Komenda College of Education

Knowledge management is a popular concept among many disciplines in higher learning institutions. Notwithstanding, reviewed literature shows that, the concept is highly practiced by corporate entities as compared to institutions of higher learning. A systematic review was done to specifically examine the various knowledge management strategies that are used by higher learning institutions considering the popularity of the concept coupled with the fact that it is taught widely across institutions of higher learning. The review was done with over 40 publications of varied topics on knowledge management. These were retrieved from various academic search engines and databases. The study found that, there is inadequate literature on knowledge management strategies in higher learning institutions; however, codification and personalization were generally identified in most of the studies as the main strategies of knowledge management. Strategies like, communities of practice, knowledge partnering and knowledge harvesting were suggested by this study. Higher learning institutions are therefore encouraged to start practicing what they teach by conducting more empirical studies on the concept.

In Ghana and the rest of the world, Covid-19 has negatively impacted economic growth with the poor, vulnerable, and marginalized households who depend on informal employment and businesses to fend for their children feeling the great impact. The pandemic has severely compromised their ability to finance school-related expenditures such as school kits, meals, and learning materials. With the adoption of remote teaching by the Government to facilitate distance learning and online education delivered through the internet, television, and radios, students from poor backgrounds face a great challenge as they can't access these mediums of learning and this leads to inequality in access and quality of education. Hence, it is necessary to look through these challenges to ensure there is continuous access to the provision of quality, inclusive and equitable education during and after the pandemic. Effective application of the suggested interventions by stakeholders and education managers will ensure uninterrupted learning in educational institutions in the future. This is the main idea to be tackled in this article. Since this is a theoretical review, it will depend on a review of secondary data material to examine and discuss the challenges and mitigations for COVID-19 in the Ghanaian education sector, in line with the learners. The theoretical review is guided by the Classical Liberal Theory of Equal Opportunities advocated by Sherman and Wood and the theory of justice and fairness advanced by Rawls John.

The purpose of the study was to examine the impact of instructional materials in teaching and learning biology in the Colleges of Education in the Central Region of Ghana. Qualitatively, a case study research design was selected for the study. The population of the study consists of three Biology tutors in the three Colleges of Education in the Central Region. The purposive sampling technique was chosen to select all the three colleges and three Biology tutors for the study. The interview guide was the main instrument for the data collection. Data were analysed using the interpretative technique based on the themes arrived at during the data collection from the respondents. The study concluded that instructional materials boast students’ cognitive abilities and arouse their interest in the lesson by helping them to reason critically during teaching and learning. The study also revealed that the competencies level of tutors helps them in the assessment of the subject, selecting relevant materials for each concept. Their pedagogical skills depend on their competencies in the classroom instructions. The study also concluded that a good presentation of a lesson has a substantial impact on teaching and learning situations, as well as the vast amount of information available to students, to supplement their instruction and the principles for appropriate use of instructional materials. It is recommended that professional development should be organised for the Biology tutors in their respective colleges to have competencies in using relevant instructional materials in assessing students in Biology lessons. It is also recommended that Ghana Tertiary Education Commission (G-TEC), National Teaching Council (NTC), and universities should collaborate with the colleges to organise workshops and seminars for tutors teaching Biology to update their knowledge in the use of digital instructional materials in lesson presentation.

