St. Vincent College of Education

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.

This paper aims at comparing the performance in relation to the rate of convergence of five numerical methods namely, the Bisection method, Newton Raphson method, Regula Falsi method, Secant method, and Fixed Point Iteration method. A manual computational algorithm is developed for each of the methods and each one of them is employed to solve a root - finding problem manually with the help of an TI - inspire instrument. The outcome of the computations showed that all methods converged to an exact root of 1.56155, however the Bisection method converged at the 14th iteration, Fixed Point Iterative Method converged at 7th iteration, Secant method converged at the 5th iteration and Regula Falsi and Newton Raphson methods converged at the 2nd iteration, suggesting that Newton Raphson and Regula Falsi methods are more efficient in computing the roots of a nonlinear quadratic equation.

In this current paper, an investigation has been conducted on the magnetohydrodynamic boundary layer flow of non-Newtonian Casson fluids on magnetized sheet with an exponentially stretching sheet. The similarity approach has been used to transform the governing models for Casson fluid to ordinary differential equations. We presented numerical results for momentum, energy and concentration equation parameters. Effects of the magnetized sheet and varying all the emerged parameters on the flow of Casson fluid with respect to the friction between the fluid and the surface, temperature and concentration are presented in tables. As a result of the induced magnetization of the sheet, the thickness of the thermal boundary layer has been enhanced. This behaviour brings a considerable reduction to the heat transfer. The induced magnetized sheet has a similar influence on the skin friction, Nusselt number and the Sherwood number. We however proposed incorporation of magnetized surfaces in MHD flows for controlling the flow rate of the fluid and heat transfer characteristics.

Education has been adjudged as an important behavioural change intervention and a key player in combating Female Genital Mutilation/Cutting (FGM/C). An assumed pathway is that it influences FGM/C attitudes. However, empirical evidence that explores this assumption is scarce. Hence, our study examines whether the associative effect of FGM/C continuation attitudes on circumcision of daughters is influenced by the level of a mother's education in Nigeria. We extracted data from the 2018 Nigeria Demographic and Health Survey (NDHS). The study focused on youngest daughters that were born in the last five years preceding the survey. A sample of 5,039 children with complete data on variables of interest to the study were analysed. The main outcome variable for this study is "circumcision among youngest daughters". The key explanatory variables were maternal "FGM/C continuation attitudes" and "education". At 95% confidence interval, we conducted a two-level logistic regression modelling and introduced interaction between the key independent variables. In the study's sample, the prevalence of FGM/C was 34%. It was lower for daughters whose mothers had higher education (12%) and believe FGM/C should discontinue (11.1%). Results from the multivariate analysis show statistically significant odds of circumcision for a daughter whose mother has had higher education and believes FGM/C should discontinue (OR-0.28, 95%CI: 0.08-0.98). For women who believe FGM/C should discontinue, the probability of daughter's circumcision reduced by 40% if the mother has attained higher education. Among those who believe FGM/C should continue, the probability of daughter's circumcision worsened if the mother had attained higher education (64%), however, this result was influenced by mothers' experience of circumcision. Education influences FGM/C attitudes, nonetheless, women's cutting experience can be a conduit for which the practice persists. Promoting female education should be accompanied by strong political commitment towards enforcing laws on FGM/C practice.

An analysis of aCasson fluid flowing over a porous exponentially stretching surface with radiation has been studied. A non-Newtonian fluid model was developed for the flow and similarity analysis used in the transformation process. The model of partial differential equations was transformed into ordinary differential equations and reduced into a system of first order differential equations which was then solved using the Fourth-order Runge-Kutta algorithm alongside the Newton Raphson shooting method. The results have been presented graphically and in tabular form for various controlling parameters of the problem. It is observed that general control can be achieved by the permeability of the surface and the value of the Casson parameter.

The fourth order Runge-Kutta integration scheme coupled with numerical shooting algorithm is employed to examine heat and mass transfer in a steady two-dimensional Magnetohydrodynamic non-Newtonian fluid flow over a stretching vertical surface with suction by considering radiation, viscous dissipation, Soret and Dufour effects. A steady two-dimensional magneto hydrodynamic non-Newtonian fluid flow over a flat surface with suction has been studied. The boundary layer governing partial differential equations are derived by considering the Bossiness approximations. These equations are transformed to nonlinear ordinary differential equations by the techniques of similarity variables and are solved analytically in the presence of buoyancy forces. The effects of different parameters such as magnetic field parameter, Prandtl number, buoyancy parameter, Soret number, Dufour number, radiation parameter, Brinkmann number, suction parameter and Lewis number on velocity, temperature, and concentration profiles are presented graphically and in tables and discussed quantitatively. Results show that the effect of increasing Soret number or decreasing Dufour number tends to decrease the velocity and temperature profiles (increase in Soret cools the fluid and reduces the temperature) while enhancing the concentration. Among the many importance of the fluid in chemical engineering, metallurgy, polymer extrusion process will definitely require cooling the molten liquid to further cool the system, for the production of paper and glass. In this process, the rate of cooling and shrinking influences very much on the final quality of the product.

