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An Examination of Curiosity and Academic Self-Concept among Students of Category “A” Senior High Schools in the Central Region of Ghana
Innovative Pedagogy and Improvement of Students' Knowledge Retention in Science Education: Learning Activity Package Instructional Approach
Pre-service teachers' secondary school experiences in learning geometry and their confidence to teach it
Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus
Local realities or international imposition? Intersecting sexuality education needs of Ghanaian adolescents with international norms
An Examination of Curiosity and Academic Self-Concept among Students of Category “A” Senior High Schools in the Central Region of Ghana
by Mahama, Inuusah
Curiosity and academic self-concept as psychological constructs are often mentioned in education and psychology. These constructs are elusive in terms of how they are exhibited or portrayed and measured. Despite their elusive nature, they are highly significant to the success or otherwise of learners. Therefore, the current study explored curiosity and academic self-concept among students of category “A” Senior High schools in the Central Region of Ghana. Using a descriptive-quantitative method, a sample of 400 students was selected through proportionate-stratified and systematic sampling techniques. Adapted curiosity (Kashdan et al., 2018) and academic self-concept (Liu & Wang, 2005) scales were used for the data collection. The data collected were analysed using frequencies, percentages, and structural equation modelling (SEM). The study revealed that the majority of the students possessed low curious abilities and low academic self-concepts. The study further revealed that curiosity of deprivation sensitivity (b=.577, p<.001), the curiosity of stress tolerance (b=.248, p=.007), and curiosity of thrill-seeking (b=.544, p<.001) positively and significantly predicted academic self-concept of students but the curiosity of joyful exploration and social curiosity did not predict academic self-concept of students. It was concluded that students’ curious abilities were precursors to their academic self-concept. Thereupon, teachers need to devise new approaches by allowing students to engage in other learning opportunities without much restrictions so that they could hone their natural potentials. © 2022, Ozgen Korkmaz. All rights reserved.
Innovative Pedagogy and Improvement of Students' Knowledge Retention in Science Education: Learning Activity Package Instructional Approach
by Udu, David Agwu
Knowledge retention can be described as the ability of the students to assimilate available information during the learning process and recall/apply such knowledge obtained over time. Previously, students' active involvement in the teaching and learning processes through innovative pedagogies has enhanced their capacity for knowledge retention. This study, therefore, evaluated the potency of innovative pedagogy, the learning activity package (LAP), in fostering students' knowledge retention in science subjects in secondary schools, using gender as a moderating variable. The design was quasi-experimental. The sample was 208 class two students grouped into experimental and control groups exposed to LAP and lecture methods, respectively. Data were obtained using the Chemistry Achievement and Retention Test and analyzed with mean, standard deviation, standard error, and the analysis of covariance, computed with SPSS. The findings revealed that the innovative pedagogy improved the students' knowledge retention in science more than the lecture method at F-(1,F-202) = 45.72, p=.00, p<.05. Besides, there was no interaction effect of method and gender on the students' retention of knowledge in science at F-(1,F- 203) = 2.47, p=.12, p>.05. The implication is the avalanche of innovative science teachers who blend their instructional strategies to provide for the student's active participation in the teaching-learning processes for enhanced students' knowledge retention in science subjects. This research is novel because science teachers can easily adopt the LAP approach for effective lesson delivery, culminating in enhanced students' knowledge retention in secondary schools in developing nations.
Pre-service teachers' secondary school experiences in learning geometry and their confidence to teach it
by Fidèle Niyukuri
This paper presents the findings of a convergent parallel mixed methods research that was carried out to explore the views of student-teachers on how geometry was taught and the confidence of those student-teachers in teaching geometry to secondary school learners when they will become professionally qualified. Respondents were randomly selected from two Colleges of Education in Burundi. Although the study was predominantly quantitative, some qualitative data were also collected to gain deeper insights into the prevailing situation. Ninety-seven pre-service teachers of Mathematics from the said institutions completed the questionnaire whose items were closed-ended except for one that was open-ended. Results show that the teacher-centered approach had dominated geometry classes in their respective secondary schools. Nevertheless, student-teachers exhibited higher confidence in teaching geometry. These findings provide evidence on the need for teacher education programs to consider embedding instructional and assessment approaches designed for specific branches of mathematics. © 2020 by the authors; licensee Modestum LTD.
Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus
by Amankwah, Francis
A cross-sectional survey was conducted to explore university teachers' stages of concerns (SoC) about the adoption of the Moodle LMS at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana. Hundred and thirty-one (131) participants (university teachers) were randomly selected from the Kumasi Campus of AAMUSTED to participate in the study. Results revealed that the university teachers had primary and secondary concerns at the personal and consequence stages of the SoC, respectively. At the awareness stage, they reported having low levels of concerns. Participants' socio-demographics (i.e. gender, age, educational qualification, rank, and teaching experience) had no significant relationship with the overall stages of concerns. Implications of these findings have been discussed to help address university teachers' concerns about the adoption of online learning management systems in HEIs in low- and middle-income countries, where online education is rife with issues.
Local realities or international imposition? Intersecting sexuality education needs of Ghanaian adolescents with international norms
by Amo-Adjei, J
The content of comprehensive sexuality education (CSE) programmes is contested in many parts of the world, yet we know less about what primary beneficiaries (learners) consider as (in) appropriate school curriculum. I examined this phenomenon in Ghana. Data generated from focus group discussions suggests that, overall, participants used positive phrases to describe the need for sexuality education. The prevalent and recurrent needs of adolescents centred around personal reproductive health hygiene, pregnancy prevention, healthy relationships, reproductive infections and control, reproductive physiology and maturation, gender differences and sexual orientations, and sexual pleasure and pain. However, these needs varied in some ways between males and females and between early adolescents and older adolescents. The study shows that what adolescents seek to learn fall within international norms/standards on CSE. However, some of these concepts were not covered in the guidelines proposed for Ghana. The prevalent view among many opponents that CSE is not driven by local need may not be consistent with adolescents' own aspirations and realities. The voices of children and adolescents should constitute part of the discussions on the form and content of sexuality education.
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