http://hdl.handle.net/123456789/983 DASSE 2026-04-14T23:26:34Z http://hdl.handle.net/123456789/12071 The Role of Compassion International, Ghana, in Promoting Moral Education Among Basic School Pupils in Central and Greater Accra Regions: An Evaluative Study Adjei-Fianko, Diana The study evaluated the Child Development Sponsorship Programme (CDSP) of Compassion International, Ghana (CIG) and its role in the moral development of basic school pupils in four (4) selected Child Development Centres (CDC) in the Central and Greater Accra regions of Ghana. The study further explored the role of CIG in terms of context, input, process and product (CIPP) based on the components of the CIPP Evaluation Model. This study used the embedded mixed method design. The qualitative data was collected using interview guide and focus group discussion while quantitative data was collected using a questionnaire. The qualitative data was analysed thematically while the quantitative data was analysed using Statistical Package for Social Sciences (SPSS) version 26 for descriptive statistics. It came to light that the aims, resources, activities and outcomes of CIG promote moral education. Further it was revealed that the CDSP of CIG helped to develop appropriate attitudes and values that would help the beneficiaries make good choices and decisions in their adulthood for the good of society. Based on the findings of the study, it was recommended that in developing any intervention for moral development, NGOs should focus on values and attitudes that promote the spiritual, physical, socio-emotional and cognitive wellbeing of the beneficiaries. The study has provided valuable data to enlighten the government, educationists, policymakers and stakeholders on the role of the CDSP of CIG on moral education in Ghana. xvi 268p:, ill 2024-07-01T00:00:00Z http://hdl.handle.net/123456789/11939 Evaluation of students' internship programmes in selected technical universities in Ghana Arthur, Patrick There seems to be an annual recurrence of the challenge of placing every university student for practical internship programme in most technical universities in Ghana. In addressing this challenge, this study evaluated students' internship programmes in selected Technical Universities in Ghana. The pragmatism philosophical paradigm specifically concurrent triangulation mixed methods approach was utilised. In the quantitative phase, data was solicited from third-year students, lecturers and administrators of technical universities with the help of pre-tested semi-structured questionnaires. Multistage sampling technique was utilised. Data was analysed using mean and standard deviation. The study found weak technical university-industry linkages, and unclear legal and regulatory framework governing internship. Again, no internship training plan was formulated by technical universities for each intern after the placement had been agreed upon. However, a memorandum of understanding was reached and signed by both the intern and the employer. Internship offered countless benefits to students, including greater sense of responsibility, as well as development of one's career. Among others, the challenges facing the successful implementation of internship programmes were poor integration among relevant stakeholders, competition from other education institutions, lack of stipend for interns, and weak business relationship with employers. To address the challenges, some of the strategies recommended were technical universities must target multi-nationa.1 corporations that can take on multiple interns; site visits by university supervisors should be used to monitor compliance; and interns should be encouraged to bring to the fore their concerns. xiv, 313p;, ill. 2021-12-01T00:00:00Z http://hdl.handle.net/123456789/11938 Improving pre-service teachers' pedagogical strategies for integrating ICT in teaching accounting in senior high schools in Ghana Darkwa, Bernard Fentim The study focused on improving the teaching and learning of accounting with ICT (audio-visual materials) to promote interactivity in Senior High School (SHS) classrooms in Ghana. The research approach for the study was designbased research, using qualitative and quantitative methods. The design-based research approach consisted offour phases as conceive, build, test and reflection and documentation phases. Questionnaires, observations, semi-structured interviews, focus group discussions, student tests and designed lesson artefacts were the data sources employed in this study to track how the pre-service accounting teachers (PSATs) developed their pedagogical strategies to teach with ICT in an interactive manner. The study revealed the incorporation of audio-visual materials, the use of collaborative learning approach, activityoriented and knowledge of technology as the features of ICT intervention to promote interactivity in SHS accounting classroom. The intervention proved to be effective in the development of the PSATs pedagogical strategies because it reflected all the four constructs (Active, Collaborative, Authentic and Intentional) for measuring the effectiveness of the ICT intervention as conceptualised in the study. The study concluded that the use of audio-visuals in senior high school accounting lessons will have implications on the availability of ICT resources and infrastructure such as availability of computers, projectors, internet connectivity and access to electricity, among others, in the school. This obviously will have financial implications on schools and stakeholders ofeducation in the country. Lack oftechnology-based skills is one of the main reasons why teachers shy away from using technology as most of them seem to have gaps in their knowledge where ICT is concerned. xvi, 323p;, ill. 2020-02-01T00:00:00Z http://hdl.handle.net/123456789/11858 An Investigation Into English Language Tutors‘ Pedagogical Content Knowledge For Teaching Grammar At Some Selected Colleges Of Education FREMPONG, CLARA OFOSUA This study aimed to investigate English language tutors‘ Pedagogical Content Knowledge (PCK) in teaching grammar at selected colleges of education (CoEs) in Ghana. In this exploratory sequential mixed methods study, multi-staged sampling techniques were employed to select 6 tutors and 155 English language major students from CoEs in Eastern and Greater Accra zone (EGA). With Shulman‘s (1986) PCK model and Celce-Murcia and Larsen-Freeman‘s (1999) contextual theory as the theoretical lens, data were analysed and interpreted. The tutors were observed and interviewed while the students responded to questionnaires and were tested on their comprehension of grammatical concepts. The deductive thematic analysis found that the tutors demonstrated outstanding PCK expertise in teaching grammar. However, the correlation results of tutors‘ PCK and students‘ understanding of grammatical concepts revealed that there was no significant relationship between the tutors‘ PCK and the students‘ understanding of grammatical concepts. These results demonstrated that PCK might not be the sole determinant of students‘ understanding of grammatical concepts. Other factors, such as students‘ prior knowledge, classroom dynamics, and teaching methodologies beyond PCK, could also influence students‘ comprehension of grammar. Therefore, other factors that promote students‘ understanding of grammar should be explored by the English language tutors. Further studies could broaden the study to include other CoEs zones to offer a comprehensive understanding of tutors‘ PCK in teaching other aspects of the English language. Keywords: CoEs, Cross-cutting issues, Differential learning, PCK, Grammar xx,319p:, ill. 2024-07-01T00:00:00Z