http://hdl.handle.net/123456789/1065 2026-04-14T23:09:13Z http://hdl.handle.net/123456789/12233 Indiscipline in Senior High Schools in Techiman North District, Ghana Yelewonah, Gregory Ali Sanyelah The study explored indiscipline of Senior High Schools in Techiman North District of Ghana. Specifically, it examined the most common acts of indiscipline, identified factors contributing to indiscipline and assessed the effects of indiscipline on students. It also investigated gender differences in indiscipline and explored strategies for improving discipline in Senior High Schools in the Techiman North District. This study was based on the positivism paradigm and adopted the descriptive research design. The target population for the study were 138 teachers and 4029 students of the Senior High Schools in the Techiman North District. In all, a sample of 138 teachers and 364 students were selected based on the Taro Yamane formula at a confidence interval of 95%. The data collection instrument was questionnaire. The findings highlighted substance abuse, vandalism, and aggressive behaviour as the most prevalent act of indiscipline in the District. Other factors included poor classroom management, inadequate teacher-student relationships, and inconsistent enforcement of school policies. Moreover, the study revealed the significant effects of indiscipline on students‟ academic performance, social interactions, and emotional well-being, emphasizing the urgent need for interventions to address these challenges. The study recommended that school management and teachers should prioritise restorative approaches that focus on accountability, reconciliation, and learning from mistakes. Interventions should be tailored to individual student needs, with a focus on addressing underlying issues and promoting personal growth. xii, 156p:, ill. 2024-05-01T00:00:00Z http://hdl.handle.net/123456789/12204 Stress and Coping Strategies Among Students in the Accra College of Education, Ghana Dickson, Eulalia Aba The purpose of the study was to examine stress and coping mechanisms of students of Accra College of Education. The descriptive survey design was chosen for the study. The population for the study was 1035 students of the Accra College of Education. Proportional stratified sampling method was used to sample 280 students. Data were gathered through the use of questionnaires. Data were analysed using mean, standard deviation, Independent Samples t-Test, and One-Way Analysis of Variance. The study revealed that the common stressors posing high level stress included studying and writing tests and examinations, dealing with heavy academic workload and unclear assessments, difficulty paying fees and supporting themselves financially. Also, it was found that stress affected the academic performance of students since they could not study well and were unable to prepare effectively before examinations. Regarding the personal-social lives of students, the study revealed that stress made students worry, affected their health, wellbeing, sleep quality and eating habits. The study revealed that chatting with friends, leaving matters in God’s hands, and praying, reading religious scripts and listening to spiritual songs were the coping strategies used by the students. Differences were observed in the stress and coping strategies of students on the basis of gender, age and marital status. It was recommended that the authorities of Accra College of Education make their timetable flexible and also provide a financial support scheme to help reduce the stress levels of students. xii, 140p:, ill. 2024-11-01T00:00:00Z http://hdl.handle.net/123456789/12179 Influence of Parents’ Socio-Economic Status on Pupils’ Education in Nsuaem Community, Ghana Adebassah, Dora The purpose of this study was to examine the influence of parents’ socio-economic status on basic school pupils’ education in the Nsuaem Community of Western Region, Ghana. Concurrent mixed methods design was used. The population comprised 315 pupils, 15 teachers and 161 parents. The sample size for the study was 208. This comprised 173 pupils, 15 teachers and 20 parents. Data were collected using questionnaire and interview guide. Quantitative data were analysed using frequencies, percentages, means and standard deviations, and independent samples t-test. Qualitative data were analysed using thematic analysis. The study revealed that parents’ economic status had an influence on pupils’ education through the provision of money for feeding at school as well as buying exercise books and pens, textbooks and uniform for school. Also, pupils’ education were influenced by parents’ occupation in a positive way as parents were able to make time to help pupils in their homework, attended school meetings, kept eyes on their children to stay in school and pushed their children to do their best. Further, the social status of parents influenced pupils’ education as this this made parents invest more in the education of their children and encourage their children to excel academically. The study again revealed that parents’ educational level influenced pupils’ education as parents were able to check books of pupils, assist in homework and sign homework. Also, there was a statistically significant gender difference in the influence of economic status of parents on pupils’ education. It was recommended that school authorities should use parent-teacher meetings to encourage parents to financially invest in their children’s education. xii, 143p:, ill. 2025-04-01T00:00:00Z http://hdl.handle.net/123456789/12170 Influence of Clinical Learning Experiences and Academic Stress on Academic Life Satisfaction Among Students in Ankaful Psychiatric Nurses‘ Training College Tetteh, Gifty This study sought to assess the influence of clinical learning experiences on the academic stress and academic life satisfaction of student in their clinical learning environments (CLE) at the Ankaful Psychiatric Nurses‘ Training College in the Central Region of Ghana. The study employed proportionate and random sampling procedures to sample 200 nursing students. Data were analysed using independent sample t-test and multiple regression to examine the influence of clinical learning experiences and academic stress on the academic life satisfaction among the students. The study revealed that CLE has a statistically significant positive influence on students‘ academic life satisfaction. Also, academic stress significantly affects students‘ satisfaction with academic life. The study further revealed that male students reported significantly higher levels of academic stress compared to female students. The study recommended that counsellors, college authorities, and stakeholders of Psychiatric Nurses‘ Training Colleges should incorporate a more comprehensive approach where the attention is not limited to providing quality education and training for nurses, but to concentrate on other areas (clinical learning environment, academic stress and academic life satisfaction, demographic variables, for example, gender) that have been shown to have had influence on the lives and success of students. xiii, 148p:, ill. 2023-07-01T00:00:00Z