Enchi College of Education

The relationships between anionic and cationic combinations relevant to seed population and culture period of Bletilla striata seedlings were shown. Total concentration of the final nutrient media was held to 20 milligram equivalents per liter.1. The germination was not much affected by ionic treatments.2. The growth of seedlings on a medium was affected by population density. For higher seeding populations, the effect of the medium was significant for the first 10 weeks. That is; the fresh weight and roots per plant were lower. Whereas for lower seeding populations plants were relatively small.3. The growth of seedlings in ionic treatments differed with age, and anionic ratios concentrated the optimum at a point.4. The requirement for anionic balances was relatively accurate and seedlings grew well at high nitrate levels, whereas that for cationic balances was not clarified. The optimal balances of ions expressed as a percentage of the total ionic concentration in the chemical equivalent were determined as follows; NO3-: H2PO4-: SO4--=60:30:10, and NH4+:K+:Ca++:Mg++=20:40:30:10.5. One of the optimal nutrient compositions for the Bletilla striata seedling growth is as follows; NH4NO3 0.320g/l MgSO4•7H2O 0.247g/l KH2PO4 0.817 Sucrose 20 KNO3 0.202 Agar 10 Ca(NO3)2•4H2O 0.945

Social media refers to the means of interactions among people in which they create, share and exchange information and ideas in virtual communities and networks. It allows users to converse and interact with each other, to create, edit and share new forms of textual, visual and audio content. Social media has started creating a negative impact by permeating today’s society with millions of us engrossed, unhealthy addiction, in the latest happenings via apps such as WhatsApp, Facebook, Twitter and so on. With technology booming rapidly from year to year and the younger generations are the ones caught in this rapid change, it is, therefore, crucial to throw more light on the impact of social media on the academic performance of students.

People in the early stages were even afraid to touch the computer, but nowadays almost everybody can use the computer and its tools. Integration of ICT in mathematics is not merely using computer for typing and printing questions, searching and delivering lessons via PowerPoint but rather using ICT in teaching various topics in mathematics. Integration of ICT in mathematics education also has a positive impact on mathematics teaching and learning. It is therefore necessary for teachers in mathematics to use technology in teaching, and also to encourage students to use technology in mathematics learning. This will enable the students to better understand the mathematics concept taught. With the teaching and learning of mathematics becoming more and more technology base these days to the younger generations, it is, therefore, crucial to throw more light on the use of technology among school mathematics teachers and students which is the new wave of recommended instructions.

1. The characteristics of seven culture media devised for the growth ofBletilla striata seedlings were tested and confirmed as originally intended. Shoot growth was promoted on the medium having the composition of NH4+: K+:Ca++:Mg++=50:30:10:10, NO3-:H2PO4-: SO4--=50:30:20%, and an ionic concentration of 60meq/l=∑Cn+=∑An-. Root growth was resumed without retardation of shoot on the medium having the composition of NH4+: K+: Ca++: Mg++=40: 30: 20: 10, NO3-: H2PO4-: SO4--=60: 30 : 10%, and an ionic concentration of 40meq/l=∑Cn+=∑An-. The root growth was excellent on the medium having the composition of NH4+: K+: Ca++: Mg++=20: 60: 10: 10, NO3-: H2PO4-: SO4--=50: 30: 20%, and an ionic concentration of 20 meq/l=∑Cn+=∑An-. In addition, the shoot growth was improved without retardation of root growth on the medium having the composition of NH4+: K+: Ca++: Mg++=20: 40: 30: 10, NO3-: H2PO4-: SO4-=60: 30: 10%, and an ionic concentration of 17meq/l=∑Cn+1 and 23 meq/l=∑An-. Both shoots and roots had reached their full growth at relatively low concentrations of total ions and/or of ammonium ions in the culture medium.2. The effects of different media on the orchid growth were investigated with Bletilla striata, Dendrobium nobile, Laelia anceps, Cymbidium Sensation ′Purple Queen′×C.OrionC. pumilum var, album, Paphiopedilum insigne var. sanderae, and Dortaenopsis hybrid. Culture media used were Knudson′s, modified Vacin & Went′s, Kano′s, Thompson′s, and Media 7 and 8 devised forBletilla striata.Bletilla striata showed satisfactory growth on all the media except Knudson′s. However, the top to root ratio differed on different media. Seedlings on a modified Vacin & Went′s medium and Medium 7 showed a normal growth of both shoot and root. On the other hand, seedlings on Thompson′s medium showed favorable shoot growth, whereas those on Kano′s medium showed favorable root growth.Although seedlings of D. nobile and L. anceps grew normally and uniformly on Kano′s medium, many of the seedlings on the other media grew abnormally and produced callus-like tissues. Although fresh weight was great on Thompson′s medium, germination was inhibited on this medium.Seedlings of Cymbidium showed a growth behavior somewhat different from that of D. nobile and L. anceps. The germination of seeds on Thompson′s medium was not inhibited. But the growth of seedlings was rather stimulated. Seedling growth of both C. Sensation×C.Orion and C. pumilum was slow on Knudson′s medium and that of C. pumilum was strikingly retarded on Media 7 and 8.The growth of Paphiopedilum seedlings was poor on ail media. However, seedling growth on a modified Vacin & Went′s medium was slightly promoted. The growth of Dortaenopsis seedlings on Thompson′s medium was superior to that on the other media, while their growth was poor on Kano′s medium and Medium 8.