Purpose: It has been an indispensable fact that Education has been a vibrant instrument in the developmental processes of any given nation across the world. In this article, the researchers made critical analysis of various educational reforms that have been undertaken in Ghana (formerly Gold Coast Colony) in both colonial and post-colonial periods and their relationship to improve educational standards towards national development.
 Methodology: Precisely, the paper scrutinizes historical development of Ghanaian’s education and its problems encountered in meeting its national developmental goal.
 Findings: In order to address the above challenges, this paper contends that it is important to separate the management of the education process from the national political agenda. Changes and management of the education processes should be handled by relevant stakeholders who are imbued with accurate, effective knowledge and acumen in the field of education and should follow appropriate procedures namely: examining the nation’s educational and historical trends, theoretical considerations, objectives of the education processes, curriculum and administration demands.
 Unique Contribution to Practice and Policy: The Ghanaian educational curriculum should be crafted by all stakeholders to suit the indigenous African context. These would meet the needs for the required manpower. The researchers also identified that some educational policies were reformed without appropriate analysis of the previous ones before those reformations were made due to over politicisation of the reforms. Above all, it is imperative to develop a clear educational policy and to correlate it to Ghana’s national character and societal needs. In order for education to foster accelerated development, this paper recommends: the need to separate educational policies from national politics, clear stipulation of educational policies and their role in national augmented development, and a sound implementation of educational reforms. The studies of technical subjects were mentioned in the entire policies yet very little has been done. The Researchers also suggest that there should be National Education Policy as Long term Plan for a specific number of years for every political party to implement so as to deny any political party to interfere with their political programme outside the national educational developmental plan. The researchers also suggest that for the government to help solve the problem of unemployment, technical and vocational education should be given a critical attention. This is due to the fact that some of the current problems have existed for over a century now.

This paper draws on conceptualization of pupil-centred and teacher-centred methods to explore the views of primary school and junior high school (JHS) mathematics and science teachers on teaching. The purpose of the study was to ascertain whether the views of these teachers place the pupils at the centre of the teaching and learning process. The research participants were selected from all the six circuits in the Cape Coast Metropolis using stratified random sampling procedure. Questionnaires were administered and responded to by 157 primary and JHS mathematics and science teachers in the Cape Coast Metropolis of Ghana. The data collected were analysed using both quantitative and qualitative data analysis methods. The findings from the study showed among others that the participants’ views about teaching were predominantly teacher-centred. Implications of the findings for mathematics and science teacher education particularly and research in mathematics and science education in Ghana generally are provided.

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.

The passage of National Health Insurance Scheme to replace the old system (called cash and carry) in Ghana seems to have raised many questions as to whether it has increased the rate at which people attend hospital and abolished cash and carry system. The data collected were hospital attendance for both health insurance and cash and carry system on monthly basis across age groups and gender for 2008-2017, obtained from Cape Coast Teaching Hospital. Chi-Square tests and the Box-Jenkins’s methodology of time series analysis were employed to analyse the data. From the findings, the autocorrelation function (ACF) and partial autocorrelation function (PACF) plot suggested an AR process with order 1. Candidate models were obtained using the minimum AIC criteria to select adequate models and appropriate models were obtained as SARIMA (1,0,0) (0,1,0)₁₂ model for insured (NHIS) and SARIMA (1,1,1) (2,0,1)₁₂ model for uninsured (Cash and Carry system). Model diagnostics tests were performed using Ljung-Box test. The Chi-square tests inferred dependence in hospital attendance between insured and non-insured patients on gender and the years, In conclusion, insured patients will be increasing throughout the age groups and non-insured patients will be increasing for specific age groups 0-28 days to 15-17 years for the next 24 months. This research recommended among others that education should be given to the general public about the importance of health insurance, it registration and operations especially age group 0-28days to 15-17 years because they seem to continue the use of Cash and Carry System in seeking healthcare regardless of the introduction of NHIS.

