Wesley College of Education

Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach's alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners' intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student's decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.

Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.

This study examines the association between physical inactivity (PI) and happiness among Ghanaian older adults and whether emotional and physical-related experiences (EPE) mediate the association. Data from the Aging, Health, Psychological Well-being and Health-seeking Behavior Study (AgeHeaPsyWel-HeaSeeB) conducted in 2016-2018 among 1201 older Ghanaians were analyzed. Happiness was assessed with the self-rated and cross-culturally validated item on a 5-point scale. PI was evaluated with the International Physical Activity Questionnaire (IPAQ). Hierarchical linear regressions and mediation analyses were performed to estimate the hypothesized associations. Results showed that PI was significantly associated with lower levels of happiness (β = -0.053, p < .001) net of potential confounders. The association of PI with happiness was attenuated and fully mediated by pain, sleep problems, loneliness, anxiety, and boredom. Moreover, in terms of the cross-level interaction effects, PI moderated the happiness-pain (β = -0.029, p < .005), happiness-social isolation (β = -0.024, p < .05), and happiness-boredom (β = -0.023, p < .005) associations. Our data suggest that EPE may explain why PI decreases happiness in old age. Findings provide valuable insight into the interventions and decisions to improve subjective well-being and quality of life in old age.

Abstract Introduction: Item response theory (IRT) has received much attention in validation of assessment instrument because it allows the estimation of students’ ability from any set of the items. Item response theory allows the difficulty and discrimination levels of each item on the test to be estimated. In the framework of IRT, item characteristics are independent of the sample and latent traits of the person are independent of the test on the account that the selected models perfectly fit the data. Therefore, scores that describe examinee performance are independent on test difficulty. The scores of the examinee may be lower on a difficult test and higher on easier tests, but the ability level of the examinee remains the same over any test at the time of testing. The IRT model allows the estimation of item parameters. The line of difference between the models and parameters of IRT is not clear to many students in assessment. Purpose: This paper reviews the parameters that are estimated using IRT and the models available in IRT. Also, the paper highlights the difference between the parameters and models and the various models under each set of data. Methods: Various literatures on IRT relating to the parameters and models of IRT are reviewed. Conclusions: There are four parameters estimated with IRT but the models are not four. Again, the models of IRT depends on the type of data. Dichotomous data has four models for the four parameters. However, polytomous data has two parameters: item difficulty and item discrimination for the models.

The purpose of this research was to determine Ghanaian teachers' competencies in delivering online lessons. Transitioning face-to-face instructions to an online environment presents difficulties for instructors, particularly teachers and students doing so for the first time. The researchers explore how teachers in disrupted schools use information and communications technology (ICT) in their classrooms that differ in several ways from the regular classroom. The researchers investigated the factors influencing teachers' online instruction competence. A questionnaire was used to collect data from teachers in three teacher training colleges in Ghana in the 2021 academic year. Results showed that teachers had adequate knowledge of ICT. Also, ICT knowledge was strongly correlated to ICT usage. Regression analysis revealed that teachers could become competent and effectively teach online courses by having adequate knowledge, regularly using ICT, and receiving technical support from the institution. These findings suggest that teachers need sufficient knowledge and support to use computers to become competent in integrating ICT into their online course delivery.

It is very obvious that globalization has been an era of influence on the development of developing countries considering the harsh consequences of International Monetary Fund (IMF) and World Bank sponsored structural adjustment programs. Developing countries (especially African countries) being members of the international community are not spared from globalization and therefore these countries are exposed to both the positive and negative impacts of globalization. Globalization in the cutting-edge times has brought about expanded reliance among nations and in spite of the fact that the way of globalization holds the guarantee of advancement for all, it has been contended by numerous researchers that the effect of globalization on education is numerous. It can be argued that despite the fact that globalization awards numerous possibilities (in particular an expansion in capital streams), it also exposes many developing countries to many new challenges. Thus, the objective of education is moving farther away from the social, cultural, and scholarly satisfaction of students, and closer toward the monetary satisfaction of countries. Toward this path, universities and colleges are furnishing students with information that is fitting for current financial patterns. This paper seeks to address the impact of globalization on education as a blessing or a curse.

