Gambaga College of Education

The purpose of the study was to determine pre-service student teachers’ readiness for emergency remote learning. The study participants consisted of 115 (66 males and 49 females) pre-service teachers of Gambaga College of Education, Ghana. Online learning readiness scale (OLRS) questionnaire was used to collect the data. Pre-service teachers were ready for online learning with overall readiness mean score of 3.65. The dimension with the highest mean score was motivation for learning (M = 3.97, SD = .90) followed by self-directed learning (M = 3.82, SD = .93). However, the dimensions of learner control (M = 3.30, SD = 1.00), computer/internet self-efficacy (M = 3.43, SD = 1.16) and online communication self-efficacy (M = 3.47, SD = 1.11) recorded low means. There was no significant difference in online learning readiness between males (M =3.71, SD =.82) and females (M = 3.57, SD = .76), t (.94), p = .349. Also, there was no significant difference in readiness between level 100 pre-service teachers (M = 3.65, SD = .79) and level 200 pre-service teachers (M = 3.68, SD = .85) t (-.122), p = .903.

This study investigated the engagement of Pre-Service Teachers (PSTs) with Generative AI (GAI) tools in their research projects, focusing on their awareness, source of awareness, usage pattern based on gender, and views of GAI tools in academic research. We adopted a descriptive survey method to collect data from one hundred and four PSTs across five institutions in Ghana using a five-point Likert-type survey instrument, which included an open-ended question. The quantitative data were analyzed using means, frequencies, percentages, standard deviations, and an independent samples t-test. The findings revealed that PSTs are familiar with GAI tools, especially ChatGPT and Google Bard. They learned about these tools through personal searches, recommendations from friends, and social media platforms. The PSTs used these tools in writing all chapters of their research projects, with the Introduction Chapter being the most common area of application, followed by the Discussion and Findings Chapter, the Literature Review Chapter, Methodology, and Summary and Conclusion. We also identified a significant gender disparity in the use of GAI tools, with male PSTs exhibiting a higher frequency of use compared to their female counterparts. Nonetheless, both genders expressed a positive attitude towards GAI tools in academic research, noting among other benefits that these tools provided them with confidence and independence in their research writing. However, they also recognized inaccuracies in the information provided by GAI tools, which led to skepticism about relying solely on these tools for their research projects. Consequently, they expressed a preference for support from their research supervisors, highlighting the importance of a balanced approach that combines the use of GAI tools with human supervision in academic research. While we recommend the integrating of GAI tools in teacher education programs, we strongly suggest that such integration should be complemented with comprehensive guidance on how these tools can be effectively used by PSTs to conduct original and advanced research.

Small-Scale Mining (SSM) predates Large-Scale Mining (LSM) in Ghana but was relegated to the background in the 1980s following the Economic Reforms and Structural Adjustment Programmes which heavily liberalized the mining sector. Conversely, the small-scale mining sector continues to boom attracting a large chunk of the labour force in the mining sector. The small-scale mining sector has affected the livelihoods of several thousands of people especially those living in mining communities across the country. This study sought to ascertain the impact of small-scale mining on the livelihoods of people living in mining communities in the Northern Ghana. The study aimed at examining the socio-economic effects of artisanal and small-scale mining on the mining communities in northern Ghana. The approaches that were used to gather and analyse the data for the study included qualitative and quantitative research approaches. The study shows that the impact of small-scale Mining activities on livelihoods has been both positive and negative. It is recommended that small-scale mining firms should be required by law to introduce Alternative Livelihood Programmes or Interventions in the communities where they operate. Thus, communities can cope with the adverse effects of mining activities on their livelihoods.

The purpose of the study was to assess the performance of pre-service teachers in three science formative assessment tests in an online learning environment. The participants consisted of 138 pre-service teachers (57 participated in synchronous session and 81 participated in asynchronous sessions). The study used a quasi-experimental design, non-equivalent groups post-test only. Tests were used to collect the data: Energy Concept Test (ECT), Teaching Energy Concept Test (TECT) and Basic Electronics Concept Test (BECT). ANOVA results revealed a significant effect of type of test on test scores of students at the p < 0.05 level for the three tests [F (2, 364) = 9.641, p = 0.000].

