http://hdl.handle.net/123456789/1022 Tue, 14 Apr 2026 23:26:34 GMT 2026-04-14T23:26:34Z http://hdl.handle.net/123456789/12192 Classroom Management Practices on Academic Performance of Senior High School Students in Kwahu South Municipality Asiamah, Dickson The aim of the study was to ascertain the effects of the classroom management techniques employed by teachers at Public Senior High Schools (SHS) on the academic performance of students in the Kwahu South Municipality of the Eastern Region of Ghana. The use of a descriptive survey method allowed for the acquisition of quantitative data. The targeted population of the Public SHS students was 4,102 with a sample size of 364. The simple random sampling method was used. A questionnaire and a performance assessment test were used. The following metrics were used: frequencies, percentages, means, and standard deviations, as well as correlation analysis. According to the findings of the study, the most important classroom management strategies of teachers were verbal instructional management, instructional supervision, behavior and instructional management, delegation of authority, and the use of corporal punishment. Additionally, the performance of students in Public SHS was not influenced by the classroom management practices adopted by the teachers. In consequence, there are other factors that induce students to study, and not how their teachers manage classrooms. The positive link identified also suggests that more effective classroom management techniques would boost students' academic performance. Based on the findings, it was recommended that teachers should set classroom rules and regulations against disruptive behaviour to improve students' academic achievement. Also, to have a favourable impact on students' academic progress, teachers should constantly work on improving their classroom management techniques. xiii, 151p:, ill. Fri, 01 Sep 2023 00:00:00 GMT http://hdl.handle.net/123456789/12192 2023-09-01T00:00:00Z http://hdl.handle.net/123456789/12165 Perceived Challenges Undergraduate Distance Education Students of University of Winneba in the Northern Region Face in Conducting Research Sumaila, Jamilatu The study explored the challenges undergraduate distance education students of University of Education, Winneba, face in conducting research. For the purpose of the study, the descriptive research design with quantitative approach was used. Census sampling was used to select 433 first- and second-year undergraduate distance education students and 20 supervisors of University of Education, Winneba (Northern Region) who served as the sample for the study. Self-developed questionnaires were used to collect data for the study. The statistical tools that were used in the analysis included frequencies, percentages, means and standard deviations. The study revealed student-related challenges such as inadequate time to conduct research work and inadequate theory and knowledge in the area being researched as affecting the conduct of students’ research work. The results of the study also revealed supervisor-related challenges such as inability to meet students regularly, difficulty to return students’ work promptly, and difficulty to communicate with students on their progress on time. Results of the study also revealed institutional-related challenges to include the lack of online research resources on university’s website and little or no online interactions in research work. In addition, the study explored some suggested ways of solving the aforementioned challenges. Recommendations included the need to extend the time used by distance education students in studying research methods and adequacy of time needed to conduct the research work. xii, 116p:, ill. Wed, 01 Jan 2020 00:00:00 GMT http://hdl.handle.net/123456789/12165 2020-01-01T00:00:00Z http://hdl.handle.net/123456789/12106 Influence of Teachers Knowledge on Management of Pupils With Behavioural Problems: Moderating Role of Teacher Professional Development Iddrisu, Salamatu Managing behavioural problems in schools, especially in Basic schools is well debated in the academia and in the field of practice. Missing in this debate is the extent to which the management of behavioural problems in the classroom is influenced by teacher professional knowledge and how this influence is moderated by teacher professional development. This study filled this gap. The study employed a descriptive survey design involving 300 participants who were sampled through Stratified and Simple Random Sampling techniques. Primary Data was gathered through the administration of questionnaire named Teacher Knowledge and Behavioural Management Questionnaire (TKBMQ) and analysed using frequencies, percentages, Mean Item Scores, Relative Importance Index and Hays process Model 1. The analysis revealed that bullying, lateness and truancy were the common behavioural problems in Primary Schools in the Tamale Metropolis. The study further revealed that lack of specialised knowledge, problem identifying pupils with behavioural problems, adaptation of curriculum and large class sizes were the major challenges faced by teachers in managing behavioural problems. It was concluded that teacher professional knowledge is very significant especially in situations where teachers have access to professional development avenues to continuously update their knowledge. It was therefore recommended that the Northern Regional Education Directorate should organize seminars and workshops frequently to equip teachers in the Metropolis with specialized knowledge and skills in handling pupils with behavioural problems. xii 141p:, ill Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/123456789/12106 2024-01-01T00:00:00Z http://hdl.handle.net/123456789/12072 Investigating The State of Psychological and Social Wellbeing of Senior High School Students in the Cape Coast Metropolis During Covid-19 Pandemic Forson, Harriet The aim of the research was to examine the social and psychological health of Cape Coast City Senior High School (SHS) students during the COVID-19 epidemic.The self-efficacy theory was used to determine and comprehend the elements that contributed to the students' changing behavior. Information about the state of the phenomenon was gathered using a descriptive survey approach. Form 2 and 3 pupils from Academy of Christ the King SHS, Mfantispem, Wesley Girls, Efutu, and University Practice SHS made up the target population. Out of the 8,876 students in the Cape Coast Metropolis, 378 SHS students were selected as a sample. According to the study, when the responders learned about the COVID-19 epidemic, they did not have nightmares. Nonetheless, over 50% of those surveyed said that they experienced sadness when acquaintances or family members contracted COVID-19. The results of the investigation showed that respondents' psychological health was unaffected since they had heard about the COVID-19 epidemic before it started in Ghana. It is consequently advised that school counselors set up programs to deal with these difficulties, as adolescents were depressed over their families' COVID-19 infections. xi 138p:, ill Fri, 01 Nov 2024 00:00:00 GMT http://hdl.handle.net/123456789/12072 2024-11-01T00:00:00Z