Gbewaa College of Education

In the hospitality industry customer perception and satisfaction are largely hooked upon quality of service in the quest to retaining customers in the restaurants. This study is aimed at examining the impact of sanitation on customer retention in restaurants in the Tamale Metropolis. Some of the key elements that were used to examine the study were customer perception and satisfaction on sanitation variables such as dining area cleanliness, employee hygiene, outside environment cleanliness and food contact surface cleanliness. Participants in this study included customers in the restaurants. The convenient sampling and lottery sampling methods were employed for this study. The total number of restaurants was 30 while 543 customers were selected in the restaurants. Customer perception of sanitation variables had significant effect on their return intention. Customers were also highly satisfied with the sanitation level in restaurants and that influenced their retention. It is however imperative for all food service managers to uphold the issues of sanitation seriously in order to ensure customer retention.

Female Genital Mutilation/Cutting (FGM/C) as a form of gender-related violence continues to thrive within communities and across borders, with (under)reported prevalence among communities in the diaspora. Reports of FGM/C among communities in the diaspora speak to the socio-cultural and religious factors which promote its prevalence. Successful interventions offer alternatives such as rites of passage to the socio-cultural-religious prospects offered by FGM/C to practicing communities. This suggests the need for a critical approach to research methods that engage intimately with the worldview of communities practicing FGM/C while inferring implications for designing health-promotion interventions in specific contexts. This paper draws on the insider and outsider approach to positionality to assess the factors accounting for the prevalence of FGM/C in Pusiga (3.8% nationally and 27.8% in Pusiga) in the Upper East Region of Ghana while inferring lessons for designing health promotion interventions. Applying a phenomenological qualitative design guided by focus groups and interviews, we draw on the insider approach to present a contextually and culturally sensitive report of five survivors, five non-survivors, and ten religious leaders on factors that account for the prevalence of FGM/C. Next, we assume an outsider approach to infer implications based on participants’ perspectives for designing health promotion interventions to curb FGM/C. The findings suggest shifting from socio-cultural-religious factors to economic undertones underpinning FGM/C. Inter-generational differences also vary attitudes toward FGM/C. We recommend a systematic approach to health promotion that addresses FGM/C’s deep socio-cultural and economic, religious underpinnings of FGM/C in Pusiga. The insider–outsider continuum in feminist research provides a powerful approach to producing knowledge on contextual factors that account for FGM/C in particular settings.

<p style="text-align: justify;">The focus of this action research was to adapt Bruner’s 3-tier theory to enhance conceptual knowledge of teacher trainees on integer operations. It looks into how learners' conceptual knowledge of integer operations changes over time, as well as their attitudes toward using the 3-tier model. Eighty-two (82) teacher trainees, who were in their first year semester one of the 2020/2021 academic year were purposely selected for the study. Data was collected using test and semi-structured interviews. The study found that using Bruner’s 3-tier theory contributed to substantial gains in conceptual knowledge on integers operations among learners. It was also found that learners proffered positive compliments about the Concrete-Iconic-Symbolic (C-I-S) construct of lesson presentation and how it built their understanding to apply knowledge on integers operations. Learners also largely proffered positive image about C-I-S construct as it aroused interest and activated unmotivated learners. On these bases, the study concludes that lessons presentations should mirror C-I-S construct in order to alleviate learning difficulties encountered on integer operations. To do this, the study suggests that workshops on lesson presentation using C-I-S construct be organized for both subject tutors, mentors and lead mentors to re-equip their knowledge and to buy-in the idea among others.</p>