This study highlights the significance of prioritizing STEAM (Science, Technology, Engineering, Arts, and Mathematics) education from the early stages of learning as a crucial step towards achieving inclusive and sustainable STEAM education. The study adopted a critical discourse analysis (CDA) and an allegory method entitled 'The Ancient Multi-Story Building'. The CDA involved studies, reports, and news on STEM-related and STEM initiatives in Ghana. The findings revealed a substantial gap in early childhood and primary education STEAM initiatives, largely due to prevailing misconceptions about these levels of education. The allegory of the 'Ancient Multi-Story Building' further explains the adverse impact of this gap by metaphorizing the flawed approach of initiating and investing in upper-level STEAM education while neglecting the lower-level years, much like a village constructing a multi-story building focusing on the higher floors without solidifying its base; obviously, the results will be disastrous. Similarly, the findings show that previous STEM-related initiatives in Ghana focusing on upper-level education have often been inclusively ineffective. The allegory further points out that the few students who thrive in these lopsided STEM-related pathways are typically those from affluent backgrounds with the necessary support. The study indicated that starting STEAM education in the early years of education has the potential to promote gender equity, cultivate critical thinking skills, and develop a positive attitude towards STEAM subjects among all young learners. This study, therefore, lays the groundwork to propose a strategic framework for early childhood and primary STEAM education in Ghana and other similar contexts.

The study sought to investigate the open defecation menace in Ghanaian communities with emphasis on Gambaga and Nalerigu Townships in the North East Region of Ghana. A sample of 70 respondents comprising household heads and Environmental and Sanitation Officers was considered for the study. Purposive and non-probability sampling techniques were used to select the respondents for the study. As a qualitative study, questionnaire, structured interview guide, and personal observation were instruments for data collection. The study revealed among others that the inability of some households to provide toilets in their homes accounted for the state of open defecation in the two townships. Again, some residents in Gambaga and Nalerigu Townships practice open defecation because of the bad odour that emanates from the public toilets leaving bad smell on their entire bodies once they visit the toilets. It was recommended that government, Non-Governmental Organizations, and other philanthropists should assist residents of Gambaga and Nalerigu by assisting them with some credit facilities to empower them to improve on their economic activities especially agriculture to earn enough income for the construction of their household latrines. It is also, recommended that the Municipal Assembly should replace the old public toilets with WC toilets to reduce the amount of odour that emanates from such old pit latrines.

Abstract Background Malaria remains a significant public health concern in Ghana, with varying risk levels across different geographical areas. Malaria affects millions of people each year and imposes a substantial burden on the health care system and population. Accurate risk estimation and mapping are crucial for effectively allocating resources and implementing targeted interventions to identify regions with disease hotspots. This study aimed to identify regions exhibiting elevated malaria risk so that public health interventions can be implemented, and to identify malaria risk predictors that can be controlled as part of public health interventions for malaria control. Methods The data on laboratory-confirmed malaria cases from 2015 to 2021 were obtained from the Ghana Health Service and Ghana Statistical Service. We studied the spatial and spatiotemporal patterns of the relative risk of malaria using Bayesian spatial and spatiotemporal models. The malaria risk for each region was mapped to visually identify regions with malaria hotspots. Clustering and heterogeneity of disease risks were established using correlated and uncorrelated structures via the conditional autoregressive and Gaussian models, respectively. Parameter estimates from the marginal posterior distribution were estimated within the Integrated Nested Laplace Approximation using the R software. Results The spatial model indicated an increased risk of malaria in the North East, Bono East, Ahafo, Central, Upper West, Brong Ahafo, Ashanti, and Eastern regions. The spatiotemporal model results highlighted an elevated malaria risk in the North East, Upper West, Upper East, Savannah, Bono East, Central, Bono, and Ahafo regions. Both spatial and spatiotemporal models identified the North East, Upper West, Bono East, Central, and Ahafo Regions as hotspots for malaria risk. Substantial variations in risk were evident across regions ( H = 104.9, P &lt; 0.001). Although climatic and economic factors influenced malaria infection, statistical significance was not established. Conclusions Malaria risk was clustered and varied among regions in Ghana. There are many regions in Ghana that are hotspots for malaria risk, and climate and economic factors have no significant influence on malaria risk. This study could provide information on malaria transmission patterns in Ghana, and contribute to enhance the effectiveness of malaria control strategies.