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 study employed a quasi- experimental design of a single group pre-test post-test. The purpose of the study was to assess the locomotor and object control skill development levels of 6-8-year-old basic school pupils in Kwahu Afram Plains South district of Ghana The target population for the study comprised all 6-8 years old primary school pupils in Tease in Kwahu Afram Plains in the Eastern Region of Ghana. Convenient and stratified sampling techniques were used to select 57 pupils made up of thirty-seven (37) boys and twenty (20) girls. The instrument used for this study was Test of Gross Motor development (TGMD-2). Descriptive frequencies were used to analyse the data. The study revealed that pupils demonstrated high level of perfection with reference to their locomotor skills in the various physical activities with most responses on their skill execution mostly ranked between often and always. The study also indicated that pupils were able to perform locomotor skill activities well. The study also concluded that pupils were not really equipped with motor skill and were not able to execute motor skill activities correctly during physical activities with responses on motor skill mostly ranked between rarely and often. It is recommended that lower and upper primary school teachers in Kwahu Afram Plains South district should be equipped with the prerequisite skills to enable them to teach motor skills development effectively. It is also recommended that more qualified physical education personnel should be sent to the basic level in Kwahu Afram Plains South district to teach physical education since motor development and skill acquisition develop the habit of the active lifestyle of individuals.

This study evaluates the adoption of Moodle learning management system (LMS) for emergency remote teaching during the COVID-19 era by colleges of education (CoE) teachers in Ghana. The research highlights the level of experience of CoE teachers in their use of e-learning applications as well as the factors that influence their acceptance of Moodle LMS within the Unified Theory of Acceptance and Use of Technology framework. Three research questions guided the study: 1. What is the level of experience of CoE teachers in the use of e-learning applications? 2. What is the influence of performance expectancy, effort expectancy, and social influence of teachers on their behavioral intention to use Moodle LMS? 3. What is the influence of Facilitating Conditions, Service Quality, and Behavioral Intentions on teachers’ Use Behavior of Moodle LMS? The study used a descriptive cross-sectional survey approach to assess the experiences of CoE teachers in their use of e-learning applications as well as their behavioral intentions, and actual usage behaviors concerning Moodle. The quantitative approach was used to collect and analyze data. The findings reveal that social influence played the most crucial role in shaping educators’ behavioral intentions towards using Moodle, while performance expectancy and effort expectancy have a lesser impact. The study highlights the need to prioritize the service quality of learning management systems in CoEs. This can include routine system updates, intuitive user interfaces, and effective technical support to provide a smooth experience for educators. Recommendations are provided to enhance the adoption and utilization of Moodle, emphasizing the need for targeted professional development and improved infrastructural support. Implications of the results for understanding Moodle LMS adoption in emergency remote teaching contexts are discussed.

The study examined the level of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) of social media within the framework of the Technology Acceptance Model (TAM) in order to ascertain the usefulness of social media among Pre-service Teachers in Ghana. Stratified random sampling was used to select 391 Pre-service Teachers for the study. Data was collected using a questionnaire and analysed based on descriptive statistics and an Independent sample t-test. This study found that majority of the Pre-service Teachers use two social media platforms; WhatsApp and Facebook. The study further established a significant difference between Pre-service Teachers whose usage of social media sites specifically affect their perceived usefulness and those that specifically affect their perceived ease of use. The study encouraged teachers to integrate e-learning applications like Blackboard, Google Classroom and Edmodo in their courses (using the blended learning approach) as they have social media-like features that students have already embraced. This study contributed to research on the possibility of integrating social media into teaching and learning in Colleges of Education in Ghana.

The purpose of the study was to assess teachers' use of field trips in evaluating Social Studies lessons in Winneba Senior High School in Effutu Municipality in the Central Region of Ghana. Qualitatively, a case study research design was employed for the study. The population of this study comprised all the four (4) Social Studies teachers and Social Studies Association president in Winneba Senior High School. Convenient and purposive sampling techniques were used to select the municipality, Winneba Senior High School and Social Studies teachers and Social Studies Association president for the study. The main instrument for data collection was semi-structured interview guide. The data was analysed through the use of the interpretative method on the themes identified during the data collection. The study indicated that the use of field trips in the teaching and learning of Social Studies has the potential to influence the understanding levels of students and teachers. Therefore, field trips have the potential to help students and teachers to gain new knowledge that may not have been obtained through theoretical learning in the classroom. The study also revealed that organisation of field a trip has some challenges, such as, time as the main factor, financial problems, inadequate support from School Management, Parents and some teachers, nature of the curriculum, the behaviour of students outdoor were related to the research questions and interpreted on the number of issues raised by respondents. It is recommended that procedures for seeking permission be outlined by the Ghana Education Service to facilitate easy permission processes and to reduce the stress associated with seeking permission for organizing field trips for teachers and students in Senior High Schools. It is also recommended that students should be educated more and more by their Social Studies teachers on the importance of embarking on field trips to eliminate the lukewarm attitudes of some of the students. It is recommended that the Regional and District directors of education should ensure constant and effective supervision of teachers to encourage the use of field trips as a teaching strategy for the evaluate Social Studies lessons.

