Publications in the institution http://hdl.handle.net/123456789/22 2026-04-14T23:10:11Z 2026-04-14T23:10:11Z Owusu Asiedu, Samuel http://hdl.handle.net/123456789/12244 2025-09-24T20:32:58Z 2024-12-01T00:00:00Z

FINAL REPORT Owusu Asiedu, Samuel 1-17

2024-12-01T00:00:00Z Panyin, Richmond http://hdl.handle.net/123456789/11407 2025-01-17T10:46:55Z 2022-07-01T00:00:00Z

Multilevel analysis of factors accounting for Mathematics achievement of students in timss 2011: A comparison of ghana and singapore Panyin, Richmond The study sought to investigate the impact of student- and classroom/schoollevel factors on eighth-grade math achievement in Ghanaian and Singaporean students. Three research questions guided the study. A comparative research design was adopted. The data was obtained from 7323 students nested within 161 schools in Ghana and 5251 students nested within 129 schools in Singapore who participated in the 2011 Trends in International Mathematics and Science Study (TIMSS). A school questionnaire, teacher questionnaire, student questionnaire, and the TIMSS math achievement test were used to collect data. Hierarchical Linear Modelling was used to analyse the data. The study showed that 40.71% and 43.49% of the total variance in math achievement were accounted for by school-level differences in Ghana and Singapore, respectively. Meanwhile, the results showed that student-level differences contributed to 59.29% and 56.51% of the total achievement of Ghanaian and Singaporean students, respectively. The results also showed that in both countries, the math achievement of eighth grade students was largely influenced by student-level characteristics. At the student level, the results showed that students' like for learning math and confidence in doing math were the strongest contributors to the math achievement of the Ghanaian and Singaporean students, respectively. At the school level, school discipline and safety, as well as school emphasis on academic success, were the most influential factors on Ghanaian and Singaporean students' mathematics achievement, respectively. This study recommends that the Ministry of Education and Ghana Education Service critically look at students‘ characteristics, which can be developed both at the classroom and school levels, for improvement in their mathematics achievement. xii,308p. : ill

2022-07-01T00:00:00Z Sanni-Suleiman, Afsat Lawal, Adebayo Kuupole, Domwini D. http://hdl.handle.net/123456789/10803 2024-03-08T13:02:38Z 2023-01-01T00:00:00Z

Trends and Perspectives on Translation, Language and Literary Studies (Special Edition in Honour of Prof. Isaiah Bariki) Sanni-Suleiman, Afsat; Lawal, Adebayo; Kuupole, Domwini D. A native of the Niger Delta, where he grew up in the riverine area, he had his primary education in the Western Region of Nigeria before proceeding to Ghana for his secondary education. Professor Isaiah Bariki received his first degree in French from the University of Ife (now Obafemi Awolowo University) in 1981 and later proceeded to University of Ibadan where he was awarded a mastersř degree in French again. In 1999, he became the first holder of doctoral degree from the department of French, University of Ilorin under the supervision of Professor Tunde Ajiboye. He became a Professor in 2014 and delivered his inaugural lecture on Power Dynamics and Allied Issues in 2021. Professor Isaiah Bariki is a highly committed scholar with an impressive array of publication in local and international journals. His primary area of research interest is Translation Theory and Practice but he has also published articles on Sociolinguistics, methodology, pragmatics, orthography and French grammar. Professor Bariki has taught in seven Universities. In five of these Universities, he also supervised undergraduate and postgraduate students. He has also been an external examiner / assessor to many Universities including University of Cape Coast, Cape Coast Ghana, Université Abdou Moumouni, Niamey in Niger Republic and Durban, South Africa. While in South Africa, he supervised students and carried out collaborative research on aspects of isiZulu, one of the South Africařs national languages. He was a one-time Acting Director of the Centre of Foreign languages and Translation in Kwara State University, Malete. His penchant for intellectual discourse has led him to co-edit eight books. He is still working on more. He has been on advisory committee of several journals and he is the current Editor-in-chief of the Journal of Translation Studies in Nigeria. He has on various occasions been a resource person to JAMB, WAEC, National Open University of Nigeria (NOUN) and National Universities Commission (NUC) where he has either headed or been a member of an accreditation team to various Universities. His years in the University of Ilorin were invaluable moments as we all enjoyed his valuable insight, academic leadership, administrative ingenuity, friendship and encouragement. He has a collaborative spirit that is evident in his work with fellow lecturers, where he contributed to developing and implementing innovative researches and expanding their collective knowledge base. Professor Bariki has not only endeared himself to his immediate colleagues, but to the University community at large. He is a humble man with pleasant disposition. Professor Isaiah displayed his administrative skills as a team player, builder and change agent in his capacity as Head of Department of French on a number of occasions prior to his retirement in 2022. The editorial team and his entire disciples wish him many more prosperous years ahead. xii, 212p:, ill.

2023-01-01T00:00:00Z Kwaah, Christopher Yaw Palojoki, Paivi http://hdl.handle.net/123456789/9351 2023-10-12T12:13:15Z 2018-01-01T00:00:00Z

Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana Kwaah, Christopher Yaw; Palojoki, Paivi Entry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher Diploma in Basic Education (UTDBE) programme. Survey data collected from 140 NQTs (84 DfSHS and 56 UTDBE) of 20 public schools in central Ghana and lesson observations showed that the two categories of Newly qualified teachers differed greatly in entry grades and academic achievements during training. Differences in teaching practices pertained to content knowledge, classroom interactions, and lesson closure. Implications for pre-service and in-service teaching training are discussed.

2018-01-01T00:00:00Z