Human Immune Virus/Acquired Humane Deficiency Syndrome (HIV/AIDS) is a pandemic that has caused devastating effects on both infected and affected persons. However, with the discovery of Anti-Retroviral Therapy, early detection of HIV leads to timely treatment, which significantly leads to prolong life. This study aimed at predicting the HIV Testing and Counselling (HTC) behaviour of youth of selected rural communities in Ghana using the health belief model (HBM). This cross sectional study was conducted on 424 youth using a questionnaire. By applying the multi stage sampling technique, a dominantly rural district was first purposefully selected, and then the communities through simple random sampling, and lastly the individual youth were purposefully selected. Data was processed and analysed using SPSS version 22 software. Findings from the study revealed that, respondents’ perceived susceptibility to HTC, perceived benefits and the level of awareness (cues to action) were high, however respondents perceived barriers to HTC was indifferent. It was also found that an increase in a person’s perceived benefits was likely to affect one’s perceived barriers to participate in HIV Testing and Counselling. This indicates a crucial need for formal educational programs to sensitize them regarding the benefits of HTC. Stakeholders in health should therefore focus HIV/AIDS educational programmes on the benefits of HIV screening behaviours to the youth.

Science education has received a lot of attention around the world. Given this, several works of literature have been produced to address the issue from various perspectives. Regardless of the investigator's background, there are some universal challenges that science educators are currently facing. This paper identified and highlighted teaching methods as a prevailing crucial problem in science education in Ghana, emphasizing its enormity and long term consequences. Furthermore, the article proposes a model that can help to address the situation. The study suggests that learner-centered teaching approaches are the best pedagogy for stimulating learners' interests and understanding in science education. The study did reveal the enormity of how science in the nation's education is not seeing the light of day, as well as how science is not becoming more influential in attaining national development goals. The theories adopted for this research are social constructivism and constructive controversy as they see learning as exchanges and interrogation between learners and learners, and teachers and learners. The study again made recommendations of models for implementation to help rebrand the teaching of science education in Ghana.

The Performing Arts play a pivotal role in the traditional and contemporary life of the Ghanaian. Among its numerous importance and benefits are academic development, career development, transmission and preservation of cultural values, and promotion of tourism. In spite of some knowledge that has been created about these benefits and importance, the significance of the Performing Arts in the Ghanaian society is downplayed. The aim of this paper is to re-emphasise the role as well as the benefits and importance of the Performing Arts in Ghana and its implication for formal education. Article visualizations:

Performance-based assessment (PBA) is different from traditional testing methods in that PBA presents real-life problems for students to solve by integrating critical thinking with their content knowledge and skills. Implementing PBA regularly in mathematics classes is associated with improved student achievement and motivation to learn; however, there are concerns about the general lack of psychometric data to support the use of performance assessments. To address such concerns, this study applied item response theory to estimate the difficulty and discrimination indices of items that comprised a newly developed mathematics PBA. Data were collected by administering the PBA to 750 senior high school students in the Western Region of Ghana. The results indicated that the difficulty and discrimination levels of each item were satisfactory, which suggests that well-designed and properly vetted math PBA items would improve classroom assessments as well as high-stakes tests administered on a large scale. Additional recommendations are included at the end of this paper.