How employees feel and behave in an organisation is very important in determining how they will perform any assigned task. As such, employee attitude has been at the centre stage of human resource management strategies as a means to improving their performance and commitment to their job and by extension the performance of the organisation. In this regard, this study examined the causality between the attitude and job performance of senior staff of University of Cape Coast. Due to the large number of staff and demands of the research objectives, a quantitative approach was adopted using a descriptive research design. A sample size of 308 was derived from a population of 1,532 using Krejcie and Morgan (1970). Questionnaire was used to randomly collect data from 308 senior staff. SPSS was used to code and capture the data besides performing factors analysis on the challenges that impede management’s ability to improve the attitude of senior staff. Smart PLS 3 was used to perform partial least square regression analysis on the link between attitude and performance of the staff. The results show that about 43% of changes in senior staff’s job performance can be attributed to changes in their attitude. Also, the attitude of the senior staff can predict about 26% of how they will perform their job. Stimulating innovations and change, improving ethical behaviour and total quality management are the main challenges that impedes management’s ability to improve the attitude of the senior staff in relation to their job performance. For policy implications management should also dedicate resources to mitigating jealousy among staff.

This study investigates the potential of Artificial Intelligence (AI) to transform teaching and learning practices within Ghanaian Colleges of Education in the 21st century. It explores the opportunities AI offers to enhance the quality of teaching, foster student research capabilities, and improve overall learning outcomes. The research examines specific AI applications relevant to the Ghanaian context, focusing on tools such as ChatGPT, Scite-ci, Ellicit, Mendeley, Zotero, Google Scholar Litmaps, Quillbot, and PaperPal alongside more general applications like personalized learning platforms, intelligent tutoring systems, AI-powered assessment tools, and AI-driven research assistants. The study investigates how these technologies can address challenges such as teacher workload, access to resources, and diverse student needs. Methodologically, the study employed a mixed-methods approach, combining a review of relevant literature with both qualitative and quantitative data collection. A sample of 400 teacher trainees from four colleges of education in Ghana participated and were selected using a stratified sampling technique. Data collection utilized surveys, interviews, classroom observations, and questionnaires to comprehensively understand the current state and perceived impact of AI. Data analysis focused on identifying perceived benefits, challenges, and best practices for integrating AI and triangulating findings across multiple data sources. The findings highlight the need for strategic investments in infrastructure, teacher training, and policy frameworks to facilitate the successful adoption of AI in teacher education. The study concludes by offering recommendations for policymakers, college administrators, and educators to effectively harness the power of AI to prepare future teachers for the demands of the 21st-century classroom and equip them to foster lifelong learning in their students.

The paper caused an investigation into the causes of Kuka M/A Primary pupils’ inability to read comprehension passages and to sustain their interest in reading comprehension using eclectic approach. Literature was provided to support the study. Action research design was used in the study. A sample size of fifty (50) pupils was drawn from the entire school population for data gathering purposes. The instruments employed for the study were tests and observation while data were analyzed using frequency tables. The study revealed that lack of participatory activity in the classrooms, lack of pre-reading skills, absenteeism, and others were the causes of the pupils’ inability to read. The study further revealed that using an eclectic approach improves pupils’ performance in class. It became known that most of the pupils were now interested in reading comprehension passages very well because the lessons adopted the interactive activity-based approach. A number of recommendations were made to assist stakeholders of the school to make good use of this current study to improve upon their performance.

The study investigated teachers’ Classroom assessment practice in the Bawku Municipality in the Upper East Region of Ghana. The design the study adopted was descriptive. A Census survey was used and a total of 313 Junior High School teachers in the Bawku Municipality were involved. A questionnaire was used for the data collection. The statistical tools used for the analysis of the data were independent t-tests and ANOVA. The findings revealed no difference in the nature of SBA practices with regard to gender in the Bawku municipality. The findings also indicated that years of teaching did not influence the nature of SBA practices. The results also revealed that teachers’ academic qualification does not influence the nature of SBA practices. The study, therefore, recommended that Junior High School head teachers and supervisors of the schools in Bawku municipality should encourage teachers to continue to learn more about current development on SBA to be well informed with current guidelines regarding SBA. Finally, Bawku Municipality Education Directorate should continue to organize in-service training on SBA practices so teachers to further have more opportunities to design and explore the various component of Class Assessment Tasks (CATS).
 