This study was about peer attachment and learning styles being moderated by a sense of belonging among students during the COVID-19 era. Using an analytical cross-sectional survey design, 284 final-year undergraduates were selected through stratified-proportionate and convenient sampling procedures. Data was gathered from the respondents using Learning Preference Scale (Owens & Straton, 1980), Adolescent Friendship Attachment Scale (Wilkinson, 2008) and Psychological Sense of School Membership (Goodenow, 1993). The data was analysed using descriptive (Frequencies and Percentages) and inferential statistics (Multivariate Multiple Regression, Simple Moderation with Hayes Process Macro and Multivariate Analysis of Variance).The study revealed that most students engaged in less peer attachment, felt less sense of belonging while secure attachment predicted the individual learning style of students. Furthermore, secure attachment and anxious attachments predicted the cooperative learning style of students while anxious attachment and avoidant attachment predicted the competitive learning style of students. Further, a sense of belonging moderated not peer attachment and learning styles of students, while no significant differences were found between male and female students in terms of peer attachment, learning styles, and sense of belonging. Therefore, it was recommended that students should practice individual learning styles most often but could collaborate with a few colleagues in some academic situations during this period of COVID-19. This is to help foster closeness and belongingness among the students.

Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers’ in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.

Some effects of mineral components of culture medium, i.e. total ionic concentration, Cation/Anion ratio, NH+4/NO3- ratio, and minor elements, affecting the growth of Bletilla striata seedlings were investigated.1. Total ionic concentration of medium has markedly affected the growth of seedlings. At the level of 20meq/l, the growth of roots was more stimulated than that of shoots, and the roots produced were healthy in appearance.At the level of 40meq/l, both shoot and root grew well in the case where the ratio of Ca++ to K+ was held within an appropriate range.At the level of 60meq/l, the fresh weight of the shoot was heavier than that produced at lower ionic concentrations. However, their root growth was inferior to that achieved at lower nutrient levels and globular seedlings were observed.2. The requirement for cation was lower than that of anion, and the partial replacement of cation by sodium had no effects. However, that of anion by chlorine caused a decrease of growth.3. The ratio of NH4+ to NO3- has markedly affected the growth of seedlings, and it may be required to maintain the ratio below 1.0 for better plant growth. Irrespective of concentration of nitrate ions or total ions, the growth of root was excellent at lower levels of NH4+.The optimum ratio of NH4+ to NO3- increased from 40/60 to 70/60 as total ionic concentration increases. The optimum ratio for the growth of both shoot and root seems to be about 40/60 or less.4. The addition of minor elements to the basal medium caused inhibition of seedling growth. Inhibitory effects were caused by addition of minor elements except Fe-EDTA, though alleviated by the addition of Fe-EDTA.

