DASSE http://hdl.handle.net/123456789/1406 2026-04-14T23:28:20Z 2026-04-14T23:28:20Z Amua-Sekyi, Ekua Tekyiwa http://hdl.handle.net/123456789/7672 2022-02-24T14:42:16Z 2015-10-01T00:00:00Z

Undergraduate Students’ Perspectives on Plagiarism Amua-Sekyi, Ekua Tekyiwa Plagiarism is a pervasive and increasing problem at all levels of study in higher education. Institutional awareness of plagiarism has largely been to focus on a pedagogical response and deterrence through punishment. The study sheds light on students’ experiences of plagiarism, their understandings of and attitudes towards it. Based on a self-reported study of a stratified sample of 300 undergraduate students drawn from three colleges of a public university in Ghana, this paper explores the nature of plagiarism and students’ understanding of the concept. The study revealed that unattributed copying and falsification of references was a common activity amongst students as a result of poor understanding and lack of real engagement with plagiarism and referencing issues. It is evident that the institution’s ‘awareness strategies’ to avoid or minimize plagiarism is not effective. The paper concludes that institutional efforts to dissuade students from plagiarism should be centred on focusing not only on deterrence through punishment but on developing a more holistic institutional pedagogical approach instead of in a piecemeal manner. 10p:, ill.

2015-10-01T00:00:00Z Asare-Danso, Seth http://hdl.handle.net/123456789/7671 2022-02-24T14:37:44Z 2005-01-01T00:00:00Z

The Traditional Approach to the Management of Diseases in Ghana Asare-Danso, Seth This paper deals with the traditional approach to the management of diseases in Ghana. It initially explains the concept of disease, which is understood as a disintegration of the spiritual and physical component o.lthe human being. It then traces the history of traditional medical practice in Ghana. The various types of diseases and how they are managed are then analysed. The various types of traditional medical practitioners ident(fied include traditional birth attendants, traditional herbalists, diviners, traditional surgeons and traditional psychiatrics. Finally, the paper examines traditional health care in Ghana and attempts made by the health authorities to integrate traditional health care into the orthodox medical practice in the country. The problems associated with traditional medicine and the new developments that seem to pose a threat to the use of traditional medicine in the country are also analysed. 12p:, ill.

2005-01-01T00:00:00Z Oppong, Charles Adabo Quan-Baffour, Kofi Poku http://hdl.handle.net/123456789/7669 2022-02-24T14:31:08Z 2014-01-01T00:00:00Z

The nature of Historical Facts: History teachers’ conception of it Oppong, Charles Adabo; Quan-Baffour, Kofi Poku The study focused on how History teachers conceived historical facts. With this, data illumination was done qualitatively. In all, a sample of 4 History teachers was used in the study. Thematic analysis was used for the analysis of the data. There were varying views on the developmental nature of historical facts. With this, the responses were related to two schools of thought, namely, the unique pattern of historical facts which undermines the developmental nature of History and the other aspect which talks about the element of development in History. On integration, it is astonishing that some teachers were ignorant of the integrated character of History while others acknowledged that the nature of History is such that it integrates with other social science subjects, notably, Geography, Economics, and Sociology. Regarding the element of subjectivity, responses were situated in the Positivist and Relativist philosophies. Those who identified themselves with the Positivists acknowledged Historical objectivity and yielded to no such thing as History being unobjective. The Relativists, on the other hand, intimated that History is subjective, no less no more. Finally, teachers in the study noted that there are no underlining theories or laws in History. Indeed, they all shared a view of the traditional Historians who do not accept and submit to theories and laws in historical explanations. 9p:, ill.

2014-01-01T00:00:00Z Oppong, Charles A. Awinsong, Moses Allor Apau, Stephen Kwakye http://hdl.handle.net/123456789/7667 2022-02-24T14:21:44Z 2019-01-01T00:00:00Z

The Middle Ground of Curriculum: History Teachers’ Experiences in Ghanaian Senior High Schools Oppong, Charles A.; Awinsong, Moses Allor; Apau, Stephen Kwakye This study explores Ghanaian history teachers’ experiences of the "middle ground of curriculum; a crucial stage of curriculum negotiation and a process, according to Harris (2002), that includes what “teachers individually and collectively perceived and enacted. . . prior to classroom implementation” The study employed the concurrent parallel design (Quanqual). The researchers collected quantitative data from sixty history teachers in Cape Coast Metropolis through the census method. Six teachers were randomly selected from the sixty to participate in the qualitative phase of the study. The quantitative data was analysed descriptively (means and standard deviations) while the qualitative data was analysed based on emerging themes. The findings revealed that the history departments through departmental relation, subject conceptualisation and governance influence the ways in which teachers negotiate the formal curriculum prior to teaching. More specifically, the study established the interaction of these variables that shape history teachers’ decision-making on the middle ground of the curriculum. The study, therefore, showed that the internalisation of curriculum change is a dynamic process that is evidenced at all levels of curriculum change – the high ground, middle ground of the curriculum, and lower ground. 28p:, ill.

2019-01-01T00:00:00Z