restricting the participation of individuals in conceptual, social and practical activities. Consequently, rehabilitation services are critical in efforts towards promoting the social and educational inclusion of persons with ID. However, the preparedness of health professionals in performing such a role depends on their perceptions of individuals with ID. Ajzen's theory of planned behaviour was used as theoretical framework to understand the relationship between the perceived attitude and self-efficacy of healthcare students towards persons with ID. METHOD: A cross-sectional survey was conducted among healthcare students (N = 328) in a Ghanaian university. The Community Living Attitude Scale for ID(CLAS-ID) and General Self-efficacy (GSE) Scale were employed to assess their attitudes and self-efficacy towards people with ID respectively. The data were analysed using SPSS and AMOS and were subjected to a t-test, ANOVA, correlation and regression. RESULT: The healthcare students were ambivalent about both self-efficacy and attitudes towards persons with ID, and there was correlation between attitudes and self-efficacy. Attitudes and self-efficacy also varied across the demographic characteristics of the respondents including age, having a relative with ID, level of study, religion, and programme of study. CONCLUSION: The study underscores the necessity for healthcare curriculum reform and provides corresponding recommendations. The study emphasizes the importance of enhancing healthcare students' understanding of ID, changing their attitudes, and bolstering their self-efficacy. This is crucial to foster positive attitudes, confidence in providing support to individuals with ID, and raising awareness within the broader community. To achieve this, health educators are encouraged to incorporate exposure to individuals with ID into healthcare students' training, along with more structured field experiences designed to increase their contact and interaction with individuals with ID. Such initiatives would enable students to better understand the uniqueness and requirements of individuals with ID.

Global technological advancement is changing information dissemination among literates and non-literates. This new development seems to be influencing the definition of literacy. The current paper discusses the changing paradigm from the old perspective of literacy to a new literacy, which is radically affecting every sphere of life, especially education. This position paper shows how this new literacy, driven by ICT (Information and Communication Technology), is shaping the character of the human being, and determining the ways through which knowledge and skills are acquired, thus influencing new expeditions of the school curriculum. This paper attempts a deconstruction of the different arguments advanced for ICT-driven literacy and education. While agreeing that some adverse effects and constraints come along with these new technologies, I am convinced that their dominance is inevitable. As such, the earlier educational stakeholders embrace this new concept and equip the learner with modern literacy skills, the better it would be for the collective benefits of instructors and learners.

Research to date suggests that physical activity (PA) among academics is insufficient globally. Academics in many African countries were recently required to resume work while observing social distancing protocols. Physical inactivity (PI) was, therefore, expected to increase in such academics. Interestingly, walkable neighbourhoods are resources that could discourage excessive sitting and PI in this situation. This study, therefore, assessed the moderating role of neighbourhood walkability in the relationship between core job components (i.e. on-site teaching, online teaching, research and student assessment) and PA among academics. The study adopted a cross-sectional design that utilized an online survey hosted by Google Forms to gather data. Participants were volunteer full-time academics in Nigeria, Ghana, Kenya and Tanzania. A total of 1064 surveys were analysed, with a sensitivity analysis utilized to select covariates for the ultimate hierarchical linear regression model. After controlling for the ultimate covariates (e.g. gender, education and income), PA was found to be positively associated with the job component 'research work' but negatively associated with student assessment. Neighbourhood walkability increased the positive relationship of research work with PA and reduced the negative relationship of student assessment with PA. The non-significant negative relationship between 'teaching online' and PA was made positively significant by neighbourhood walkability. We conclude that research as a job component is positively associated with PA, but online teaching is negatively associated with PA among African academics in a post-COVID-19 context.

