Peki College of Education

The study examined students’ perceptions on the impact of online learning in the COVID-19 pandemic. A descriptive survey design was used. The study was conducted on level 100 student-teachers in three colleges of education (Accra, E. P. Amedzofe, and Peki), affiliated to the University of Ghana with a total population of 802. The calculated sample size was 325 on 4.2% margin of error with 95% confident level. A self-designed survey questionnaire, containing the background information, and five scaled Likert-type questions grouped on the variables of: home factors; teaching-learning and supports; and impacts of the online learning on students. The instrument was pilot tested on 50 student-teachers and later administered to the participants. The Cronbach alpha reliability check on instruments was 0.75 indicating the consistent reliability of the instrument. In all, 335 participants responded to the questionnaire. Descriptive data analysis was carried on with the Jamovi Statistical Data Analysis (JSDA) tool. Results revealed that students’ E-learning are being distracted mostly by home related factors. The high cost of internet data and unstable internet connectivity were among the trending issues of concern to most students on the E-learning. The study recommends the consideration of blended teaching in the Colleges to prepare students in both physical and virtual classrooms experiences. Further, the colleges are urged to use common Learning Management System (LMS) to manage cost and internet data usage. Article visualizations:

This paper seeks to gain insights into teachers’ perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students’ understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.<i> </i>

The severe and accelerating loss of land quality and productivity is widely acknowledged at all geographic scales, from the global scale down to the local level, across the world. Global food yield has decreased by 13% as a result of the 40% moderate degradation and 9% severe degradation of agricultural land. This study examines the dynamics of land degradation and its impacts on smallholder agriculture and food sovereignty in Ghana’s Volta Region, focusing on the Ho Municipality. Employing a mixed-methods approach, the research combines remote sensing analysis, quantitative surveys of 200 smallholder farmers, and qualitative interviews with experts and farmers. Findings reveal a concerning trend of increasing land degradation, with areas experiencing degradation rising from 2% in 2013 to 5% in 2023. The study demonstrates significant impacts on crop yields and farm income, with 87% of surveyed farmers reporting negative effects on their crop production due to land degradation. Smallholder farmers have adopted various coping strategies, with compost application (62.5%) and chemical fertilizer use (60%) being the most prevalent practices. The research highlights a discrepancy between scientific measurements and farmers’ perceptions of land degradation, emphasizing the importance of integrating local knowledge with technical assessments. The study contributes to the existing literature by providing a detailed, localized analysis of land degradation dynamics and their implications for smallholder agriculture and food sovereignty in the region. It offers valuable insights for policymakers and practitioners, underscoring the urgent need for targeted interventions to address land degradation while supporting sustainable agriculture and food security in Ghana and similar contexts.

Purpose: The purpose of this study was to examine the extent of effective time management practices of the teacher-trainees in the Colleges of Education in Ghana.
 Methodology: The population of the study comprised teacher-trainees (students) of the Public Colleges of Education in the Volta Region of Ghana. Two Colleges were chosen in the region based on convenience sampling technique. In all, a total of 336 participants completed the study survey questionnaire. Statistical data analysis was carried out using the Jamovi Statistical Data Analysis (JSDA) tool and the Microsoft Excel Application package. The instrument was pilot-tested on thirty students. The Cronbach’s Alpha (α) reliability analysis measures were computed. The returned α values obtained on the constructs include 0.95, 0.97 and 0.98, and with the overall α as 0.91.
 Findings: The findings revealed that the existence of time management strategies to check students’ time consciousness is of low rate in the Colleges. The respondents’ average rate of 60.5% totally disagreed on the items tested revealing strong indications of the Colleges low considerations of the awareness creation on effective time management strategies. On the students’ level of time management practices in the Colleges, the findings revealed a total frequency of about 52.8%, hardly or never adhere to time management practices as individuals. With this, the overall mean value of approximately 1.67 was calculated indicating the trainees’ low level of attainment on effective time management practices.
 Unique Contribution to Theory, Practice and Policy This study recommends that the authorities of the Colleges of Education should develop successful time management strategies in the Colleges to assist teacher-trainees in developing good time management habits

The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The “multiple intelligence domains inventory for educators” was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.