 Received: 13 March 2023 / Accepted: 27 June 2023 / Published: 5 July 2023

This research aimed at developing preservice-teachers’ scientific problem-solving skills after taking part in active learning in an introductory science lesson in semester two of the 2020/2021 academic year. The researchers engaged 150 level hundred preservice-teachers for five (5) weeks. Pre-test and post-test designs were employed to collect data for both quantitative and qualitative analyses. Ten active learning practices were performed throughout the semester. The problem-solving assessment used was T-TEL and rubrics were used to develop the research instrument to evaluate preservice teachers’ problem-solving skills. A Sample group interview was conducted to obtain qualitative data on preservice teachers’ opinions of active learning activities. A sample t-test was used to compare problem-solving pre-test and post-test scores in the class. The data collected and content analysis was used to summarize preservice teachers’ opinions. The results revealed their problem-solving skills were highly improved after taking part in active learning processes at 0.05 confident levels. Preservice teachers expressed their opinions positively toward active learning processes and showed a willingness to participate actively in the next lesson using the same learning approach.

Social Studies educators increasingly support the use of Computer-Assisted Instruction to transform Social Studies Education from a traditional mode to a more constructivist, student-centered, and active mode. This study experimented the impact of Computer Assisted Instruction (CAI) on students' performance in Social Studies. Learning package was examined. The study was a quasi-experimental research involving a pretest and posttest. The sample for the study comprised 40 first year students of Bawku Senior High in Bawku Municipal Assembly in Upper East Region of Ghana. The students' pre-test and post test scores were analysed using independent -samples t-test. The findings of the study showed that the performance of students exposed to CAI (experimental group) were better than their counterparts exposed to the conventional classroom instruction (control group). Based on the research findings recommendations were made on the need to develop relevant CAI packages for teaching Social Studies in Ghanaian Senior High Schools.

The purpose of this study was to investigate the extent of knowledge students of senior high schools in Bolgatanga, the Upper East Regional capital of Ghana, have on risky sexual behaviours and also to seek for answers on the reasons why students engaged in or will engage in sexual practices. Multistage sampling technique was employed to sample 400 students from the four public senior high schools in the municipality to respond to a researcher-designed instrument. Descriptive statistical analyzes were used in order to analyze the two research questions. The results suggest that majority of the respondents demonstrated moderate to high level of knowledge on sexual risk-taking behaviour (21% and 68% respectively). Moreover, the students indicated expression of love, to make money and to boost once social status as part of the varied reasons that influenced or would influence them to engage in sexual intercourse. The study concludes that the students will protect themselves against contracting sexually transmitted infections (STI), thereby reducing the incidence of HIV and female students might also be involved in multiple-partnered sexual relations.

Field experiments were carried out on roselle (Hibiscus sabdariffa L) during the 2019 and 2020 cropping seasons at the CSIR-SARI Research Station at Manga in the Upper East Region of Ghana. The aim of the experiment was to study the response of roselle to cowdung, nitrogen fertilizer and their interaction on the growth and yield of roselle. The treatments consisted of factorial combination of five rates of cowdung (0, 1.5, 2.5, 3.5 and 4.5 t/ha) and five levels of nitrogen (0, 20, 40, 60 and 80 kgN/ha) laid out in a randomized complete block design and replicated three times. Data were collected on days to 50% flowering, plant height, number of leaves per plant and dry calyx yield. The results indicated that differences in dry calyx yield due to the manure and nitrogen fertilizer effects were highly significant (P 0.01). Application rate of 2.5 t/ha manure recorded the highest yield of 340 kg/ha and 308.1 kg/ha in 2019 and 2020 respectively. Increasing manure rate from 2.5 - 3.5 t/ha did not result in significant increases in dry calyx yield. The four rates differed significantly from the control which had the least calyx yield of 190.3 kg/ha and 180 kg/ha in 2019 and 2020 respectively. Nitrogen rate of 60 kg/ha recorded the highest dry calyx yield of 510.5 kg/ha and 370.4 kg/ha in 2019 and 2020 respectively which were significantly different from calyx yields recorded by other treatments. The trend on partial budget analysis was consistent in both seasons with the highest yielding treatments (2.5 t/ha cowdung manure and 60 kg/ha) recording the highest net benefit while the control (0 kg/ha) ranked last. The application rate of 2.5 t/ha of cowdung and 60 kg/ha of Nitrogen is thus recommended for optimum roselle production and productivity in the study area.