According to Maddock (1981) "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and that educational considerations concerning science must be made in the light of this wider perspective" (p. 10). The purpose of this study was to find out how cultural factors and beliefs affect the teaching and learning of some science concepts. The study focused on how students’ religious and cultural beliefs and their backgrounds affect their understanding of phenomena such as rainfall, earthquake, thunder, floods, eclipse and lightening. Individual interviews were used to obtain students views and opinions. Students’ views and their understandings of rain formation, lightning, thunder, earthquake, drought and how floods occur are influenced by their religious beliefs and cultural backgrounds. Students made reference to beliefs such as taboos, belief in gods, and supernatural powers. Although students were able to explain correctly how some natural phenomena occur, they held certain conceptions and views that are not scientifically accurate. These possibly were transmitted from their cultural backgrounds into the science classroom. Students also held misconceptions about particular natural phenomena. These cultural beliefs and taboos interfere with science teaching and learning and thus make the learning of science a difficult task for students. Article visualizations:

Inclusive education, that is, the inclusion of learners with special educational needs and disabilities into regular schools is now one of the most significant core pillars in the New Bachelor of Education (Basic Education) Curriculum for teacher education in Ghana. In order to address this issue, pre-service teachers in their first year per the curriculum are introduced to inclusive education as a subject. The study aimed at finding out the attitude and concerns of pre-service teachers towards inclusive education in Ghana. The study employed mixed method approach with the sequential explanatory strategy. The sample population composed of 562 students from six (6) colleges of education in Ghana under one mentor university. The quantitative research approach consisted of 10-item questionnaire which was adapted from the Teachers’ Attitudes towards Inclusive Education (TAIS) scale. Data was collected using both the questionnaire and interview guide. The analysis of quantitative data involved the use of multiple statistical procedures; frequency counts, simple percentages, and standard deviation, while the thematic analysis was used to analyze the qualitative data. The study revealed that pre-service teachers has positive attitude towards the implementation of inclusive education in Ghana. About eighty percent (80.1%) stated that children with special educational needs can be effectively supported to learn in regular classrooms in Ghana (1.30, SD=.64). However, the current regular schools in Ghana cannot accommodate children with special needs education (1.25, SD=.62) due to inadequate space. It is therefore recommended that the government of Ghana and the Ghana Education Service should work together to ensure that there is the availability of adequate facilities in all schools for teachers to effectively implement inclusive education in the new Bachelor of Education (Basic Education) Curriculum

The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) third-year student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers’ teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.

The study sought to examine the instructional techniques used by Senior High School (SHS) Social Studies teachers in the West Mamprusi Municipality of the North-East Region of Ghana. A sample of thirty-two (32) teachers was selected for the study using the simple random and convenient sampling techniques. As a qualitative study, an open-ended (unstructured) interview guide and observational (direct) guide were designed to elicit information from the respondents. The study focused on the teachers' knowledge of Social Studies general objectives, knowledge of Social Studies instructional techniques and how the teachers use these instructional techniques to teach the subject in the Senior High School to achieve the general objectives of the subject. The study revealed among other things that: 1) teachers' knowledge of the general objectives of Social Studies fell short of the expectation of effective Social Studies teachers, specially trained to teach the subject; 2) teachers also had limited knowledge of the instructional techniques of teaching Social Studies and 3) lessons observed were mostly done by the use of lecture, discussion, and questions and answers techniques; projects, simulations and games, problem-solving, inquiry and Fieldtrip techniques were virtually absent in the teaching of Social Studies. Based on the findings of the study, it is recommended among others that: recruitments of teachers by the Ghana Education Service (GES) to teach Social Studies should be strictly based on professional qualifications in the subject.

The study was carried out to create awareness of the destruction we can cause to ourselves as human beings, if we continue to contribute, by our actions to the natural causes of climate change. The problem is the visible destructions all over the world due to climate change; especially when the focus is on the areas of heavy pollutions, the changes in rain pattern, making farmers vulnerable. Increase in temperatures also lead to global warming. The type of research used is descriptive and that deals with qualitative approaches. Data collection involved both primary and secondary sources. The natural causes of climate change include volcanic activity, solar output, Forest Fires, Permafrost, Sunspots, Water Vapor, Man’s Best Friend. Those caused by human are burning of fossil fuels and the conversion of land from forestry to irresponsible agricultural practices. Gases emission from landfills; overpopulation; irresponsible mining; misapplication of fertilizers and other agrochemicals; meat consumption. Evidence of climate change includes change in rainfall pattern, increase in temperatures, extreme drought, change in harmattan pattern. Low production of fruits by trees in the wild; eroded arable lands; annual drying of dams that never dried in decades and also the shortening of lifespan of living things. Effects of climate change include desertification of the world’s arable land, persistent droughts, locally and abroad, unprecedented damage to infrastructure due to acid rain, volcanic eruption, earth quake, coastal erosion, unpredictable farming seasons, extinction threat on the wildlife, marine life extinction, flooding of coastal cities and island nations. Human being is a facilitator of the naturally occurring climate change. Those who mine natural resource without recourse to the laws of the land they occupy, should be dealt with legally.