Social Studies is an integrated discipline which is full of concepts, requiring a resourceful teacher to handle it. Social Studies syllabus for Ghanaian Senior High Schools is replete with concepts that are taught and learnt. There is therefore the need to conduct a study into teachers’ attitudes and factors towards teaching and learning of Social Studies concepts in selected Senior High Schools in Ghana. Non-probability sampling method was used. Twenty-one (21) interview checklists were used as the main tool for data collection. Social Studies concepts are to prepare students to be concerned and participatory citizens who are willing to help in solving personal and societal problems. It is recommended that frequent seminars and periodic or regular in-service training should be organized by the Ghana Education Service to help Social Studies teachers to acquaint themselves with the teaching and learning of Social Studies concepts to achieve the desired goals and objectives of the subject.

This study centered on the use of teacher’s profile dimensions to assess Social Studies student’s learning outcomes in the Senior High Schools in Aowin and Wassa Amenfi West Districts in the Western and Western North Regions of Ghana. The objective of the study was to assess how graduate teachers use profile dimensions to assess student’s learning outcomes in teaching and learning of Social Studies in Senior High Schools. This study adopted a multiple case study design. The data were used together to form one case. The population for the study were the Social Studies teachers teaching in the Aowin and Wassa Amenfi West Districts. Purposive and convenience sampling techniques were used to select the twelve (12) graduate Social Studies teachers and senior high schools respectively. The two main instruments employed for data collection in this study are interview guide and observation checklist. The findings concluded that, the way and manner Social Studies teachers assess their learners’ learning outcomes in Social Studies lessons was contrary to the main goal and objectives of the subject which is to develop a reflective, concerned, responsible and participatory citizen in the civic life of a country. It is recommended that, since most teachers do not use more authentic forms of profile dimension assessment techniques such as portfolio and peer and self-assessments techniques during lesson delivery, the teacher training institutions/universities should endeavour to infuse in their Social Studies curricula with more authentic forms of profile dimension assessment techniques in order to lay a strong foundation for knowledge base for teaching and assessing the learners learning outcomes.

The purpose of the study was to examine the knowledge base of students in the Assin Manso Senior High School in the central region of Ghana. A qualitative method was used in this study. The population of the study comprised students from Assin Manso senior high school in the Central Region of Ghana. Purposive sampling technique was employed to select forty (40) respondents for this study. The forty (40) respondents consisted of all Students Representative Councils (SRC) members in the school. Each class has a representation in the study. The main instrument for data collection was interview guide. The data collection was done using Interpretative Phenomenological Analysis (IPA). The qualitative data was analysed by the use of the interpretative technique based on the themes arrived at during the interview. The themes were related to the research question. The study revealed that honesty is being loyal to a colleague, covering them up and standing by them as well. The study also indicated that honesty depict “we feeling” or “solidarity”, so to them any students who does the opposite is considered to be dishonest. It is recommended that, Students who obey the school rules and regulations should be motivated by the school authorities in order to encourage the other students to do same. It is also recommended that parents and educators, should all advocate the teaching of moral values in our schools to instil in students the benefits that honest brings to them, the school, the family, community and the country as a whole.

This research work aimed to explore the impact of Problem-based Learning (PBL) approach of teaching mathematical problem solving in circles under geometry at Wiawso College of Education. The research design adopted for the study was action research and its main objective was to improve practices. The target population was level 100 students of the College and the population size was four hundred and nineteen (419) whilst the sample size was one hundred (100), comprising two (2) classes, which was selected based on purposive sampling. The instrument used for the study was tests. In the pre-intervention stage, a pre-test was used to identify the weaknesses of the students before the interventional strategies were applied. A post-test was conducted to evaluate the intervention strategies. The quantitative data was then analyzed using paired sample t-test, the means and their respective standard deviations, were calculated. The post-test mean scores of 21.40 (Standard deviation of 2.37) and 20.10 (Standard deviation of 2.85) is significantly higher than the pre-test mean scores of 7.40 (Standard deviation of 2.84) and 7.60 (Standard deviation of 3.53). The results of the study clearly showed that, there has been a remarkable improvement in the students’ performance in solving mathematical problem in circles under geometry, when they were taught using problem-based learning approach. A quiz was conducted six weeks after the post-test using the same test items to check students’ retention of the concept. The quiz mean scores of 21.90 (Standard deviation of 1.91) and 20.30 (Standard deviation of 2.58) is not significantly higher than the post-test mean scores of 21.40 (Standard deviation of 2.37) and 20.10 (Standard deviation of 2.85). The result showed that the students’ retention of the concept had been exceptionally good. The study recommended that teachers should be encouraged to employ problem-based learning approach in teaching geometry.