The aim of the study was meant to investigate the moderative role of pre-service teachers’ interest on mathematics achievement, attitude and anxiety during teaching and learning process. The study was conducted at Akrokerri College of Education Adansi, Ghana on pre-service teachers with a population of 300. A sample of 206 pre-service teachers were involved in the study. Questionnaires were designed with regards to the four main constructs identified in the study. The questionnaires were analyzed using the structural equation model. The findings revealed that pre-service mathematics teachers’ attitude has a direct positive effect on pre-service teachers ‘mathematics achievement. Mathematics anxiety has a positive effect and is statistically insignificant on mathematics achievement. Finally, the moderating effect of mathematics interest on the relationship between mathematics attitude and mathematics achievement result was negative and it is statistically insignificant.

A survey design was adopted in this study. Three senior high schools were randomly chosen for this study. Thirty (30) mathematics tutors and 100 learners were involved in the study. The Purpose of the study is to find out the factors that affect the actual teaching and learning of mathematics in senior high schools. To achieve this, three major questions were answered: (1) What quality teachers are teaching mathematics in our senior High schools? (2) What feelings do senior High School students display regarding the teaching and learning of mathematics? (3) What issues affect the efficient utilization of available instructional resources in the teaching of mathematics at the senior high schools? Questionnaire were used to collect data for the study. The results of the study showed that inadequate teaching and learning resources and quality tutors are some of the factors affecting the effective instruction and learning in mathematics the classroom at SHS level. From the results, the following were recommended; interactive methods of teaching mathematical concepts need to be used by mathematics teachers. In addition, stakeholders need to provide adequate teaching and learning resource to the various senior high schools.

Purpose: This study explored the effect of Concept Mapping Instructional Strategy Accompanied by Discussion Web on students’ academic achievement in the concept of Genetics at Navrongo Senior High School, generally, and on gender basis.
 Methodology: The study adopted quasi-experimental design (pretest, posttest non-equivalent design). The sample comprised of 80 Navrongo Senior High School Form Three Gold Track and Green Track science students. Students from the Green Track class and Gold Track class were assigned experimental group and control group respectively. The experimental group class was made up of 23 males and 20 females. The control group class was also made up of 24 males and 13 females. Pretest was administered to all the participants. The experimental group was taught using Concept Mapping Instructional Strategy Accompanied by Discussion Web. The control group was taught using Conventional Teaching Method. A posttest was administered to both groups to determine the effectiveness of the treatment. The reliability of the test items was determined using test-retest reliability coefficient. The test-retest reliability coefficients of the instruments were found to be 0.70 and 0.73 for the pretest and posttest respectively. The data obtained were analysed using t-test.
 Results: The pretest test scores revealed that the students were homogeneous in terms of academic achievement (t-value = 1.05, p-value=0.30, p>0.05). Posttest results of students in the experimental group were significantly higher than the control group (t-value = 8.07, p-value = 0.000, p < 0.05). The result of the posttest showed that the use of concept mapping instructional strategy accompanied by discussion web in teaching genetics was more effective than conventional teaching method. There was no statistically significant difference in the academic achievement of male and female students in the experimental group (t-value = 1.68, p-value = 0.11, p > 0.05).
 Unique contribution to theory, practice and policy: This study recommended that Biology teachers in Navrongo Senior High School should be encouraged to teach Genetics using Concept Mapping Instructional Strategy Accompanied by Discussion Web in order to improve the academic achievement of students. Science teachers should be given the opportunity to attend workshops, seminars, conferences to enable them update their knowledge on current instructional strategies that are capable of improving the academic achievement of students. The Government, Ghana Education Service and Ministry of Education should establish professional development fund for teachers to enable them upgrade professionally and also improve on their teaching styles since most teacher are not abreast with the current or modern methods of teaching.

Field experiments were conducted at Gore near Zebila in Bawku West District of the Upper East Region of Ghana during the 2015 and 2016 cropping season on four Striga tolerant maize varieties in maize/soybean integration alongside maize monocrop as a means of managing the devastating effects of Striga. The study determined the relative Striga tolerance of the maize varieties in terms of yield and yield components, as well as the most effective intercrop for the reduction of Striga seed bank. The treatment differences were not significant (p Striga count and Striga biomass. Similarly, yield components of maize such as height of cob attachment, cob length, cob weight, 100 seed weight, grain yield, as well as straw weight were not significantly affected by the treatments. There was no relativity of Striga stress tolerance in terms of yield and yield components of the four maize varieties. All the entries efficiently tolerated the biotic stress of Striga and further supported growth and grain yield equally. There was reduced S. hermonthica seed bank production in the soil in both cropping systems. The four maize varieties are proven tolerant materials to Striga infestation and are therefore recommended for long-term Striga seed bank depletion in the study area.