The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education. The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools.

The purpose of the study was to identify misconceptions that students have about electrochemistry concepts and how they can be altered using conceptual change texts. A quasi-experimental design was employed. Two intact classes were chosen from two schools for the study. One school was assigned the control group and the other the experimental group. The control group class was at Ghana Senior High School, in Tamale in the northern region of Ghana and the experimental group was at Damongo Senior High School, in Damongo in the Savannah region of Ghana. The results revealed that students have many misconceptions regarding electrochemistry concepts. Many of the misconceptions centered on identifying the anode and cathode of galvanic cells, Functions of the salt bridge, Direction of flow of ions in electrochemical cells and Reactions occurring at the cells. The results also showed that for both experimental and control groups no student had sound understanding of the electrochemistry concepts tested. The results showed that there exists significant difference between the percentages of misconceptions of students in the experimental and control groups after treatment. This suggested that conceptual change texts helped students to change their pre-existing conceptions or misconceptions for scientifically acceptable ones. The study also revealed that some misconceptions were held by a considerable number of students even after the instruction using conceptual change texts. The most common misconceptions identified are; that the function of the salt bridge is to allow electron flow, the anode in an electrochemical cell is always on the left, in an electrochemical cell electrons move from one electrode to the other through the salt bridge, in an electrochemical cell anions move from anode to cathode, the cathode in an electrochemical cell is always on the right, and in an electrochemical cell oxidation occurs at the cathode and reduction at the anode.

&lt;p&gt;The article sought to determine perceptions of Colleges of Education tutors on how the current Colleges of Education curriculum equips pre-service teachers to adapt and modify the general school curriculum to accommodate the needs of all children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted using a sample of 235 tutors from 13 Colleges of Education in Ghana. The lottery method was used to select four regions out of the sixteen regions of the country and the purposive sampling technique was used to select all the colleges within the four regions, while convenience sampling technique was used to select the actual respondents for the study. Questionnaires with closed ended items were developed for the data collection. It was evident from the study that majority of the tutors believed that the curriculum prepares pre-service teachers to adapt the general school curriculum to accommodate the needs of all children with special educational needs and disabilities in an inclusive classroom. Recommendations were made based on the findings and conclusions were drawn.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0783/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The purpose of the study was to determine the relationship between pre-service teachers’ scientific epistemological beliefs and their science teaching efficacy beliefs. A correlational research design was used. The sample consisted of 115 level 100 pre-service teachers (73 males and 42 females). The Students Scientific Epistemological Views questionnaire (SSEV) and the Science Teaching Efficacy Beliefs Inventory (STEBI-B) were used to collect the data. It was found that scientific epistemological views of pre-service teachers were availing as indicated by the overall mean above 3 (M = 3.58, SD = .49). The dimensions of methodological approach and scientific attitude (M =3.90, SD = .62) and nature of scientific knowledge (M = 3.54, SD = .58 were availing. However, the dimension of authority and accuracy of scientific knowledge (M = 3.23, SD = .68) was less availing. It was also found that pre-service teachers’ science teaching efficacy beliefs were low (M = 3.3, SD = .38).On the subscales, pre-service teachers’ Personal Science Teaching Efficacy (PSTE) was low (M = 2.99, SD = .44). However, their Science Teaching Outcome Expectancy (STOE) was high (M = 3.76, SD = .58). The results indicated that there was a significant positive association between scientific epistemological views and science teaching efficacy beliefs (r = .591, p &lt; .01). Also, the scores of STEBI significantly predicted SSEV scores (R2 = .42, p = .01). Personal science teaching efficacy (PSTE) did not significantly predict scientific epistemological views (t = 2.441, p = .016). However, science teaching outcome expectancy (STOE) significantly predicted scientific epistemological views (t = 8.184, p &lt; .01). Article visualizations:

The purpose of this study was to investigate the difficulties of teaching integrated science at the Junior High School level in the Kassena-Nankana Municipality.Based on the positivist paradigm, a survey design was adopted.The study sampled eleven (11) integrated science teachers on purpose.The main challenges of teaching integrated science were discovered to be a lack of laboratories (M = 1.0,SD = 0.00), a lack of laboratory apparatus and equipment (M = 1.85,SD = 0.95), a lack of chemicals for simple experiments (M = 1.22,SD = 0.36), insufficient teaching and learning materials (M = 2.55, SD = 1.09), and insufficient curriculum materials (M = 1.86,SD = 0.64).There were no issues with teacher qualification (M = 3.73, SD = 1.56), teacher adequacy (M = 3.27, SD = 1.19), students' attitudes toward integrated science (M = 3.64, SD = 0.78), or teaching strategy (M = 3.23, SD = 0.28).This means that competent teachers are available in schools to teach integrated science.The study suggested that well-equipped laboratories be established, as well as investments in instructional and educational resources.

Cassava (<i>Manihot esculenta Crantz</i>.) a staple food assumes a significant role in solving food security issues in Africa. The various uses of the root include the production of starch, cassava chips, gari, flour, and ethanol. A few days after harvest, the roots begin to decay as a result of wounds or microbial contaminations. Because of the high perishability nature of the crop, a few techniques have been employed over the ages to prolong the crop shelf life. This paper surveys the postharvest storage of fresh cassava roots by delving into techniques such as In–field storage, Heap storage, Clamp storage, and Box storage. In present-day time peeled cassava can likewise be cold stored in a deep freezer. The in-field storage technique stores the root for an extra one year yet anyway diminishes the profitability of the land as it cannot be utilized for new harvests. Heap storage under shade trees normally balances the temperature happening during the day and along these lines shielding the tubers from overheating. Notwithstanding, stacking of the produce brings about poor ventilation thereby resulting in a fast spread of decays among the roots. For effective clamp storage, thicker soil cover might be utilized to decrease the temperature in the clamp during hot - dry conditions while care ought to be taken from keeping the roots from getting wet inside the clamp during the wet seasons. For successful box storage, the packing material ought to be moist to maintain high humidity yet not wet as this could produce microbial and mold development.

The aim of the study was to develop and validate an instrument suitable to measure attitudes towards the use of computer in learning mathematics (ATCLM). A total of 214 (132 = males: 82 = females) teacher trainees participated in the study. Factor Analysis (FA) was performed on 47 items relating to the use of computer in learning mathematics using Principal Component Analysis with Varimax (orthogonal) rotation. With Eigen values greater than 1, FA retained 13 factors with the first accounting for 15.56% of the variability and a total of 62.39% of the variance for the entire set of variables. To examine the strength of relationship among the items, the Kaiser Meyer Olkin (KMO) and Bartlett’s test were used. The KMO measure of sampling adequacy was 0.78 whiles the Bartlett’s test of sphericity was significant with x2 = 3510.253 (p< 0.0001). A factor loading cut-off point of 0.40 was used as the inclusion criterion for factor interpretation. Based on these, seven factors namely: Confidence in Mathematics (CM), Confidence with Computer (CC), Mathematics Anxiety (MA), Computer Anxiety (CA), Value of using Computer for Learning Mathematics (VCLM), Interest in using Computer for Learning Mathematics (ICLM), and Anxiety in using Computer for Learning Mathematics (ACLM). Cronbach’s alpha values for the 7 scales ranged from .735 to .880.

The goal of the study was to identify the difficulties that pre-service teachers encountered while participating in supported teaching in schools. Using a phenomenology design, the study utilized a qualitative approach. Convenience sampling technique was used to sample twenty (20) level 100 pre-service teachers (12 males and 8 females) who were enrolled in a bachelor of education program. Data was gathered through extensive, semi-structured interviews. The majority of the challenges encountered by student-teachers were related to the attitude of the mentors such as mentor absenteeism, mentor lateness, mentor inability to provide student-teachers with necessary information they needed, mentor inability to assist student-teachers, and mentor’s lack of devotion for student-teachers. The partner school related challenges identified were: lack of mentors, inadequate curricular materials, inadequate teaching and learning materials, inadequate textbooks, and inadequate furniture in some schools. It was found that majority of mentors in the partner schools had little knowledge of what supported teaching in schools entailed. Thus the mentors found it challenging to give student-teachers the support and direction they needed. In many instances, mentors were unfamiliar with the new Bachelor of Education Curriculum, which made it challenging for them to offer effective and knowledgeable mentorship. Some college tutors did not provide student-teachers with enough assistance through reflection.