BACKGROUND: Living in hilly neighbourhoods can be associated with sedentary behaviour, but no study has compared sedentary behaviour and its associations with frailty, chronic diseases, and poor health between flat and hilly neighbourhoods among older adults. This study, therefore, compared older adults' sedentary behaviour and its association with frailty, poor health, and chronic disease status between low and hilly neighbourhoods. METHODS: years who resided in flat (Ablekuma North, n = 704) and hilly (Kwahu East, n = 505) neighbourhoods in Ghana. The data were analysed with the independent samples t-test and hierarchical linear regression. RESULTS: Older adults in the hilly neighbourhood were more sedentary than those in the flat neighbourhood. The association between sedentary behaviour and chronic disease status was significant in both neighbourhoods, but this relationship was stronger in the hilly neighbourhood. Older adults in the flat neighbourhood reported lower sedentary behaviour at higher frailty (β = -0.18; t = -3.2, p < 0.001), but those in the hilly neighbourhood reported higher sedentary behaviour at higher frailty (β = 0.16; t = 3.54, p < 0.001). CONCLUSIONS: Older adults living in the hilly neighbourhood reported higher sedentary behaviour. In the hilly neighbourhood, sedentary behaviour was more strongly associated with frailty and chronic disease status. Older adults in hilly neighbourhoods may need extra support to avoid sedentary behaviour.

The study investigated the effect of family background on career decision-making among senior high school students. Descriptive cross-sectional survey design was adopted in the study. Multiphase stage sampling was used to sample 248 senior high school students. Structured questionnaire was used for data collection. Data was analysed through linear multiple regression independent sample t-test. The study revealed that self-efficacy of the home factors influenced students’ career decision-making more than any other variable.  It was concluded that self-efficacy should be enhance to improve career decision-making and parent should be interested in the program of study of students in their career decision-making. It was also found that perception of students on the influence of family factors on career decision making is not affected by the sex of the students. It was recommended parents should be interested in their wards programme choice and in developing the self-efficacy of students.

This research article examines the impact of integrating interactive technology in physical education classes in Ghanaian higher education context. The study employs a qualitative approach to explore the experiences and perceptions of students and tutors at a College of Education regarding integrating interactive technology. The research investigates interactive technology's benefits, challenges, and effectiveness in physical education classes through in-depth interviews. The findings indicated that while some interactive technologies, such as interactive whiteboards and fitness tracking devices, were being utilized to a limited extent, the overall integration of interactive technology in the physical education classroom was still relatively low. However, the study revealed that both tutors and students acknowledged the potential benefits of using interactive technology, including enhanced student engagement, improved learning outcomes, and the ability to track individual progress. The study also identified several challenges hindering the effective implementation of interactive technology, including limited access to resources, inadequate training, professional development, and institutional barriers. Based on the findings, recommendations were made to promote the integration of interactive technology in physical education classrooms in Ghanaian colleges of education. These recommendations included increased investment in infrastructure and technology resources, providing comprehensive training for instructors, fostering collaboration among stakeholders, and considering cultural and gender-related factors in technology selection and implementation. The study contributes to the existing body of knowledge by shedding light on the current state of interactive technology integration in the physical education classroom in Ghana.

The effects of coronavirus disease 2019 (COVID-19) have been felt globally and in all spheres of life. Developing vaccines was an important milestone in ensuring the protection of lives, but there are concerns about vaccine availability in sub-Saharan African (SSA) countries. The living conditions of persons with disabilities, in particular, in SSA societies have been described as deplorable and unsustainable, and they are at risk of discrimination. Such persons appear to be already struggling to obtain other basic services, and the extent of vaccine accessibility to this population remains unknown. This study aimed to assess the perceptions of persons with disabilities in Ghana of COVID-19 vaccines. Between July 2021 and December 2021, 336 persons with disabilities (hearing, visual, and physical) were recruited from two regions in Ghana. The attitude toward the COVID-19 vaccination scale was adapted for this study. The results showed that persons with disabilities were ambivalent toward vaccination, and differences were observed between participant groups. The background variables found to influence attitude were age, place of residence, educational qualification, gender, and COVID-19 acquisition status. The study concludes with a clarion call to policymakers to expedite public education for persons with disabilities.