The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.

This study explores the social and psychological coping strategies employed by nursing-mother students to manage the challenges of balancing their education, childcare, and family responsibilities. A case study design was employed. It adopted purposive sampling technique to select 10 respondents for interview. Semi-structured interview guide was used for the collection of data. The data were analysed using thematic analysis with the aid of Dedoose analysis software. The study found that nursing-mother students employed various social and psychological coping strategies to manage the challenges of balancing education, childcare, and family responsibilities. Socially, they increased contact hours with their children, sought help from family members, prioritized essential activities, and addressed conflicts through effective communication. Psychologically, they relied on effective communication, motivation to succeed in exams, additional studying, peer-teaching, and technology. Sleep was used as a last resort for psychological calming. These strategies helped them adjust to societal demands while continuing their education. To support nursing-mother students, two recommendations are proposed: the management of UCC study centers in the Upper West Region should establish supportive peer networks where they can share experiences and find emotional support, and integrate stress management workshops to equip them with coping strategies for balancing their responsibilities and promoting well-being.

Many instances have presented mathematics as a difficult subject for students, and some of these difficulties have been perceived as an injustice to those who suffer from it. Meanwhile, no child is to be left behind in building a just society if all were to experience the collective good of mathematics. For this reason, it became necessary to explore pre-service teachers’ perceptions of mathematics as social justice in their lived experiences. In doing this, the qualitative interpretive approach was adopted, where qualitative data was collected, transcribed, and analysed using the case study design. A sample of eleven pre-service teachers were involved in the study. The findings indicated that the pre-service teachers had experienced severe issues of mathematics as social justice in their previous schooling that were unfair to them. However, they now felt mathematics could be interesting if delivered in a manner that let their voices be heard in the delivery process.

This study aimed to explore the relationship between teachers’ pedagogical content knowledge (PCK), students’ interest and motivation in the history of mathematical (HoM) concepts, and students’ cognitive understanding (SCU) of mathematics. A five-level Likert scale questionnaire was used to collect quantitative data from 232 junior high school mathematics teachers. It was found that, on average, students have higher levels of interest, motivation, and cognitive understanding when they are taught utilizing HoM concepts as a pedagogy. The correlation analysis reveals that there is a positive relationship between each of the independent variables and the dependent variable. The regression analysis also shows that teachers’ PCK and students’ interest were strong predictors of SCU, while students’ motivation was a weaker predictor. Hence, it can be said that teachers’ PCK and students’ interest play crucial roles in promoting SCU of using HoM concepts. Further studies are recommended to explore how historical context impacts students’ confidence, enjoyment, and aspirations in mathematics-related fields, which would contribute to understanding the broader implications of incorporating history in mathematics instruction.

Online learning has become the most dominant mode of instruction adopted by facilitators due to the outbreak of Covid-19 pandemic. Instructors adopted this mode of instruction in order to engage students in academic activities while they stay in their comfort zones. This study therefore investigated students’ perceptions towards online learning. Two research questions were formulated to guide the study. Purposive sampling technique was adopted in sampling participants for the study. Data was analysed using inferential statistics (ANOVA) and descriptive statistics (mean, standard deviation and percentage). The interview data was also analysed using thematic analysis. The finding from the study proved that online learning has several benefits and challenges. The findings from the study proved that online learning helps students to learn at their own pace and also share information among each other and facilitators easily. It was also found that online learning saves money and students time since they do not need to travel to the study centers. The study also proved that poor internet connectivity is a serious challenge of online learning. Lack of computer skills and ICT logistics also affect student’s participation in online learning. There was statistically significant difference between the mean perceptions of students on benefits and challenges of online learning. Based on the findings of the study, it was recommended that Ghana Education Service should provide students with laptops, android phones and tablets to enhance their effective participation in online learning. It was also recommended that tertiary institutions offering online courses should organize seminars for students on online learning and also provide students with internet bundles to help them participate effectively in online learning.