Purpose: The focus of the study was to review existing literature on the resourcefulness of science teaching and learning in the colleges of education in Ghana and to make recommendations to the government of Ghana and the science tutors on the teaching and learning of science in the colleges of education. The study strived to ascertain the right state of resourcefulness in science teaching and learning, nature of preparation given to pre-service science teachers and the kind of in-service training programmes science tutors receive. Methodology: Systematic literature search approach was adopted in selecting, screening and extraction of important and related documents. These processes included defining the question(s) that the review aimed to answer, establishing inclusion and exclusion criteria, carrying out the search for literature, reviewing the process and evaluating the studies, extracting relevant documents or data and then synthesizing, analyzing and presenting data. The criteria involved identifying journals, articles, policy documents, official reports, training modules, scholarly work from both print and electronic media; identifying goal, scope and focus of the review; presenting outline of procedure for selecting journals; deciding on source selection process; selecting sources; calibration of the content extraction process and picking relevant content materials. Results: From the analysis of the contents of the various documents gathered, it was revealed that a lot of colleges of education in Ghana have inadequate infrastructure, well-equipped science and ICT laboratories, human resource capacities and material resources that befit their status as tertiary institutions for effective delivery of science lessons by the tutors. Recommendation: It was recommended that the government of Ghana should adequately resource the colleges of education and the science tutors should take advantage of the Professional Development Sessions to sharpen their knowledge and skills for effective delivery of science concepts to learners.

This study examines the impact of teacher variables—teacher knowledge, teaching quality, and teaching experience—on learners’ mathematics achievement through the implementation of realistic mathematics education [RME] in Ghanaian junior high schools. Using a cross-sectional descriptive correlational design, data were collected via structured questionnaires administered to a stratified purposive sample of 507 participants. The questionnaires were designed to capture comprehensive data on teacher variables and learners' mathematics achievement. Structural Equation Modeling assessed the hypothesized relationships. Results indicate significant positive effects of teacher knowledge, teaching quality, and teaching experience on mathematics achievement. The implementation of RME enhanced both learners' mathematics achievement and teachers' self-efficacy in mathematics. Teachers’ self-efficacy mediated the relationship between RME implementation and mathematics achievement, as well as between teacher knowledge and mathematics achievement. These findings underscore the importance of teacher variables in improving mathematics achievement through RME, advocating for targeted professional development and curriculum design.

Purpose: The study examined trainee-teachers’ perceptions on traditional, online and hybrid learning modes of Mathematics education.
 Methodology: Quantitative research design was employed. The public colleges of education students in Ghana were involved in the study. Purposive sampling technique was used in selecting the sample for the study. In all, data was collected on 315 levels 100 and 200 students. Descriptive data analysis was employed using the Jamovi Statistical Data Analysis (JSDA) tool.
 Findings: The results indicate with over 80% frequencies of students and above 4.0 means of choice of responses per variables, students are mostly comfortable interacting and communicating with their tutors and colleagues in face-to-face Mathematics learning environment. The results also confirmed, with about 60.9% and 76.2% frequencies respectively, the students’ preferred Mathematics learning mode to be the blended teaching-learning and the face-to-face mode of assessments.
 Unique Contribution to Theory, Practice and Policy: With the advent of technologies and the prospects made in technology assisted instructions as revealed by literature, the Management and other stakeholders of the Colleges of Education are urged to facilitate Information Communication Technology (ICT) resources in their respective Colleges. This is to aid the implementation of the integration of face-to-face and the online teaching and learning of Mathematics courses.

This study explores the integration of indigenous stories into thematic teaching in Ghanaian kindergartens to enhance foundational learning. Guided by Rogoff’s sociocultural theory and participatory action research, data were collected from four schools in the Awutu-Senya East Municipality through observations and interviews. The findings show that while indigenous stories foster engagement, identity, and literacy, their use is limited due to teachers’ lack of storytelling skills, cultural knowledge, and language fluency. The study recommends curriculum revisions, teacher training, and leveraging professional learning communities to support integration. Emphasizing indigenous narratives can strengthen early learning experiences, and further research is needed to evaluate their broader educational impact.

<strong>Abstract:</strong> African Traditional Religion (ATR) exists with a wide variety of beliefs and customs. Sadly, these beliefs and customs are not exhaustively documented to be used as references. People only adopt the religious beliefs and customs that are upheld or followed in their families and communities. These customs have been passed on by ancestors, and each generation adopts them with adjustments appropriate to its own needs and historical circumstances. As a result, the conscious study of the religion has received academic attention over centuries. The intent of this paper is to look at how the academic study of ATR evolved. The paper also sheds light on the various approaches that have been developed over the years for the study of the subject. Critical attention is as well drawn to the implication for students’ interests in the study of the subject and its relevance to both tutors and student-teachers of ‘Religious and Moral Education’ in Colleges of Education in Ghana. To achieve this goal, secondary data was gathered through library research approach that furnished this study with rich information. The findings of this study revealed that ATR became a legitimate academic subject due to the combined efforts of teachers in schools and writers. It is one of the key courses provided by religious studies departments in universities, colleges, and research institutions. In higher institutions in Ghana, for example, at the diploma, bachelor, master's, and doctoral levels, students are free to major in ATR.