La littérature des femmes use, généralement, de différentes stratégies pour revendiquer une nouvelle identité à la femme et dénaturaliser son statu quo de subordonné reconnu, depuis des siècles, comme naturel. Le présent article propose une réflexion critique autour de la propagande comme un moyen de libération de la femme des tares des traditions, des pratiques, des valeurs louvoyées. À travers le prisme de l’analyse critique de discours et du constructionniste, l’étude démontre comment Bousquet se sert de la propagande pour remettre en cause des structures, des normes, des traditions voire des pratiques qui enlisent la femme dans des positions subordonnées dans la société qui l’a vue naître. La propagande s’impose donc comme outil critique pour à la fois rejeter les rôles et la place imposés à la femme et aussi repenser son statu quo. L’étude conclut que la représentation des rôles et de la place de la femme est une propagande qui joue sur différents mécanismes rhétoriques et stylistiques afin d’instaurer un nouveau monde d’égalité, de justice sociale et de la démocratie du genre. Women’s literature normally uses different strategies to claim a new identity for women and to denaturalise their status quo considered as the natural order for centuries. This article takes a critical look at propaganda as a means of liberating women from the shackles of traditions, practices, and outmoded values. Through the prism of critical discourse analysis and constructionism, the study demonstrates how Bousquet uses propaganda to challenge structures, norms, traditions, and even practices that maintain women in subordinate positions in the society in which they were born. Propaganda is therefore used as a critical tool both to reject the roles and place imposed on women and to rethink their status quo. The study concludes that the representation of women’s roles and place is propaganda that plays on different rhetorical and stylistic mechanisms in order to establish a new world of equality, social justice, and gender democracy.

Introduction: Enhancing the quality of Social Studies teachers is significantly necessary for effective teaching and learning of Social Studies in Junior High schools in Ghana. Purpose: The purpose of the study was to provide empirical evidence about teacher quality and the effective teaching of Social Studies in Junior High schools in the Garu District. Methodology: The study adopted a descriptive survey design. The population for the study involved all Social Studies teachers in Junior High Schools in the Garu District. In all twenty-seven (27) Social Studies teachers made up of Five (5) females and twenty-two (22) males who were purposively selected to participate in the study. A structured questionnaire was designed and used for data collection. Results: Findings from the study revealed that most Social Studies teachers possessed the minimum requirements for teaching Social Studies and are professionally qualified and trained for effective teaching of the subject. Also, many Social Studies teachers have not received any form of in-service training which could hamper effective teaching. Recommendations: The study recommends that emphasis should be placed on in-service training for teachers teaching Social Studies at the Basic school level for the subject's objectives to be achieved. It is therefore imperative for these teachers to join the National Social Studies Association (NaSSA) in order to get continuous professional development which will keep them up-to-date on the latest innovations in Social Studies Education and also grant them access to networking opportunities.

