http://hdl.handle.net/123456789/1057 DASSE Tue, 07 Apr 2026 19:11:09 GMT 2026-04-07T19:11:09Z http://hdl.handle.net/123456789/12134 Reading Strategies Among Junior High School Students: A Case Study at Yamoransa Korsah, Justice Abakah Reading strategies play a crucial role in enhancing pupils' reading comprehension performance in the learning of the English Language (EL). However, the development and application of effective reading strategies have been challenging for school pupils, particularly in Yamoransa. The main objective of this study was to explore the reading strategies employed by Junior High School (JHS) pupils in Yamoransa, with the aim of gaining a deeper understanding of the complexities involved in the teaching and learning of reading comprehension, as well as the experiences of both pupils and teachers in the school setting. A qualitative case study approach was adopted for this research, underpinned by Vygotsky's (1978) theory of Constructivism. Data were gathered from thirty-three (33) participants through in-depth interviews and observational techniques. The study identified questioning, reading aloud, reading tests, and modeling as key reading strategies used to address reading difficulties in English Language comprehension. The findings of this study provide valuable insights for policymakers, teachers, parents, and stakeholders at Yamoransa and beyond about the significance of implementing effective reading strategies to enhance EL reading comprehension and improve pupils’ academic performance. Based on the results, the study recommends reducing class sizes, improving the school environment, and ensuring that adequate reading materials are made available by the Mfantsiman Municipal Directorate of Education. It was also found that large class sizes, an unconducive school environment, insufficient reading materials, and excessive playtime among pupils contributed to poor reading performance and ineffective reading strategies. xv 130p:, ill Mon, 01 Apr 2024 00:00:00 GMT http://hdl.handle.net/123456789/12134 2024-04-01T00:00:00Z http://hdl.handle.net/123456789/12128 An Evaluation of the Implementation of the Ghanaian Language and Culture Curriculum in Senior High Schools in the Kumasi Metropolis Daniel, Baffour-Koduah Taking into consideration Ghanaian Language students‟ academic performance over the years, the study was purported to evaluate the implementation of the Ghanaian Language and Culture Curriculum in Senior High Schools in the Kumasi metropolis. The study was guided by four research objectives–context of the implementation of the Ghanaian Language and Culture Curriculum, input, process and perceived effectiveness of the GHLC. The study was deeply rooted into Stufflebeam‟s Context, Input, Process and Product model for curriculum evaluation. Through the lens of pragmatism, the study adopted the mixed methods research approach to evaluate the implementation of the curriculum. A multi-stage sampling framework which included census for 41 teachers, proportionate simple random sampling for 322 students and convenience sampling for observing 15 teachers in lessons was used. The findings of the study indicated that the objectives outlined in the curriculum are structured to equip students with language skills, even though the difficult of topics do not match the duration of the curriculum. The findings reflected the inadequacy of instructional materials in Ghanaian Language instruction while it also indicated discussion, lecture and questions and answers as the most used instructional strategies in teaching. Based on the findings, the study recommended for a curriculum that considers its time duration to match the difficulty of its contents. Again, it advocates for teachers to use more advanced methods of teaching and instructional resources considering language learning in 21st century. xi 159p:, ill Sat, 01 Feb 2025 00:00:00 GMT http://hdl.handle.net/123456789/12128 2025-02-01T00:00:00Z http://hdl.handle.net/123456789/12059 Impact Of Cooperative Learning on Performance of Economics Students in Senior High Schools in Ghana: A Quasi Experimental Studies in the Eastern Region Agyemang, Godfred Boachie The study assessed the impact of cooperative learning on performance of Economics students in senior high school in Ghana. A quantitative approach was employed, utilizing a quasi-experimental design that included pre-tests and post-tests with control groups. The study comprised of 164 economics students (19 in the business class and 145 in the general arts classes). A 50-item achievement test and a 29-item questionnaire were used to collect the data. The experimental group was taught using the think-pair-share and Jig-saw techniques for six weeks each, whereas the control group was taught using traditional teacher-centred method for 12 weeks. Data analysis involved descriptive statistics (frequency, percentages, mean, and standard deviation) and inferential statistics (independent sample t-test and paired sample t-test). There was no statistically significant difference in the pre-test achievement mean scores between the experimental and control groups. However, a statistically significant difference emerged in the post-test achievement mean scores, favouring experimental group, indicating their superior performance. This indicates that cooperative learning (CL) strategies, specifically jigsaw and think-pair-share, significantly enhanced students’ academic performance in economics. Also, students in the experimental group held positive perceptions of CL, with no discernible gender-related differences. In conclusion, the study found that Jigsaw and think-pair-share are effective strategies for enhancing students’ learning in economics. As a recommendation, economics educators are encouraged to incorporate CL strategies, especially the jigsaw and think-pair-share models, into their teaching methods to boost the academic performance of economics students. xiii 121p:, ill Fri, 01 Sep 2023 00:00:00 GMT http://hdl.handle.net/123456789/12059 2023-09-01T00:00:00Z http://hdl.handle.net/123456789/11978 Impact Of Cooperative Learning on Performance of Economics Students in Senior High Schools in Ghana: a Quasi Experimental Studies in the Eastern Region Agyemang, Godfred Boachie The study assessed the impact of cooperative learning on performance of Economics students in senior high school in Ghana. A quantitative approach was employed, utilizing a quasi-experimental design that included pre-tests and post-tests with control groups. The study comprised of 164 economics students (19 in the business class and 145 in the general arts classes). A 50-item achievement test and a 29-item questionnaire were used to collect the data. The experimental group was taught using the think-pair-share and Jig-saw techniques for six weeks each, whereas the control group was taught using traditional teacher-centred method for 12 weeks. Data analysis involved descriptive statistics (frequency, percentages, mean, and standard deviation) and inferential statistics (independent sample t-test and paired sample t-test). There was no statistically significant difference in the pre-test achievement mean scores between the experimental and control groups. However, a statistically significant difference emerged in the post-test achievement mean scores, favouring experimental group, indicating their superior performance. This indicates that cooperative learning (CL) strategies, specifically jigsaw and think-pair-share, significantly enhanced students’ academic performance in economics. Also, students in the experimental group held positive perceptions of CL, with no discernible gender-related differences. In conclusion, the study found that Jigsaw and think-pair-share are effective strategies for enhancing students’ learning in economics. As a recommendation, economics educators are encouraged to incorporate CL strategies, especially the jigsaw and think-pair-share models, into their teaching methods to boost the academic performance of economics students. xiii 121p:, ill Fri, 01 Sep 2023 00:00:00 GMT http://hdl.handle.net/123456789/11978 2023-09-01T00:00:00Z