The available evidence suggests that social networks can contribute to physical activity (PA) enjoyment, which is necessary for the maintenance of PA over the life course. This study assessed the associations of active and sedentary social networks with PA enjoyment and ascertained whether walkability moderates or modifies these associations. A cross-sectional design compliant with STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) was employed. The participants were 996 community-dwelling older Ghanaians aged 50 years or older. A hierarchical linear regression analysis was used to analyse the data. After adjusting for age and income, the study found that the active social network size (β = 0.09; p &lt; 0.05) and sedentary social network size (β = 0.17; p &lt; 0.001) were positively associated with PA enjoyment. These associations were strengthened by walkability. It is concluded that active and sedentary social networks may better support PA enjoyment in more walkable neighbourhoods. Therefore, enabling older adults to retain social networks and live in more walkable neighbourhoods may be an effective way to improve their PA enjoyment.

The study examined the effects of sports betting on the moral behaviour of students in Colleges of Education in Ghana. A descriptive research design was adopted for the study. Using the multi-stage technique involving proportionate and simple random sampling procedures, three hundred and two (302) students from five colleges of Education in Ghana. Questionnaires were the instruments used in collecting data for the study. The data was analysed through the computation of frequency counts, and percentages, as well as means and standard deviations. The study demonstrated that students had a positive perception of the effects of sports betting on their moral behaviours. They believed that sports betting was not immoral, that it might be profitable and that it was only beneficial to those who understood how it worked. The students were unsure as to whether sports betting was against their religious beliefs or if it was only for slothful people who did not want to work. Despite these, the students mentioned that sports betting can be addictive; it is a very risky business, and people despise those that bet. Thus the study concluded that even though sports betting appears lucrative, it is addictive and can cause more harm than good. It recommended the necessity of Guidance and Counselling Units on Colleges of Education campuses running programs to inform students about exaggerated claims about the advantages of sports betting and the negative effects of sports betting. This study contributes to the body of knowledge on the phenomena of sports betting by presenting a contextual view of the activity, particularly among young Ghanaian college students. Keywords: Perceptions, Morality, Sports Betting, Students, Colleges of Education

Purpose: The purpose of this article is to examine the unique challenges faced by choir directors in Ghana and provide recommendations for managing and thriving in this context. It aims to highlight the importance of resilience, resourcefulness, and cultural sensitivity in navigating the funding constraints, limited resources, intense competition, and cultural expectations that characterize the Ghanaian choir environment.&#x0D; Methodology: The methodology used in this article is not explicitly stated. However, the recommendations and insights provided are based on a combination of scholarly research, professional experiences, and observations related to choir management in Ghana. The authors gathered data through a literature review, interviews, and observations to understand the challenges faced by choir directors and identify effective strategies for managing them.&#x0D; Findings: The findings of this study suggest that choir directors in Ghana can overcome challenges and contribute to the country's musical heritage by implementing specific strategies. These include seeking diverse funding sources, engaging with local businesses, cultural organizations, and government agencies for financial support, promoting the unique qualities of their choirs, and emphasizing cultural authenticity, repertoire diversity, and innovative performances to attract audiences and sponsors.&#x0D; Recommendations: The theoretical ideas that informed this article's recommendations and the actual experiences that took place in the Ghanaian choir context validated them. The authors likely drew upon their expertise, scholarly research, and consultation with practitioners to develop and validate these recommendations. They should seek diverse funding sources, engage with local businesses and organizations, and promote the unique qualities of their choirs to attract audiences and sponsors. Policymakers are encouraged to support the development and sustainability of choirs in Ghana by recognizing their cultural significance and providing financial and logistical support. Policies that promote the arts, cultural preservation, and community engagement can contribute to the growth and success of choirs. Additionally, policies addressing funding constraints and resource limitations can alleviate some of the challenges faced by choir directors, enabling them to thrive and contribute to Ghana's musical landscape. The article aims to inspire and guide directors in managing choirs in Ghana, highlighting the potential for cultural enrichment and artistic excellence within this unique context.&#x0D;