The purpose of the study was to investigate effect of the experiential learning approach on junior high school pupils’ performance in finding area of plane figures. The sample size consisted of seventy (70) pupils comprising 35 in the control group and 35 in the experimental group. A quasi-experimental design was used in which the experimental group was exposed to experiential learning teaching approach and control group was taught normally using the traditional method. Pre-test and later post-test, which were based on the Ghana Education Service junior high school mathematics syllabus requirements, were carried out simultaneously on both groups before and after the experiment respectively. A focus group discussion was held with five mathematics teachers to find out the impact of the experiential learning activities on their pupils’ in performance in finding area of plane figures. An independent sample t-test analysis was carried out on the pre-test and post-test scores. The findings revealed that the experiential learning teaching approach led to better development of the pupils’ performance in the concept than the traditional method of teaching. The performance of experiential learning group was higher than the comparable traditional group. The teachers confirmed in the focus group discussion that experiential learning impact on learners’ performance in finding area of plane figures. The study recommends that teachers should incorporate experiential learning teaching approach into their lessons to help improve pupils’ conceptual understanding of area of plane figures.

The purpose of the study was meant to assist Junior High School form one pupils in Chamba M/A JHS to add unlike fractions. The study adopted action research design, as simple random sampling technique was used to select a sample of 45 pupils. Whilst, test (pre-test and post-test) and observation was used as instrument to collect data. Findings made from the study indicated mathematics teachers taught mathematics abstractly with less involvement of pupils. It was revealed that the intervention couple with the teaching learning resources used, it encouraged pupils’ participation during teaching and learning, as such their knowledge in unlike fractions improved significantly. The researcher recommend adequate preparation and careful selection of teaching methods and activities should be given much attention so as to enhance smooth delivery and pupils participation in lessons. Secondly, quizzes and group works should be encouraged to motivate pupils’ active participation in mathematics lessons. Mathematics teachers should do well to get appropriate teaching and learning resources and make efforts to use them in class to enhance better understanding. The Ghana Education Service in consultation with the Ministry of Education should organize in-service training from time-to-time for Mathematics teachers to upgrade their knowledge on the teaching of Mathematics. Finally, Ghana Education Service should also provide teaching and learning resources (Manipulatives) needed to all schools or pay teaching and learning materials allowances to enable teachers acquire materials for their lessons.

The study was conducted in the Kwahu East District of the Eastern Region of Ghana to investigate the effect of Computer Assisted Instruction (CAI) on the cognitive achievement of students in chemical bonding. The study employed a quasi-experimental research design implemented by a pre-test post-test control group containing intact, non-equivalent groups of students. The sample size of the study was forty-six (46) students - Twenty-Two (22) in the experimental group and twenty-four (24) in the control group. A researcher-developed instrument, Chemical Bonding Achievements Test (CBAT) was used for the collection of data. The instrument contained twenty (20) questions with a reliability coefficient of 0.72. The experimental and control groups were taught with CAI and Lecture teaching methods, respectively. Quantitative data collected were analysed descriptively and inferentially. The findings of the study revealed that teaching with CAI significantly enhanced the achievement of students in chemical bonding than those taught with the lecture method. The study further revealed that the performance of low achievers was improved when they had lessons with CAI. The study recommends the immediate implementation of CAI in Chemistry lessons since it could increase students’ attendance to class, motivation, attitude and their cognitive achievement in the subject. Keywords: Computer Assisted Instruction, Chemical Bonding Achievements Test, Chemical bonds, Cognitive Achievement DOI : 10.7176/JEP/10-20-02 Publication date :July 31 st 2019

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.

A qualitatively, interpretative design was adopted to evaluate type of laboratory practical Teacher Support Materials that could be used to teach practical skills of observation, listening and communication and manipulation of apparatus in titration. The population of the study consisted of three public Senior High Schools (SHS) in Komenda Edina Eguafo Abirem (KEEA) municipality of the Central Region of Ghana. Each school offers chemistry as a subject to students. Convenient, purposive and simple random sampling techniques were used to sample schools, teachers and students for the study. Six (6) teachers were purposively sampled out of a total of 8 chemistry teachers because they had qualification in Science Education in Chemistry. Five (5) students from each school were randomly selected from each of the three SHS for focal group discussion. The main instrument used for data collection were semi structured interview guide and Observation Checklist (OC). Teachers interview schedule was used to solicit information from the chemistry teachers on how they perceived the use of Practical Skills- based TSMs for teaching practical process skills in titration at the SHS levels. The curriculum profile was used to collect data to answer the research question. For each of the four Lesson Profiles (lesson introduction, skill development, application and closure) of the lesson plan, the total number of scores was divided by the maximum possible scores for the profile and expressed as percentage and qualitatively describing the trends of emerging themes. The study concluded that there has been some improvement in the cognitive experience and pedagogical content knowledge of the teachers as well as the students in the use of the PS-based teacher support material in the laboratory. It is recommended that teachers and educators should thoroughly read and assimilate the contents and the processes described in the PS-based TSMs before they are used in teaching titration so as to develop practical process skills of the students.