scholarly journals Administrative Support in Teaching and Learning of Physical Education in Colleges of Education in the Western Region of Ghana

2018 ◽  
Vol 6 (06) ◽  
Author(s):  
Richmond Stephen Sorkpor ◽  
Emmanuel Armah Enninful ◽  
Charlotte Adomah Diabor
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Administrative Support ◽  
Survey Design ◽  
Sample Population ◽  
Western Region ◽  
Colleges Of Education ◽  
Design Data ◽  
College Life ◽  
The Western Region

The purpose of the study was to investigate administrative support in teaching and learning of Physical Education in the Colleges of Education in the Western Region using descriptive survey design. Data was collected from a sample population of 90 respondents of first year students from Holy Child, Wiawso and Enchi Colleges of Education. Purposive sampling was used to select principals and P.E. tutors and convenient sampling was used to select the students. Descriptive statistic was used to analyse the data. The instrument developed for the study was questionnaire. It was revealed that most colleges do not have adequate facilities such as showers. Playing Courts like volleyball and netball were not available in their colleges. It is recommended that more supportive systems such as equipment, materials and facilities be provided to promote holistic and healthy college life for all trainees.

scholarly journals NCE Students’ Perceptions on the Use of Library Course as an Aid to the Use of Library Resources in South-West, Nigeria

2018 ◽  
Author(s):  
Obinyan Oziegbe Martin ◽  
Obiora Kingsley Udem
Keyword(s):  
Response Rate ◽  
Survey Design ◽  
Sampling Technique ◽  
Colleges Of Education ◽  
College Life ◽  
South West ◽  
Library Resource ◽  
Library Resources ◽  
Research Questions ◽  
Descriptive Survey

The study was carried out to survey NCE students’ perceptions on use of library course as an aid to their use of library resources in Colleges of Education in South-West Nigeria. The descriptive survey design was employed and four research questions guided the study. From a population of 60,481 students, a sample of 1,210 was drawn using the proportionate stratified sampling technique. Meanwhile, out of the 1,210 copies of the questionnaire distributed, 1,097 were fully completed (filled out) as retrieved and analyzed. It represents (90.66%) or approximately (91%) response rate and considered adequate because the standard and acceptable response rate for most studies is 60%. A questionnaire was the instrument used for data collection after validation by experts in the field, and pre-tested through Cronbach Alpha method that yielded 0.743 aggregate values. Complete data subsequently gathered from 1,097 copies of the questionnaire retrieved were analyzed by employing the statistical mean to answer the research questions and criterion mean placed at 2.50. Among the major findings of the study were: Students perceived use of library course as an aid to their use of all library resource categories examined in the study (that is, reference, reserve, circulation and serials resources). The study therefore recommends that students should be given increased opportunity to access “use of library course programme” as a veritable tool of enhancing their capacity for adequate use of reference resources among others in colleges of education in the region to ensure their effective integration into our 21st century society even after college life.

scholarly journals TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS

2021 ◽  
Author(s):  
Sam Ramaila ◽  
Keyword(s):  
Technology Integration ◽  
South African ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Survey Design ◽  
Natural Sciences ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
South African Township

This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.

scholarly journals Ethical Conflicts and Moral Dilemmas Experienced by Physical Education Teachers in Tanzania

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Stephen Mabagala
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Rural Areas ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Survey Design ◽  
Teaching Experience ◽  
Moral Dilemmas ◽  
Teachers Colleges ◽  
Ethical Conflicts