The purpose of this study was to investigate the sexual behavior patterns of student athletes of senior high schools in the Upper East Region of Ghana and to assess the differences in sexual behavior patterns between male and females. A sample of 400 student athletes using a convenience sampling technique from public senior high schools was drawn to complete a self-designed research study. Descriptive statistics and the Chi-square test tool were used to analyze the collected data. The results showed that student athletes practiced various forms of sexual behaviors such as celibacy, foreplay, vaginal-penile sex, sexual fantasy, masturbation, oral sex, and anal sex. The Chi-square analysis showed significant gender differences in prevalence of masturbation (χ2 (1, n = 400) = 4.6962, probability = 0.030) and sexual fantasy (χ2 (1, n = 400) = 6.8477, probability = 0.009), but not vaginal-penile intercourse (χ2 (1, n = 400) = 1.3197, probability = 0.251) and celibacy (χ2, (1, n = 400) = 0.0721, probability = 0.788). The study concludes that student athletes of senior high schools might be vulnerable to unplanned parenthood and are at risk of STIs, including HIV. Regular health promotion campaigns on sexual risk-taking behaviors are required to help reduce the prevalence of student athletes’ indulgence in risky sexual behavior patterns that can harm their health. It is essential to implement gender-specific interventions (e.g., decision-making skills) when addressing the problems of sexual behaviors among the student athletes in the region.

The extent to which demographic characteristics of educational heads differentiate their instructional leadership practices has been a contentious matter for several decades. The aim of this study was to investigate the instructional leadership practices of school heads as well as examine the extent to which headteachers’ gender, professional qualification, and work experience differentiated their instructional leadership practices in public basic schools in Ghana. This was a quantitative study underpinned by the positivist paradigm. The study employed the descriptive survey research design where 127 headteachers and 643 teachers were selected through census and proportionate stratified random sampling techniques respectively. The Principal Instructional Management Rating Scale (PIMRS) was adapted from Hallinger and Murphys (1985) and used to collect numerical data for the study which was analysed using descriptive statistics like mean and standard deviation as well as inferential statistics including independent samples t-test and one-way analysis of variance (ANOVA). The findings revealed that defining school mission dimension of instructional leadership practice was most prevalent among the headteachers as compared to managing the instructional programme and protecting school climate respectively. Additionally, the findings established that gender accounted for differences among headteachers in promoting a positive school climate where male headteachers rated higher than their female peers. Furthermore, the study established that work experience of the headteachers led to significant differences in defining school mission, managing instructional programme, promoting a positive school climate as well as the overall instructional leadership practice. Therefore, the study concluded that headteachers’ gender matters in promoting a positive climate in the schools while the work experience of the headteachers is a determinant of differences in their instructional leadership practices in the schools. Based on these findings, the study recommended that Ghana Education Service through the Regional and District Directorates of Education should liaise with instructional leadership specialists to organise in-service and refresher training programmes for headteachers on instructional leadership practices so as to sustain, improve, and intensify its practice in public basic schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0841/a.php" alt="Hit counter" /></p>

Kenaf (Hibiscus cannabinus L) consists of various beneficial components like stalks, seeds, leaves, fibers, oils, proteins, allelopathic chemicals, and fiber strands, among other things. Despite the numerous uses of the crop, there is little or no information on optimum agronomic practices such as planting date and N fertilization of the crop in the Upper East Region (UER) of Ghana where the crop is widely cultivated by smallholder farmers. Field experiments were therefore carried out in 2020 and repeated during the 2021 cropping season in the study area. The objective of the study was to determine appropriate planting date and N fertilization for increased kenaf productivity. In each year, the treatments consisted of 3 × 5 factorial combinations of three planting dates (1st July, 7th July and 14th July) and five levels of N (0, 20, 40, 60 and 80 kg/ha) replicated three times. The design of the experiment was a split-plot with the N fertilizer as the main plot and the planting date assigned to sub plot. The results showed that, planting kenaf in early (1st) July or N fertilization at the rate of 60 kg/ha increased plant density, stem height, stem diameter, dry bast and core yields in both cropping seasons.