The purpose of the study was to explore the perceptions of teacher trainees on the use of think-pair-share in teaching and learning of classification of living organisms. The study adopted a quantitative approach. Both descriptive and inferential statistics were used to report the results of the study. Frequency counts and percentages were used to report the teacher trainees’ perceptions about the impact of think-pair-share learning technique in the teaching and learning of classification of living organisms. The study was carried out in Enchi College of Education in the Aowin Municipality in the Western North Region of Ghana. Stratified, simple random, and systematic sampling techniques were used to select 80 respondents for the study. This was made up of 30 level 300, 30 level 200, and 20 level 100 students, respectively. The participants were subjected to think-pair-share learning technique of teaching. The instrument used for the data collection was a questionnaire guide. The findings of the study revealed that, think-pair-share learning technique of teaching motivate and engage, provide immediate feedback, develop social and physical skills simultaneously, help students to learn with fun and increase students interest and confidence level. It was therefore recommended that creative approach such as think-pair-share learning technique should be adopted by science tutors in Colleges of Education for effective teaching and learning.

The purpose of this study was to examine the challenges faced by School Improvement Support Officers, Headmasters and teachers during the instructional supervision of Social Studies lessons in the public basic junior high schools in the Aowin Municipality of the Western North Region of Ghana. The study adopted sequential explanatory research design. The population of the study included School Improvement Support Officers (SISOs), Headteachers and teachers of selected from Junior High Schools in Aowin Municipality of the Western North Region of Ghana. Purposive sampling technique was used to select ten (10) SISOs and sixty (60) Headteachers in the Aowin Municipality. Stratified, simple random and quota sampling technique was used to select one hundred and twenty (120) teachers for the study. The two main instruments used for data collection were questionnaire and interview guide. The quantitative data entry and analysis was done by using the SPSS version 22 software package. The data was edited, coded and analysed into frequencies, percentages with interpretations. The qualitative data was analysed by the use of the interpretative method. The study revealed that headteachers and School Improvement Support Officers (SISOs) faced challenges such as ; Poor road networks which affected planned supervision; Inability of district directorate to promptly, firmly and fairly acts upon reports from instructional supervision activities from supervisors; Lack of logistics for regular supervision; Insufficient up-to-date knowledge and skills for organizing instructional supervision; and Financial constraints. To overcome the challenges and poor supervisory techniques by headteachers and SISOs, it is recommended that these personnel should be oriented on modern trends in instructional supervision, provided with adequate and sufficient materials for instructional supervision, sufficient funds provided for organizing instructional supervision, the municipal directorate should fairly and firmly implement reports on instructional supervision activities and there should be good motivation package for supervisors to enable them to effectively perform their duties.

At Atebubu College of Education, the study attempted to determine the impacts of peer tutoring on gender and senior High school background courses of pre-service teachers in physics. To achieve the purpose of the study an action research design was used and a total number of 140 (78 males and 62 females) who are offering primary Education program were purposively selected. The major research tools were accomplishment tests, which were used to collect quantitative data from pre-service teachers. Using the independent sample t-test and one-way ANOVA to analyse the quantitative data. It was found that the male students’ performance in Physics (M = 8.81, SD = 0.927) does not significantly differ from that of the female students’ (M = 8.65, SD = 0.925) as a result of the peer tutoring method adopted for the study. The results of the one-way ANOVA show that there are no differences in the mean score of the pre-service teachers’ performance in Physics and their senior High School course background. It is therefore recommended among other things that the principals and head of science departments of Colleges of Education in Ghana should organise workshops, seminars and in-service training on how to utilize peer tutoring method effectively in teaching scientific concepts to pre-service teachers they training.