The purpose of this study was to explore the ethical conflicts and moral dilemmas (ECMD) experienced by Physical Education (PE) teachers. The study also thought to explore the influence of demographic and institutional characteristics on the ECMD experienced by PE teachers. The experience of PE teachers is unique because of the nature of their duties in and outside the classroom and school environments where there are a lot of interactions. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE teachers, students and heads of institutions and data were collected through questionnaire. Results revealed that PE teachers faced ethical conflicts and moral dilemmas in their duties (M =3.4, SD = .79). ECD facing PE teachers differed significantly across institutional location [t (411.33) = 2.453, p =.015)], institutional ownership [F (3, 788) = 5.01, p =.002)] and type of institution [(t (50) = -2.45, p = .019)]. There were no significant differences across age categories [F (4, 47) = .500, p = .736)], educational levels [F (3, 48) = 1.648, p = .191)], gender [t (50) = .383, p = .703], marital status [t (50) = .439, p = .663] and teaching experience [F (3, 48 =.638, p =.594]. It was concluded that ECD are prevalent in secondary schools and teachers colleges. PE teachers whose institutions are located in urban areas face more ECD than those located in rural areas. Religious and military-owned institutions face less ECD than government and privately-owned institutions. Moreover, PE teachers in secondary schools face more ECD than those in teachers’ colleges. It was recommended that there is a need to strengthen professional development courses for teachers and emphasize the teaching of moral and professional ethics in the teacher education programs; and improve the teaching and learning environment.

scholarly journals Effectiveness of Study Centres in Supporting Open and Distance Learning at Makerere University

1970 ◽  
Vol 10 (1) ◽  
pp. 45-59
Author(s):  
Nabushawo Harriet Mutambo ◽  
Jessica Norah Aguti ◽  
Mark Harriet Winterbottom
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Survey Design ◽  
Technological Advancement ◽  
Design Data ◽  
Learner Support ◽  
Documentary Analysis ◽  
Number Of Factors ◽  
Open And Distance Learning ◽  
The University

In open and distance learning (ODL), the teacher and student are separated in time and space for most of the time. To ensure continuity of teaching and learning, learner support mechanisms are required. Rumble (1992) contends that for effective support these mechanisms should be decentralized and accessible to students. It is with this understanding that this study examined the effectiveness of Makerere University’s study centres in supporting teaching and learning in its ODL programmes. Following a survey design, data was elicited from 422 respondents who included students and staff of the University. This was done using questionnaires, interviews, focus group discussions and documentary analysis. The findings were that the centres are relevant to offering remote learner support, especially given the low level of technological advancement in Uganda. However, due to a number of factors, the centres are not offering satisfactory support to the students. These include the centres’ indistinct status and mandate; gaps in the University’s policies and understanding of ODL; inadequate funding of the centres; communication gaps between the centres and their coordinating unit at the University’s main campus; inadequacy of study, ICT and human resources at the centres; and unconducive location and opening hours of the centres. Recommendations for the better performance of the centres are discussed.

scholarly journals Pedagogical Approaches in the Social Studies Instructional Process in Western Region Colleges of Education, Ghana

2021 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Social Studies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Western Region ◽  
Colleges Of Education ◽  
Instructional Process ◽  
Multi Stage ◽  
The Social ◽  
Pedagogical Approaches

The study focused on the pedagogical approaches of the current Social Studies curriculum of the Colleges of Education in the western Region of Ghana. Descriptive survey was used for the study and a multi-stage sampling technique was used to sample 480 teacher trainees for the study. Self-developed questionnaires were used for data collection. Descriptive statistics was used to analyse the data including frequencies and percentages. The results revealed that most of the tutors did not use appropriate pedagogical approaches to affect the teaching and learning of Social Studies. Furthermore, the Social Studies teachers did not exhibit enough pedagogical content knowledge of teaching learning strategies which significantly enhances the Social Studies instructional process in classroom. It is recommended that Social Studies tutors should try as much as possible to integrate the use of different teaching and learning methods in teaching to improve the quality of instruction given in schools.

scholarly journals Differences in principals’ experience on their instructional leadership behaviours in colleges of education in Ghana

2021 ◽  
Vol 11 ◽  
Author(s):  
Phyllis Agyeman-Nyarko
Keyword(s):  
Instructional Leadership ◽  
Teaching And Learning ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Climate ◽  
Colleges Of Education ◽  
Service Training ◽  
Supervision Of Instruction

