http://hdl.handle.net/123456789/1058 Tue, 14 Apr 2026 23:26:35 GMT 2026-04-14T23:26:35Z http://hdl.handle.net/123456789/12176 Influence of Teaching Pedagogy on Students‘ Attitude Towards Primary Science in Left Bank2b District, Liberia Williams, Burnis Kabay With declining interest and engagement in science globally, examining the role of pedagogical quality in shaping primary students‘ attitudes and achievement is imperative. Science education lays the foundation for pursuing advanced study and careers, so negative early experiences deter long-term success. This study explored the influence of teaching practices‘ influence on science attitudes and performance among primary students in Liberia‘s Left Bank 2B District. An explanatory sequential approach, through a mixed method design, gathered quantitative survey data from 337 students and 20 teachers, followed by qualitative interviews with 20 head teachers. Surveys used Likert-type scales measuring pedagogy, attitudes, and influencing factors. Semi-structured interviews elicited perspectives on pedagogical effectiveness. The findings revealed that students highlighted innovative, varied teaching as the most positively impacting attitudes, while peer influences were complex. Supportive student-teacher relationships and hands-on activities also emerged as influential. Students reported minimal exposure to technology-enhanced, discussion-based, inquiry-focused science instruction. Interviews revealed prevalent direct transmission models rather than active learning and constructivist practices. Based on these findings, the study concluded that suboptimal, passive pedagogical practices appear to negatively shape primary students‘ attitudes and learning towards science in the Left Bank2B District. Also, students‘ attitudes and teacher pedagogy weakly impacted students‘ academic performance in science. Among the recommendations offered was the need for teachers to have professional development focused on hands-on, technology-integrated, and student-driven pedagogies. xiii, 180p:, ill. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/123456789/12176 2025-01-01T00:00:00Z http://hdl.handle.net/123456789/11916 Examination Of Perceived Factors That Influence The Teaching And Learning Of Social Studies; A Case Of Hohoe Municipality Bagyour, Josephine Popielo The purpose of the research was to find out what factors, related to the student, teacher, and school environment, are thought to have an impact on social studies instruction in Ghana's Volta Region's Hohoe Municipality. For this study, the quantitative research technique was chosen. 48 social studies teachers were purposefully selected for the study, and 364 students served as respondents for the investigation using the multistage sampling approach. The study employed self-designed questionnaires to gather data. The acquired data were analyzed using standard deviation, means, and frequency counts and percentages. The findings showed that the learner factors included learners‘ ability to do their exercises and assignments and the extent to which they enjoy their Social Studies lessons. In addition, the study revealed that the teacher factors were teachers‘ ability to mark learners‘ exercises and provide them with prompt feedback and teachers‘ ability to allow learners ask questions for more clarification during instruction. The availability of textbooks and other TLRs was the study‘s last finding about the elements of the school environment that affected successful social studies teaching and learning (s). Hence, the study recommends, among others, that Ghana Education Service should ensure that textbooks and other teaching and learning resources are adequately provided and on time for schools. Again, Heads of schools and other supervisors must intensify their routine checks to ensure that adequate exercises and assignments are given to students and are effectively marked, and feedback given to students promptly. xi, 138p; , ill. Sat, 01 Jun 2024 00:00:00 GMT http://hdl.handle.net/123456789/11916 2024-06-01T00:00:00Z http://hdl.handle.net/123456789/11739 Parents’ Socio-Economic Status And Parental Academic Support For Students: The Moderating Role Of Religiosity ATILATA, SALIFU NDEGO This study examined the relationship between parents’ socio-economic status and parental academic support for students and the moderating role of parents’ religiosity. A descriptive cross-sectional design approach was used for the study. With a sample size of 400 junior high school students, 346 participants responded to structured questionnaires. Frequencies and percentages, multivariate analysis of variance, and moderation analysis with Hayes’ PROCESS were the primary statistical methods used in this study. The study found that most parents having children in JHS at the Binduri District were within the middle-level socio-economic status. Autonomy support was the major form of academic support that JHS students in the Binduri Districts had from their parents. Again, parents’ socio-economic status did not significantly predict parental academic support for JHS students in the Binduri District, while parents’ religiosity significantly predicted parental academic support for JHS students in the Binduri District. However, parents’ religiosity did not moderate the relationship between parents’ socio-economic status and parental academic support. There was no gender difference in the academic support JHS students received from their parents. Based on the findings, it is recommended that parents should make an effort to raise their socio-economic status levels so that they would be able to support and provide for the needs of their kids in Junior High School. Parents should also give their kids the form of academic support that helps the students to be more relaxed and expressive. Parents are recommended not to take their religiosity for granted as it goes a long way to influence the academic support, they have for their kids in JHS. xiii,153p:, ill. Thu, 01 Dec 2022 00:00:00 GMT http://hdl.handle.net/123456789/11739 2022-12-01T00:00:00Z http://hdl.handle.net/123456789/11700 Investigating The Eating Patterns Of Junior High School Adolescents In The Mfantseman Municipality Fynn, Esther Adwoa The purpose of the study was to investigate the nutritional status of Junior High School (JHS) adolescents in Saltpond Township of the Mfantseman Municipality. Three research questions and two hypotheses guided the study. The study employed a quantitative approach with a descriptive survey research design. A simple random sampling was used to select six schools from ten schools and Purposive sampling was used to select 289 participants comprising 102 males and 187 females. A closed ended questionnaire was used to collect data for the study. The data was analysed with descriptive statistics (frequency counts and percentages), inferential statistics (two sample t-test) whiles some data was presented in pictorial form (bar chart). The study found that JHS adolescents in Saltpond Township did not eat balanced diet; they had inconsistent meal patterns; they had negative dietary preferences; there was no statistically significant difference between the gender of JHS adolescents in Saltpond Township and their balanced diet intake; and there was no statistically significant difference between gender and the dietary preferences of JHS adolescents. The study recommended that parents should make a conscious effort to provide balanced meal for their wards when they are going to school; parents should provide adequate financial resources to cater the balanced and full meal provision of their adolescent children; teachers should create awareness on the nutritional needs of adolescents; and teachers should educate adolescents on the harmful effects that the adopted negative dietary preferences have on their life now and in the later years. xiii, 135p; , ill. Sat, 01 Oct 2022 00:00:00 GMT http://hdl.handle.net/123456789/11700 2022-10-01T00:00:00Z