The purpose of the study was find out the perceive impact performance-based assessment on examination malpractice at the SHS level. This study employed descriptive design. A performance-based test was developed by the researcher. The population for the study were mathematics examiners and teachers and public SHS three students in in the western region of Ghana. A multistage sampling procedure was used for the selection of respondents for the study. The study made use of stratified, simple random and census techniques for selecting participates for the study. In all, sample of 240 examiners and 150 mathematics teachers in the western region of Ghana was selected for the study. The instrument for the data collection of the study was questionnaire. Data collected was analysed with means and standard deviation. It was found that mensuration, set, equations and inequalities, business mathematics and algebraic expressions were expressed to attract much malpractice whiles graphs, angles and construction were found to least attract malpractice. The result also showed that PBA could reduce examination malpractice at the SHS level. It was therefore recommended that the West African Examination Council should give a try-out of PBA in the SHS for some selected schools to further ascertain the strength and weaken of the developed PBA.

This study examines the relationship between the learning environment and student's academic performance in integrated science courses at colleges of education in Ghana's Central Region. The study examines three main environmental factors: physical, social, and psychological surroundings, and their influence on students' academic performance. Data were acquired using a quantitative technique using structured questionnaires administered to 290 students from three colleges of education. Descriptive and regression analyses were used to evaluate the predicted correlations between the identified environmental components and academic performance. The results indicated that the physical (β =.077, p =.308), social (β = -.060, p =.328), and psychological (β =.024, p =.745) settings did not significantly predict the performance of students in college. The study showed that students' average performance in assessment and integrated science courses fell short of expectations, although there was no significant predictive relationship. This shows how complicated academic achievement is and how things outside of the learning environment, like the quality of the teaching and the engagement of the students, can affect it. The study encourages educational institutions to prioritize improving the learning environment through improved lecture room configurations, providing sufficient teaching resources, and cultivating positive connections between students and teachers.

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.

The teaching and learning of biology in the Senior High Schools has of late not been very effective since the practical aspect of the subject is seemingly neglected by many teachers. The main objective of this study was to investigate and compare how biology practical lessons were conducted in some well-endowed and less-endowed Senior High Schools in Ghana. The main instruments used for gathering the data for the study were questionnaires, document analysis and informal observation of some biology lessons. This enabled the Researchers to capture as closely as possible, the real picture of what happened during the observed lessons. The sampled population for the study consisted of 408 students and 24 biology teachers from twelve selected Senior High Schools in the Eastern and Central Regions of Ghana. Data collected were analyzed using frequency counts and percentages. The research findings showed that the time allotted to practical lessons in biology varied from one school to another, as 35.8% of students from well-endowed schools complained of insufficiency of time as against 78.9% of students from less-endowed schools. The study also found that the teaching strategies employed in the two categories of Senior High Schools were not different. However, students from the selected well-endowed schools tend to have a greater advantage than their counterparts from the less-endowed schools, as they were exposed to less lecture method 7.4% compared to 27.9% from the low-endowment schools. To ensure efficiency in the teaching of the practical aspect of biology in the Senior High Schools, the study recommends that the government and all other stakeholders in education must supply laboratories in all Senior High Schools with the necessary equipment, materials and chemicals to enable students to develop the necessary skills, attitudes, and interest in science. Article visualizations:

Gender influences the perception of individual about a phenomenon based on the perceived benefits. The purpose of the study was to seek the understanding of the influence of Continuous Professional Development of senior high school heads on their performance as administrators of public SHS/ TVET in Greater Accra Region with respect to gender. A descriptive survey method was used. A questionnaire was administered to the Heads (Headmaster, Assistant Head-Administration and Assistant Head-Academic) of SHS/TVET in the Greater Accra Region. The accessible population for this study comprised the heads of SHS/TVET in the Greater Accra Region. The target population consisted of all heads of the public SHS/TVET in the Greater Accra Region. A census was used for the sampling and a self-designed questionnaire with a Cronbach’s alpha reliability coefficient of 0.85 used to for data collection. Means and Standard Deviations, and independent t test were used to analyze the data. It was found that CPD has positive effect on the performance of the heads. It was also revealed that there was no statistically significant gender difference in effect of CPD on performance of heads of public SHS/TVET. Therefore, recommendation was made to the Ministry of Education to make policies for sponsorships of Continuous Professional Development for senior high school heads in the management of the SHS/ TVET.