The study assessed the differences in Principals’ instructional leadership behaviours based on experiences (number of years served as Principal) in Colleges of Education (CsOE) in Ghana using the descriptive survey design. The population of the study was all Principals from the forty-two (42) CsOE in Ghana. The study sampled thirty-six (36) Principals using the simple random sampling technique. The Principal Instructional Leadership Behaviours (PILB) scale was used to collect data. Means, standard deviations and the one-way ANOVA were used to analyse the research question and to test for the hypothesis respectively. The study revealed that Principals often promote collaboration among tutors, provide support for tutors’ work, provide an induction for new tutors and promote in-service training for tutors in CsOE in Ghana. However, the findings from the study gleaned that supervision of instruction was sometimes exhibited by Principals in CsOE in Ghana. The study further found that Principals’ instructional leadership behaviours differed when they were grouped according to their experience. It was concluded that though Principals provide instructional leadership for the benefit of tutors and the general teaching and learning climate of CsOE in Ghana, their instructional supervision should be improved. The study yielded a central recommendation that Principals of CsOE need to improve upon their supervision of instruction to promote the continuous professional development of tutors.

scholarly journals Assessing Biology Practical Lessons in Some Selected Colleges of Education in Ashanti Region of Ghana

2018 ◽  
Vol 6 (12) ◽  
Author(s):  
Sampson Adjei Kankam ◽  
Augustine Adjei ◽  
William Asante Nnuro ◽  
Irene Nkansah ◽  
Akua Agyekum Anorkyewaa
Keyword(s):  
Teaching And Learning ◽  
Effective Means ◽  
Theoretical Work ◽  
School Science ◽  
Practical Work ◽  
Sample Population ◽  
Colleges Of Education ◽  
Ashanti Region ◽  
Education In Ghana ◽  
Main Instrument

The study investigated how biology practical lessons are conducted in some selected Colleges of Education in Ashanti Region of Ghana. The sample population was made up of 60 students and 12 biology tutors from six selected Colleges of Education. The main instrument used for the study was questionnaire. Data collected were analyzed using frequency counts and percentages. The research findings showed that both tutors and students from the selected science colleges considered practical lessons as one of the effective means of teaching and learning biology. It also came out that, the tutors' pre-activities and teaching strategies in selected science and non-science colleges of education were not different. Again, students from the science colleges tend to have a greater advantage over their counterparts from the non-science colleges, because they were exposed to some other additional strategies.Background to the Study The upgrading of the teacher education certificate programme to diploma advocated the conventional approach to science practical activities and suggested that science practical work should be laboratory based. To achieve this goal, all Colleges of Education had to be provided with laboratories well-resourced with adequate equipment and apparatus. Unfortunately, however, a close observation made about some Colleges of Education in Ghana, revealed that they do not have standard laboratory stocked with adequate equipment and apparatus. Even those having standard laboratories for science teaching, such laboratories were ill-equipped. Other series of observations made about some Colleges of Education also showed that the approach currently being used to teach biology is most often based on classroom work which is intended only to meet examination requirements. Meanwhile, practical work is known to be an essential component of studying the natural environment. It is often defined as a typical laboratory work where students encounter ideas and principles at first hand. The “hand-on approach has the potential to stimulate students’ interest in the subject matter, teach laboratory skills, enhance the acquisition of knowledge, and give insight into scientific attitudes and objectives. Practical work, according to Beatty and Woolnough (1982) is usually done in school science for several reasons. Some of these reasons are to make phenomena more real through experience and to develop certain critical and disciplined attitude. It is also done to develop specific manipulative skills and to elucidate theoretical work as an aid to comprehension (Beatty & Woolnough, 1982). All these benefits are lost if biology lessons follow literary approaches only. Though practical lessons are to be used by tutors to help their students to achieve better results in biology, it was sad to find that in most of the colleges, the biology laboratories were used for theory lessons but not practical lessons. This is because the laboratories were ill-equipped with materials and equipment necessary for practical lessons (Serwaa, 2007). Although, some studies have been conducted in the past years to investigate the issue in the study area, still there seemed to be a growing concern about the deficiency in biology practical lessons in some Colleges of Education. It is for these reasons that this study investigates and compares how biology practical activities are done in some selected Colleges of Education in Ashanti region.  

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