The integration of Artificial Intelligence (AI) in collaborative learning environments has transformed educational practices, yet little is known about pre-service mathematics teachers’ perceptions and engagement with such technology. This study aims to address this gap by exploring how pre-service teachers perceive and engage with AI-assisted collaborative learning, identifying factors that influence their experiences. Using a qualitative phenomenological design, we conducted semi-structured interviews with a purposive sample of ten pre-service mathematics teachers. Data were analyzed thematically, yielding three primary themes: engagement in AI-assisted learning, technology comfort and experience, and design of AI tools. Findings reveal that while participants recognize the potential of AI to enhance collaborative learning, their engagement is shaped by prior technology exposure, ease of tool use, and group dynamics. Participants cited the benefits of AI for facilitating peer interaction but also raised concerns regarding technical support and usability. This study contributes to the literature by highlighting the unique challenges pre-service teachers face with AI tools in collaborative settings. Recommendations include the integration of comprehensive technology training within teacher education programs and the development of user-friendly AI tools tailored for collaborative learning to support effective engagement and pedagogical outcomes.

Much research has shown a link between physical activity and students' academic success in school. In recent years, this approach has gained significant traction, particularly in the context of the professional education system. To investigate the association between physical activity and academic achievement in pupils studying in elementary schools, the research team set out to conduct a survey. The purpose of this study is to discover the connections between the two the study's primary objectives was to investigate the association between physical exercise and academic achievement. According to the findings, the study was a cross-sectional study in which 40 students took part. Prior to beginning the investigation, an ethical clearance was obtained. The instruments utilised to acquire data from students were interviews and observation, and the responses supplied by them were then assessed by the researchers. The findings of the study revealed that most students agreed that there was a link between physical exercise and academic achievement, since their test scores were higher than those of students who did not participate in physical activities during their free time. The findings suggest that physical activities can help students focus better on their studies and may even help them achieve academic success.

This study investigated whether socioeconomic variables influence teachers' practices in the School-Based Assessment (SBA) and their associated challenges. A quantitative research approach using the descriptive and cross-sectional design was employed and 273 teachers were sampled using the stratified random sampling in the Jasikan Municipality of the Oti Region of Ghana. Data was collected through a questionnaire and analyzed through the independent sample t-test and One-way ANOVA. The results showed no significant difference in SBA practices, roles and challenges among teachers based on gender, age, educational qualification, years of teaching experience and class level. Based on these findings, it is recommended that the Ghana Education Service should provide the necessary logistics, such as SBA record books to support teachers' implementation of the policy. Additionally, teachers should be motivated through incentives, promotions and praises to continue playing their key roles effectively as facilitators of the SBA.

The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The "multiple intelligence domains inventory for educators" was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.

The paper aims to examine the effect of entrepreneurship education on entrepreneurship intention with mediating roles of entrepreneurship attitude and self-efficacy. In a style of a quantitative research, the paper applied the SPSS version 23.0 and PLS-SEM version 3.0 for the analysis to understand the cause and effect and the mean of the differences in the constructs. As a cross-sectional study, data were collected from 393 HND Students II Business School, Bauchi, Federal Polytechnic Institute, Bauchi State, Nigeria. The result of the research shows a positive and meaningful relationship between entrepreneurship education and attitudes towards entrepreneurship, entrepreneurship education and self-efficacy and self-efficacy and entrepreneurship intention. Again, a negative impact was empirically proven between entrepreneurship attitude and entrepreneurship intention and entrepreneurship education and entrepreneurship intention. However, while testing for mediating effects of entrepreneurship attitude and self-efficacy. The result reveals that entrepreneurship attitude does not mediates the link between entrepreneurship education and entrepreneurial intention, while self-efficacy links entrepreneurship education and entrepreneurial intention. The result confirms with previous studies in this field. Future studies recommends that more research should be carried out in the same institution for instance, from school of engineering, school of general studies to mention but a few. In the same vein, researchers should carry out studies from universities and colleges of education within the region. Again, entrepreneurship attitude should be used to test the moderating effect of entrepreneurship education and entrepreneurship intention and also a longitudinal study should be carried out.

The primary aim of this study is to investigate different types of requests and request strategies by Anlo conversational participants in natural settings. This purpose hinges on the background that requests in Anlo may be direct or indirect. The study employs qualitative research design. The population for this study is from three out of the thirty-six indigenous Anlo towns. In all, thirty-six respondents made up of children (aged between 9 and 14 years), youth (aged between 15 and 39 years) and the elderly (aged from 40 years and above) were selected from the three sites. The data collection instruments used for this study are observation, interview, role play and the use of discourse completion tests (D.C.Ts). Requests in Anlo are grouped into two major categories namely; direct and indirect. Indirect requests are further sub-divided into conventional indirect requests and non-conventional indirect requests. Direct requests in Anlo are normally made in a commanding fashion. The use of address term however reduces or mitigates the illocutionary force of the request.