The purpose of this study was to assess safety conditions of learners in Kindergarten schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality in the Central Region of Ghana. The qualitative research approach and the Instrumental Case Study Design were adopted for the study. The population of the study comprised public kindergarten teachers and schools in Komenda Edina Eguafo Abirem municipality in the Central Region of Ghana. Convenient and purposive sampling techniques were used to select sixteen (16) public kindergarten teachers and eight (8) kindergarten schools for the study. The semi-structured interview and observation checklist were the instruments utilized in the data collection for this study. The data were analysed and interpreted thematically using online qualitative software, Taguette version 1.3. The study indicated that, most kindergarten school buildings in the KEEA municipality pose threats to both learners and teachers as result of over-aged or poorly constructed buildings and isolated and bushy environment which attracts animals like lizards, wall geckos and poisonous snakes and psychological and emotional threat to both teachers and learners. It is recommended that, the Ministry of Education in collaboration with the Ghana Education Service should set up a School Supervision for Safety Department (SSSD) to control and oversee safety issues in the kindergarten schools in Ghana. The School Supervision for Safety Department should create awareness advocacy for school safety so that school safety becomes a nationwide concern. It is also recommended that, the School Supervision for Safety Department must liaise with other stakeholders to enforce frequent assessment of school buildings, infrastructure and materials for safety.

The aim of the research was to examine the influence of parenting styles on academic performance of students in Aowin Municipality in the Western North Region of Ghana. Descriptive survey design was employed to collect quantitative data from the respondents. The study targeted all final year public junior high school students in the Aowin Municipality. A multi-stage sampling technique which involved the use of probability sampling techniques was employed to select 252 respondents with 142 boys and 110 girls. The main data collection instrument was questionnaire with 46 items. Document analysis was also performed on the pupils’ end of term examination results. Means, standard deviation, multiple regression, Pearson’s Product Moment Correlation and Chi-square were employed to analyse the data. The results revealed that authoritative parenting style dominates in parents of the JHS students in the municipality. The study concluded that, Authoritative parenting style predominates in JHS students in the Aowin municipality. There was a correlation between the parenting style of parents and the academic performance of JHS students. It was seen that, student coming from the authoritative parenting style had high performance than those coming from the authoritarian, permissive and neglectful parenting style. Students from neglectful parenting homes demonstrated low performance in school. It is recommended that policies should be developed by Ministry of Education to encourage parents to adopt appropriate parenting styles like the authoritative parenting style which has been revealed by this study as related to good academic performance. Management of various schools should collaborate with Parent-Teacher Association to organize seminars and workshops to educate parents on the influences of the various parenting styles on their children academic performance. This will enlighten parents on employing effective parenting style like authoritative parenting style that has been revealed by this study to correlates with high academic performance.

The purpose of the study was to investigate the effect of computer-assisted instruction approach to the teaching and learning of photosynthesis on the performance of second year Senior High School (SHS 2) Biology students in science. The design for the study was a quasi-experimental research. This study was carried out in Sefwi Wiawso SHS and Asawinso SHS all at Sefwi Wiawso Municipal Assembly in the Western North Region of Ghana. They are all mixed institution. The purposive sampling techniques was used to schools, classes and students for the study. One-hundred one (101) electives biology participants were purposively selected, they consist of SHS 2 Science of (55) fifty-five students from Sefwi Wiawso SHS and SHS 2 Home economics of (46) forty-six students also from Asawinso SHS. The third years were not selected because they were preparing to write their WASSCE. The main instrument for data collection was questionnaire. The study collected only quantitative data and employed quantitative method of data analysis. Data obtained from participants in both experimental and control groups on the Test 2 were analysed statistically using independent-measures t-test. The independent-measures t-Test was used to investigate whether any differences existed between experimental and control groups’ mean scores on the Test 2. The study further revealed that computer-assisted instructions gives feedback to learners to have the opportunity to master computer-assisted instructional package tool used. It is recommended that, computer-assisted instruction method should be encouraged in many Biology classes in Wiawso Municipal Assembly, since it gives students opportunity to see links between concepts, summarise and organise their works, thoughts logically and sequentially. Both genders must be encouraged to use computer-assisted instruction method to studying Biology.