Legumes constitute a major component of sustainable cropping systems due to their biological nitrogen fixing potential. A field study was conducted in 2020 and 2021 at Ashanti-Mampong in the forest transition zone of Ghana to quantify nitrogen credits to carrot from early (70 - 75 days) and medium maturing (80 - 85 days) cowpea varieties (Asetenapa and Soronko) respectively, and Obatanpa maize variety as a reference crop. The experimental design was a split plot with five Nitrogen levels (0, 30, 45, 60 and 90 N kg/ha) applied to carrot as sub-plots following the legumes and the maize variety as main plots. NPK (15:15:15) was applied at the rate of 250 kg/ha to provide the nitrogen. The sub-plot treatments (0, 30, 45, 60 and 90 N kg/ha) were planted following the two cowpea varieties and the maize variety as a reference crop. Soronko had the highest number of nodules (176) while Asetenapa had the lowest nodules (55). Nitrogen credit to carrot from the early-maturing cowpea (Asetenapa) was 32 N kg/ha in the first year of incorporation and 18 N kg/ha in the second year after incorporation. N-credit from the medium-maturing cowpea (Soronko) was 18 N kg/ha and 29 N kg/ha in the first and second year after incorporation respectively. Obatanpa maize variety with 0 kg N/ha fertilizer level produced the lowest carrot yield, indicating that the soil amendment increased yields. The species and maturity of legumes are important determinants of their N credit contribution to crops in rotation.

Soil fertilization greatly improves the production of root crops.However, its availability and high cost have become a major challenge.This experiment was conducted to determine growth and yield responses of FP to an integrated application of N fertilizer with cow dung for sustainable FP production.Field experiments were carried out on FP during the 2019 and 2020 cropping seasons at the Manga Agricultural Research Station, Manga, in the Upper East Region of Ghana.The experiment was a factorial design with two propagules, (stem cuttings and 'seed' tubers) and six fertilizers (cow dung (CD) and/or inorganic) giving 12 treatment combinations.Data recorded were plant count, days to 50% flowering (DFF), number of branches per plant, canopy spread, plant height, marketable tuber yield and non-marketable tuber yield.In both cropping seasons, the results showed that the interaction of fertilizer type with propagule was not significant (p > 0.05) in affecting the parameters studied.The main effects of fertilizer type and propagules showed significant differences (p < 0.05) in days to 50% flowering, branching, canopy spread, number of marketable tubers and tuber yield.Plants that were raised from stem cuttings that received combination of 187.5 kg/ha NPK+2.5 t/ha cow dung or 125.0 kg/ha NPK + 5 t/ha cowdung produced the highest tubers which were not significantly (p > 0.05) different from those that received sole inorganic fertilizers.These two treatments were therefore recommended to FP farmers as a viable alternative to the use of sole inorganic fertilizers which are not readily available due to their exorbitant prices.

This research investigates the influence of payment practices on tutor motivation within the University of Cape Coast’s College of Distance Education (CoDE) Weekend Online Distance Learning Programme, employing the Principal-Agent Theory as an analytical framework. The study addresses how strategic delays and rushed payments may create opportunistic behaviors among tutors, affecting their effort, commitment, and overall programme effectiveness. Thus, recognizing the potential for opportunistic behaviors arising from delayed or hurried payments, the research investigates how such payment strategies influence tutors’ effort, commitment, and overall performance. A mixed-methods approach is utilized, combining quantitative surveys administered to tutors and qualitative interviews with administrators and tutors to gain nuanced insights into their perceptions and experiences. The study aims to identify the extent to which payment timing and structure affect motivation and engagement, and how these factors subsequently impact the quality and effectiveness of the distance learning programme. Anticipated findings are expected to reveal critical links between incentive alignment and tutor effort, offering evidence-based recommendations for designing sustainable payment systems that enhance motivation and accountability. The research contributes to the broader understanding of contractual incentive mechanisms in distance education and provides practical policy implications for optimizing payment strategies to foster long-term engagement and educational quality.