BACKGROUND: Research to date suggests that frailty is higher in women and is associated with functional difficulty. This study builds on the evidence by examining the association between frailty and functional difficulty between low- and higher-income groups and between older men and women in these income groups. METHODS: This study adopted a cross-sectional design that complied with the STROBE checklist and included steps against confounding and common methods bias. The population was community-dwelling older adults aged 50 years or older in two urban neighbourhoods in Accra, Ghana. Participants were either in the low-income group in a low socioeconomic neighbourhood (n = 704) or the higher-income group in a high socioeconomic neighbourhood (n = 510). The minimum sample necessary was calculated, and the hierarchical linear regression analysis was utilised to analyse the data. RESULTS: Frailty was positively associated with functional difficulty in the low- and higher-income samples, but this association was stronger in the higher-income sample. Frailty was positively associated with frailty in men and women within the low- and higher-income samples. CONCLUSION: The association of frailty with functional difficulty was consistent between low- and higher-income samples, although the strength of the relationship differed between these samples. In both income samples, the foregoing relationship was consistent between men and women, although the strength of the relationship differed between men and women.

Academic discourse has highlighted the influence of pre-service teachers' technological knowledge as a cord linking their pedagogy and content integration. However, pre-service teachers' demographic characteristics play a crucial role in their technological knowledge development. As a result, this study examined how prospective teachers' demographic variables predict their technological knowledge. A census survey with an exploratory multiple-regression design was adopted to test the relationship of the predictive variables (programme of study, gender, central area of specialization, and minor area of specialization) of Abetifi Presbyterian College of Education pre-service teachers. A census technique was used to include all the 379 level 400 pre-service teachers pursuing Bachelor of Education (Primary Education) and Bachelor of Education (Junior High School Education) for the 2021/2022 academic year. A five-point closed-ended questionnaire with a Cronbach alpha coefficient of 0.758 was used as the primary data collection instrument. The study's findings indicated that prospective teachers were technologically knowledgeable in recognizing, accepting, adapting, exploring and advancing technological resources. The study's findings established that demographic variables were statistically significant predictors of pre-service technological knowledge. For teacher training institutions to address the technological challenges of prospective teachers, technological resources applicable within their subject areas of specialization should be used during instruction. Teacher educators should consider the background characteristics of prospective teachers in order to select and adjust technological resources to whip prospective teachers' interest in the use of innovative resources during instruction.

Dynamics of soil physical properties and maize yield were investigated in both major and minor cropping seasons under different land preparation methods and weeding frequency. A factorial design experiment was organized on a randomized complete block design with three replicates. The land preparation methods were plough + harrow (P + H) and no-tillage (NT) while weeding frequency treatments comprised 0, 1, 2 and 3-hoeing regimes. In both seasons, P + H yielded good penetration resistance and bulk density, high moisture content and total porosity, and maximum total grain yield than NT. Also, agitating the soil surface at different weeding frequency improved soil physical properties and maize yield parameters. Furthermore, lower penetration resistance and bulk density but higher moisture content and porosity were recorded on hoeing regime(s) than 0-hoeing. The interactive effect of land preparation methods versus weeding frequency on soil properties was significant except penetration resistance during minor season and total porosity during major season. Maximum total grain yield was obtained from P + H vs 2-hoeing treatment plots in both seasons. Generally, increasing weeding frequency on P + H plots enhanced soil physical properties and maize yield than NT treatment plots. Therefore, to obtain suitable seasonal soil conditions for crop production, cultivable soils should be ploughed, harrowed and hoed twice at 2nd and 5th weeks after ploughing (WAP).

