http://hdl.handle.net/123456789/985 2026-04-14T23:10:11Z 2026-04-14T23:10:11Z Gyawu, Joseph Asamoah http://hdl.handle.net/123456789/12090 2025-06-02T13:15:20Z 2024-02-01T00:00:00Z

Adjustment Levels of First Year Students in Public Universities in Ashanti Region, Ghana Gyawu, Joseph Asamoah The study assessed the academic, social, and emotional adjustment of first year students in public universities in the Ashanti Region of Ghana and its implications for counselling. The descriptive survey design was employed for the study. The multistage sampling procedure was used to select 420 first year students for the study. The Student Adaptation to College Questionnaire (SACQ) was adapted to collect data for the study. Data was analysed descriptively (frequencies, percentages, means and standard deviations) and inferentially (independent samples t-test, and one-way analysis of variance). The findings showed that some of the first-year students had high academic, social and emotional adjustment while others also had low academic, social and emotional adjustment. The study revealed a statistically significant gender difference in social adjustment of the first-year students. Statistically significant differences also existed in academic, social, and emotional adjustment of first year students based on the university campus they studied. It was observed that significant differences existed in academic, and social adjustment of first year students based on their residential status. It was concluded that gender is a key factor when it comes to social adjustment of first year students. It was recommended that counselling departments in the Kwame Nkrumah University of Science and Technology (KNUST) and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) should provide periodic academic, social and emotional adjustment counselling services to first year students to improve their adjustment on the university campus. xiii 219p:, ill

2024-02-01T00:00:00Z Amponsah, Mavis Ansu http://hdl.handle.net/123456789/12023 2025-05-28T12:06:29Z 2024-06-01T00:00:00Z

Impact Of Instructional Scaffolding and Students’ Psychological Capital on Senior High School Students’ Self-Regulated Learning and Need Satisfaction Amponsah, Mavis Ansu The study examined teachers’ instructional scaffolding and students’ psychological capital on self-regulated learning and need satisfaction of students in in 15 selected Senior High Schools in the Bono Region of Ghana. The positivist philosophy was employed. A set of structured self-administered questionnaires were used for data collection. Multi-stage sampling techniques were adopted to sample 510, of which 455 were complete for analysis. The analysis of data was done using the partial least squared structural equation modelling (Hair et al., 2014) The study found that instructional scaffolding and students’ psychological capital has a significant positive impact on students’ self-regulated learning and need satisfaction. Also, it was found that need satisfaction positively impacts students’ self-regulated learning. The study also revealed that psychological capital and need satisfaction mediate the relationship between instructional scaffolding and students’ self-regulated learning. Finally, it was found that need satisfaction partially mediates the relationship between psychological capital and students’ self-regulated learning. The study recommended that, stake holders, more importantly school management should create an ambiance to facilitate implementation of instructional scaffolding in teaching, activation of students’ psychological capital and satisfaction of students’ psychological needs to pave way for self-regulated learning. xii 196p:, ill

2024-06-01T00:00:00Z Nyame, Isaac http://hdl.handle.net/123456789/11943 2025-02-13T15:55:15Z 2021-10-01T00:00:00Z

quality of life of persons witi-i disabilities in Ghana: roles of higher education, employment and social support systems Nyame, Isaac This study investigated the quality of life of persons with disabilities in Ghana and the role of higher education, employment and social support systems. The study adopted a mixed-methods research with explanatory sequential design. The accessible population was persons with disabilities with higher education qualification in the Greater Accra, Ashanti, and Northern Regions of Ghana. Exponential non-discriminative snowball sampling technique was used to select 117 patticipants from the three regions for the survey and 18 participants from this number were conveniently sampled for the interviews. A questionnaire and semi-structured interview guide were used to collect data for the study. The questionnaire was administered through online surveys and personal administrations. The interviews were conducted face-to-face and through telephone interviews. The quantitative data were analysed using inferential statistics while the qualitative data were analysed using thematic analysis. It was found out that social support systems were the only variable with statistically significant relationship with quality of life of persons with disabilities. Fmther, no relationship was established between higher education and employment, higher education and social support, and employment and social support among persons with disabilities. It was concluded that the relationship between higher education and quality of life could improve with employment and income. Finally, it was concluded tl1at higher education, employment and social support combine to account for a small percentage of quality of life for persons with disabilities. It was recommended that social support systems should be encouraged so as to improve on the quality of life for persons with disabilities. xvi, 302p;, ill.

2021-10-01T00:00:00Z Kpodoe, Ivy Ama http://hdl.handle.net/123456789/11937 2025-02-10T16:04:47Z 2020-11-01T00:00:00Z

Influence Of Teachers’ Knowledge And Attitude On Their Management Strategies For Students With Emotional And Behavioural Disorders In Second Cycle Institutions In The Volta Region Kpodoe, Ivy Ama This study examined the influence of teachers’ knowledge and attitude on their management strategies for students with Emotional and Behavioural Disorders (EBD) in second cycle institutions in the Volta Region. The theoretical and philosophical arguments of this study were grounded in the self-efficacy theory, attachment theory and the multiple intelligence theory. The population was 4539 teachers and the final sample size was 280. The study employed the Convergent Paralled mixed method design. That is, methodologically, a combination of both interpretivism and positivism approaches were adopted through the use of questionnaires and interviews with teachers in public second cycle institutions in the Volta Region of Ghana. The quantitative data gathered were analysed using independent samples t-test, ANOVA and Pearson’s Product Moment Correlation while thematic analysis was done on the qualitative data. The study found that the teachers had high knowledge of prevalence of EBD as well as positive attitude towards students with EBD except that they did not feel adequately prepared to meet the needs of students with EBD. The study also found that teachers mostly used proactive stratesgies in managing students with EBD. The study concluded that teachers with higher educational background have more considerable knowledge about EBD and generally, teachers’ choices of strategies in managing students’ problem behaviour is not influenced by their attitude. The study recommended that a guide on identification, characteristics and management strategies of EBD should be developed by the Ministry of Education to be used by teachers. There should also be regular in-service training for teachers on students with EBD. xvi, 296; , ill.

2020-11-01T00:00:00Z