Abstract This study focused on how historical contextualisation is reflected in 12 history textbooks for primary schools in Ghana. The study employed a content analysis design to analyse how historical contextualisation is reflected in history textbooks. A multi-stage sampling technique was used in selecting 12 textbooks to represent the 6 classes in the Ghanaian primary school. A thematic matrix was developed from historical thinking frameworks to collect data from the textbooks. Microsoft Excel functions were used to rate the textbooks on a scale of 0–5, depending on the amount of evidence of historical contextualisation. Descriptive statistics and Maton’s (2013) principle of shift in the Semantic Wave were used in the analysis to determine the level of evidence of historical contextualisation in the textbooks. The study established that historical contextualisation is reflected in the history textbooks used in the study. This study contributes to understanding how textbook writers incorporate historical contextualisation within textbook narratives to meet history curriculum requirements. It gives an understanding of how historical contextualisation is needed in history textbooks to promote historical reasoning among textbook users such as teachers and students. Possible implications of the findings are discussed in the main text.

The purpose of the study was to examine the use of 21st-century teaching skills in basic school science classrooms. The study adopted a qualitative research design. An observation checklist was employed to gather relevant data for the study. The study was carried out in Enchi, the Aowin Municipal Capital in the Western North Region, and Assin Foso, the Assin Central Municipal Capital in the Central Region of Ghana. The population used for the study was made up of eighteen science teachers selected from six public Junior High Schools in Enchi and eighteen science teachers selected from six public Junior High Schools in Assin Foso. The purposive sampling technique was used to select the six public Junior High Schools from Enchi and six public Junior High Schools from Assin Foso because the teachers from the public schools have acquired professional training. The thirty-six science teachers were conveniently selected. Concerning the data collected from the observations conducted, percentages and average values were computed for teachers who used 21st-century teaching skills in their science classroom and for those who did not use 21st-century teaching skills in their science classroom. It came out that an average of 30.20 % of the teachers used for the study did apply the 21st-century teaching skills in their science classroom whiles 69.80 % of the teachers did not use all the 21st-century teaching skills in their science classroom. Therefore, teachers who did not use all the 21st-century teaching skills should be encouraged to apply them to produce 21st-century learners.

Abstract A holistic curriculum or education seeks to develop all three domains of learning: cognitive, psychomotor and affective. While the cognitive domain focuses on the mental and psychological fortitude of learners, the psychomotor focuses on the use and development of muscular or motor skills and the affective domain deals with the feelings, emotions and attitudes of students. Interestingly, not all these domains are sufficiently written or documented as guidelines or curricula for classroom practice. It is for such reasons that the ‘hidden’ curriculum becomes needful, as it not only complements the official curriculum but plays a significant role in shaping the values of learners. This qualitative study engages 52 language students in a college of education in Ghana to reveal their views on their experiences with the ‘hidden’ curriculum. Questionnaires and semi-structured interviews were the data collection instruments. The inductive content analysis technique is used to analyse the collected data. The outcome of the study reveals that gender and sexuality, religion, politics, hard work and confidence are values ‘taught’ through the hidden curriculum. The findings of the study create awareness, especially for teachers that, beyond ‘what’ they teach in the classroom, ‘how’ they teach also unconsciously transmits lessons. This means that teachers should be mindful of how they dress, walk, talk and behave in the classroom since all these virtues contribute to the overall teaching and learning process. Keywords: Curriculum, cognitive skills, psychomotor skills, affective skills, classroom practice;