<p style="text-align:justify">The study examined the level of autonomy among basic school teachers in the Central Region of Ghana and the effect of teacher demographic characteristics on the level of teacher autonomy. The explanatory sequential design was adopted. Using the systematic sampling technique, a total of 315 basic school teachers were sampled for the quantitative phase of the study whilst 12 teachers were sampled for the qualitative phase through the purposive sampling technique. Eighteen (18) items Likert-scale was adapted from Pearson and Hall and used for the quantitative phase. A semi-structured interview guide was designed to collect data to further elaborate the study’s key findings. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that teachers in the Central Region of Ghana hold positive perceptions about their autonomy with the level of autonomy being moderate. It further established that teacher autonomy is affected by gender positively whilst age and teaching experience affects their level of autonomy negatively. Based on the findings, it is recommended that the Ghana Education Service (GES) and school heads should organize in-service programmes aimed at informing basic school teachers on the extent of autonomy that they have in the process of implementing the curriculum.</p>

The purpose of this study was to examine the ideological motivations behind the use of metaphor in some selected speeches of former president John Dramani Mahama. Qualitatively, the study adopted a textual analysis research design. The study focused on Ghana’s political discourse with an emphasis on some selected speeches of former president John Dramani Mahama which were published between 4th July, 2012 to 6th January, 2017. A purposive sampling technique was used to select twenty (20) speeches of former president Mahama which were predominantly couched by layers of metaphors. The data were coded and metaphorically analysed in themes with interpretations. The analysis of metaphor in this study has shown that Critical Discourse Analysis is the best methodology for the analysis of spoken text in order to find out metaphorical meanings in discourse structures. The study revealed that Mahama’s use of metaphors was motivated by discursive practices such as hope, self-glorification, superiority and dominance and establishing commonality. The study indicated that metaphors are key discourse elements that foster understanding between and among participants in a political context. The study found that Mahama employs intertextuality as a rhetorical device. It is recommended that future researchers should devote time to look at the ideological implications of the use of intertextuality by Mahama.

The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

Given the attribution-efficacy links with seriousness of misbehaviour and teacher intervention strategies established in literature, it could be hypothesised that teacher attributions could influence seriousness of misbehaviour and teacher intervention strategies. This prompted the researcher to test for relationships between teacher attribution and the seriousness of student misbehaviour and teacher intervention strategies and seriousness of student misbehaviour. The results indicated that teacher intervention strategies have a strong relationship with seriousness of misbehaviour. This was found after the two variables (teacher intervention strategies and seriousness of misbehaviour) gave a correlation (r) result of r = .920**, n=140, p=.000**, 2-tailed) which is less than p-value of .05. The results again showed that there is strong relationship between teacher attribution and seriousness of misbehaviour). This was palpable and evident after the two variables (teacher attributions and seriousness of misbehaviour) produced a correlation (r) result of r= .790**, n=140, p =.003**, p<0.05, 2-tailed) which is less than p-value of .05. It was therefore recommended that proactive measures should be put in place to improve teachers’ intervention strategies and reduce students’ misbehaviour. Keywords: Teacher, Attributions, Seriousness, Misbehaviour, Teacher, Intervention, Strategies DOI: 10.7176/JEP/12-11-05 Publication date: April 30 th 2021