The focus of this study is to identify and analyse the aesthetic qualities and values of appellations among the Tongu-Ewe of the Volta Region of Ghana. ‘Aesthetic qualities’ are all the elements of appellations that make them beautiful, pleasurable and sublime. ‘The values’ are all the positive and negative ethical norms that are recognized, accepted and cherished as guides to conduct for peaceful and harmonious living. The researcher interviewed family heads, clan heads and elders who have in-depth knowledge of appellation among the Tongus (Agave Traditional Area. The study addresses the aesthetic qualities which evoke values cherished and enjoyed by the Tongu-Ewe. The study further analyses the structure of some selected appellations emphasizing the stem, justification or explanation of the stem and meanings which show that the structural elements contribute towards the creation of acceptable values and pleasure. It reinforces these notions by further analyzing and establishing the literary features and devices embedded in the composition of the genre. Additionally, the study discusses the style (diction, tone, imagery) various composers use to evoke pleasure and to create values for the society. The significance of appellations as sources of knowledge, wisdom, art, status-indexing, entertainment and moral education through social interaction and performance has been highlighted. Finally, the study, concludes that despite social change, the genre can survive and be sustained through education, adaptation, adjustment, theatre arts and the people’s sense of creativity.

This paper examines the implementation of the visual art curriculum at Wiawso College of Education (WATICO) in Ghana. The discussion touches on the pedagogical strategies and methods used in the teaching of the visual art programme at the WATICO and also to examine it implications on the trained teacher expected to teach Visual Art aspect of Basic Design and Technology (BDT) at the Basic Education level. Purposive sampling technique was used. Three main methods viz. interview, personal observations, and documentary review were employed. Teacher performance evaluation and Inductive analysis strategy were used as reference materials for the analysis. The study revealed that the art teachers at WATICO demonstrated high level of competency of knowledge in the subject matter. However, the teaching and learning of art component BDT at WATICO was more theoretical than practical and in spite of the tutors’ mastery in the preparation of lesson notes, the research revealed that the visual art at WATICO does not equip the teacher-trainee with teaching and learning skills in all the three areas of BDT (Visual Arts, Home Economics, and Technical Skills). The findings of the study cannot be generalized for colleges of education in Ghana since it was limited to only WATICO in the Western Region of Ghana. It was concluded that, the pedagogical strategies and methods adopted for the teaching and learning of visual art at WATICO were diverse, yet appropriate for the visual art. However, teaching and learning of visual art at the basic level were observed to be more theoretical than practical demonstration and application. It is recommended that the use of learner centred approach to teaching coupled with diverse teaching methods as practiced in WATICO should be consolidated. Keywords: pedagogy, art, education and implementation DOI : 10.7176/ADS/77-01 Publication date :October 31 st 2019

The purpose of this study was to facilitate science teacher trainees’ reflective practices in science through the use of problem-based learning approach. Stratified Random Sampling technique was used to select 20 prospective science teachers from two colleges of education in the Volta Region of Ghana to respond to the research instruments. Interviews and document/content analysis were employed to gather data from the respondents. Data generated from the study were analyzed qualitatively. It was found that reflective practices of science teacher trainees were improved through writing of reflective journals, self, peer and mentor evaluations of PBL lessons with accompanying feedbacks. However, some mentors lack expertise in coaching pre-service science teachers to be reflective practitioners due to inadequate training. It is recommended that constant in-service training on how to effectively coach teacher trainees to be reflective, must be organized for mentors to sharpen their skills.

The study compares the academic performance of music students at Nkonya Senior High School from 2011 to 2016 based on year groups. The goal of the study was to determine the courses, effects, recommended remedies, and measures put in place to improve academic performance. The data was collected and analyzed utilizing a qualitative and quantitative analysis (triangulation) study technique from October 2016 to February 2017. The study discovered that a lack of parental support, poverty, absenteeism, individual mental capacities, and the involvement of school officials all contribute to changes in academic performance. Boys were found to be missing more frequently in external examinations than girls, according to the data. However, when looking at overall academic achievement over a six-year period, boys outperform girls. The study suggests that music students, music teachers, and school administration all play important roles in raising the school’s academic level. This will maintain students’ interest in music and ensure that the student population in the subject continues to expand year after year. To ensure parity in academic achievement in following years, the music teacher should identify strategies to increase female students’ enthusiasm in the subject. Parents should also supply necessary academic resources and supervise children’s attendance to prevent truancy and absenteeism. This will enhance academic achievement of pupils at Nkonya Senior High School.