Parent’s involvement in adolescent sexual health education has been identified as one of the effective ways of reducing sexual risk behaviour among adolescents. However, a number of factors may prevent parents from carrying out adolescent sexual health education. Four hundred and twenty-four (424) parents/guardians, including 180 males and 244 females were randomly selected from the Asutifi north and south districts of the Brong- Ahafo region of Ghana for the cross- sectional study. Self-administered and interviewer-administered questionnaires consisting of demographic characteristics, parent’s knowledge on adolescent sexual health, socioeconomic factors, cultural factors and practice of sexual health education were the measures for the study. Literate respondents had self-administered questionnaire while illiterate respondents had interviewer administered questionnaires. Interviewers translated the questionnaire from the English language to the local language (Twi) for illiterate respondents to ensure better understanding of the questions. 86.1% of the surveyed parents practice adolescent sexual health education. Females as well as married parents were found to practice sexual health education (SHE) more than male and unmarried parents respectively. Two variables remained significant after controlling for relevant demographic and other factors. These included parent’s knowledges on adolescent sexual health (OR=2.35; 95% CI 1.34-4.09) and parents’ level of education (OR= 3.47; 95% CI 1.27-9.45). Government agencies in collaboration with stake holders should develop policies that will ensure that parents are given the necessary training that will boost both their level of education and knowledge on adolescent sexual health.

Pupils learn music through many and different ways. Various methods, approaches and strategies of teaching are described in the literature. Teaching music is an art and activity which require teachers to use a combination or an integration of some of these methods and strategies to provide effective learning experiences to pupils. The aim of this article is to present overviews of some general approaches and strategies of teaching music based on the constructivist theory of teaching in the primary school. It will cover the lecture, demonstration and modelling, discovery, video showing, field trip, role-play, project, questioning technique, assignment, and the discovery methods of teaching. The paper will also highlight factors that determine the selection of a teaching method for a particular lesson and finally, stages in teaching.

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 role of improvisation is crucial in the formation of new ideas, and it is paramount where real objects are difficult to come across. However, there is little literature on the role of improvisation in the classroom teaching and teacher education context and how its practices in teaching could enhance education, as well as students learning in different contexts and domains. Therefore, this study examined the perceptions of student-teachers at colleges of education in Ghana on the role of improvisation in enhancing quality Physical Education lessons. The study adopted a qualitative approach as the research design to collect data from 10 student-teachers. The instrument used to gather the data was semistructured interviews while purposive and random sampling techniques were employed to select the participants. Thematic analysis was the main tool for the data analysis. The study revealed five themes namely: (1) promote understanding and maximise learners’ participation, (2) Reduce cost and expenditure, (3) Assist to achieve learning objectives (4) Promote creativity and innovation and (5) Make the learning experience real. These themes provide evidence of the role of improvisation in enhancing quality physical education lessons among college of education students in the Ashanti Region of Ghana. The study recommends that teachers should be creative and have in-depth knowledge of improvisation to assist in effective teaching and learning to improve learners’ experiences.

Indiscipline in schools has attracted the attention of many people and has eventually become the focus of discussions on many platforms. The purpose of the study was to find out the perceptions of teachers and students at the Abuakwa South Municipality of Ghana on student indiscipline behaviours. The study employed the descriptive survey and the approach was concurrent mixed method, involving both quantitative and qualitative paradigms. Purposive and simple random sampling methods were used to obtain a sample size of five hundred and thirty (530) respondents. The main instruments used for the study were questionnaire and a semi-structured interview guide. Data was analysed using inferential statistics and content analysis. Findings from the study revealed that; there was no perceptual difference between students and teachers views on acts that constitute disciplinary behaviours. Additional, there were differences in the students’ and teachers’ perceptions of the influences of peer pressure on students’ disciplinary behaviours. It was recommended among others that peer counselling sessions should be organized periodically among students for them to be aware of acceptable behaviours in the school system and how they can maintain desirable behaviours.