The study employed qualitative paradigm with descriptive research design. A sample size of thirty-one (31) participants were selected from three schools using purposive sampling techniques. It included Visual Arts Students, Teachers, Heads of department and an official from the municipal education directorate in the study area. The study adopted interview, observation and review of documents as data collection instruments. Data collected were analyzed using simple illustrative examples. It was found that studio facilities and teaching methodologies have some influence on students’ learning. It is recommended that the identified academic inadequacies in the schools have to be resolved through adequate resourcing, infrastructure, teacher competency, good BECE entry grades, allowing students to choose their preferred subject base on their interests and also making available the National Teaching Standard for Ghana book for the teachers. Article visualizations:


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 The study explored teachers’ attributions in addressing misbehaviour of students in the classroom. To achieve this, a descriptive survey was adopted through the use of quantitative approach. A sample size of 140 teachers was selected for the study using cluster sampling technique. Questionnaires were used to elicit responses from the selected teachers. Inferential statistics and descriptive statistics were used to analyse the research questions. The findings from the study revealed that generally, teachers in the Komenda Edina Eguafo Abirem Municipality attribute students’ disruptive behaviours to blame and intentionality of the students. Again, in the quest for managing these attributed behaviours, supportive measures were identified by the teachers to be very effective. It was recommended that teachers’ beliefs about causality with reference to student misbehaviour be improved by training teachers to embrace controllable as opposed to non-controllable attributions. Teachers who might otherwise embrace unsupportive interventions may be more open to implementing research-based interventions for students who exhibit problem behaviour.

This study assessed the attitude and level of confidence of Basic 1-6 teachers in Ghana in implementing the new standard-based computing curriculum. The study employed the survey design. Simple random sampling and stratified sampling were used to select 127 teachers from five regions in Ghana. Frequencies, percentages and Pearson correlation statistics were used to analyse the data collected. The findings showed that most of the teachers have high confidence in handling the revised computing curriculum. In addition, most teachers have positive attitude towards using ICT tools for teaching and learning. Availability of ICT resources in basic schools in Ghana remains a challenge. The findings further indicated that some basic school teachers had taken academic courses to improve their academic qualifications within the last three years. However, most teachers said they had not attended any ICT-based workshop in the last one year. The study recommended more in-service training for teachers who teach computing to bring them up to speed on the computing curriculum.

Minimizing of waste of materials on the construction sites contributes greatly to the general cost of the building as a result of improper supervision on sites towards storage, handling and usage of materials. However, the cost of providing building materials required to complete any construction project is greatly high perhaps amounting to 55%-60% of the tender figure. The research was aimed at ensuring effective and efficient storage and handling of construction materials at construction sites in Volta and Oti Regions to ensure waste minimization harnessed with the needed productivity, in relation to construction material management. To effectively carry out this project, a survey method through the use of techniques such as questionnaire, observation and interviews were undertaken to actually determine what took place on the construction site in terms of material management thus, storage and handling on construction sites. Population for the study covered 25 construction companies in both Volta and Oti Regions. Quota sampling technique was adopted to distribute questionnaires to 200 respondents and stratified random sampling techniques for selection of 50 operatives on sites visited. Furthermore, interviews were carried out for 15 interviewees and also observed 35 operatives. The method used to analyze the data was descriptive statistics in percentiles through the use of tables and charts. The results showed that, building materials are not properly kept, space allocated for material storage was not enough, poor mode of material transport to site and lack of keeping adequate records among few. It is hereby recommended that Contractors, Site Supervisors and Storekeepers in the construction industries needed to be given sufficient education on the technical knowhow of material storage and handling on site. Prompt delivery of material on sites, good documentations and transport of materials, coupled with proper supervision during batching and mixing of building materials, and finally, appropriate Site layout plans mostly showing location of building and also space allocated for material storage should be applied on most Ghanaian construction.