The study assessed food hygiene practices of food vendors in some selected basic schools in Birim Central Municipality in the Eastern Region-Ghana. A case study approach was used for this research. Questionnaire and an interview guide were the two main instruments used in the data collection. The study was conducted in Birim Central Municipality of the Eastern Region of Ghana and the large group was the basic schools. Random sampling technique was used to select basic 15 schools for the study. The list of names of all schools in the Municipality was collected from the Ghana Education Service (GES) office. Data was analysed using descriptive statistics, frequencies, ranges and prevalence rates of the study variables. It was found out that most of the vendors (92.3%) had low level of education but this did not affect their food hygiene practices. Also, majority of the vendors (91.39%) were found not to have storage facilities for uncooked food items. It was recommended that in-service training on food safety should be organized for food vendors on regular bases to improve on their food safety skills by their supervisors.

Achieving deeper and permanent learning has always been the focus of teaching force. This purpose is independent of the teaching level or subject matter. Pre-service teachers’ lack of interest and inability to connect learning levels are partly cited for their inability to develop this deeper and permanent learning of science concepts. In this respect, an action research design conducted using a case-study paradigm which included the simulation-role-play teaching strategy was used to teach pre-service teacher the concept of “doping of pure semiconductors” into p-type and n-type semiconductors. This is an area under basic electronics. The result of the non-parametric Wilcoxon Signed Rank Test analysis revealed a statistically significant increase in pre-service teachers’ performance level in basic electronics test following an intervention using the simulation-role-play approach. The median score of the performance level also increased from a pre-test score to post-test score. The simulation-role-play teaching approach affected student teachers’ learning of basic electronics by 55% which is considered a large effect. Further, when a sample of the pre-service teachers were interviewed, the result showed a positive view toward teaching using simulation approach which converts theoretical knowledge into practical knowledge for deeper understanding and permanent learning. The findings from this study would be helpful to student teachers and tutors in the colleges of education as it offered useful intervention in teaching and learning of doping of pure semiconductors.

Investigations on learners' writing have multiplied over the recent decades, but writings created by students of institutions of education are still mostly unstudied. This research looks into how noun phrases (NPs) were used in writings created by students at Ghanaian colleges of education (CoEs). Lu's (2010) three metrics for measuring overall NP complexity for text—a length-based metric of NP complexity, mean length of clause (MLC), and two specific NP complexity metrics—number of complex nominals per clause (CN/C) and number of complex nominals per T-Unit (CN/T)—were chosen and applied to a total of 318 texts written by Levels 100, 200, and 300 students from three colleges of education in Ghana. The results from the one-way ANOVA and its post hoc analysis showed a significant difference between Levels 100 and 300 students as well as between Levels 200 and 300 students in their use of complex noun phrases. Overall, Level 300 students significantly used more complex NPs than students in the other levels. It is recommended that in further studies, lexico-grammatical features such as relative clauses, prepositional phrases, and nominal clauses, should be analysed to assess complexity since academic language is a multifaceted entity which may be researched in various fields like SLA, applied linguistics, and language testing.

The present study aimed to identify and describe the Professional Development Programmes available for Art Teachers in the Kwahu-South District Senior High Schools and to evaluate how authorities in the Kwahu-South District, organize Professional Development Programmes for Art teachers in the Senior High Schools. Qualitative and evaluation research designs were used. The population for the study consisted of 260 teachers at Kwahu-South District Senior High Schools. The population consisted of Heads of these schools, the Art and Culture Coordinator and the Human Resource Manager (HRM) at the Kwahu-South District education office. Out of the 260 population, only 32 were sampled for this study. Interviews, document analysis and focus group discussion were the instruments used in collecting the data. At the end of the study, it was realized that further studies, workshops, conferences and in-service training are the most common form of Professional Development Programmes that are available to teachers. The other Professional Development Programmes such as coaching, symposium, job rotation and seminar were the least and less attended programmes mentioned among the teachers. Therefore, it is recommended that the government and education stakeholders reconsider PD programmes in their action plans.