http://hdl.handle.net/123456789/978 Tue, 14 Apr 2026 23:23:39 GMT 2026-04-14T23:23:39Z http://hdl.handle.net/123456789/10763 Impact of Inclusive Education Experiences on Satisfaction, Persistence and Academic Performance of Teacher-trainees With Sensory Impairment: the Moderating Role of Self-efficacy Mantey, Emmanuel Kwame Larbi The study assessed the impact of inclusive education experiences on satisfaction, persistence and academic performance of teacher-trainees with sensory impairment and the moderating role of self-efficacy. Data was collected in three Colleges of Education (CoEs) in Ghana. All the Teacher-Trainees with Sensory Impairment (TTSI) (66) in the CoEs participated in the study. The study was based on pragmatist philosophy. It utilised the convergent parallel mixed-methods approach. Data was collected using questionnaires and a focus group discussion guide. Descriptive statistics, independent samples t-tests, Pearson product-moment correlation coefficients, and Hayes PROCESS-Macro were used for quantitative data analysis. Using Braun and Clarke's (2019) reflexive thematic method to qualitative data, qualitative extracts were analysed. TTSI were reported to be satisfied with their schools in the study. A major moderator of the connection between inclusive education experience and TTSI persistence was self-efficacy, but not the relationship between inclusive education experience and TTSI satisfaction. Among the recommendations were that College authorities work in tandem with the MoE to provide comfortable campus environments for TTSI. Learning materials printed in readable and or audio form for TTSI should be available and delivered on time to facilitate academic work. Finally, College staffs are to develop the self-efficacy of TTSI to help them persist and progress in their academic life successfully. ii, ill: 319 Thu, 01 Apr 2021 00:00:00 GMT http://hdl.handle.net/123456789/10763 2021-04-01T00:00:00Z http://hdl.handle.net/123456789/3669 The impact of multimedia instruction in biology on Senior High School Students’ achievement. Ayittey, Allan This study investigated the comparative effectiveness of teaching through the use of multimedia and conventional teaching method in biology on senior high school students in relation to students’ achievement. The pre-test post-test non-equivalent quasi experimental design was used for this study. One hundred and ten (110) form three general science students who had biology as one of their major subjects were selected for the study. They were later grouped into control and experimental group. Students in the experimental group were taught through the use of multimedia whereas those in the control group were taught through the conventional or traditional approach. The study concluded that both methods used in the study were quite effective for teaching photosynthesis in biology however, out of the two methods, the multimedia approach was found more suitable with respect to the marks achieved. The study also concluded that there was no statistically significant difference in the performance of students based on their gender. These findings suggest that learning outcomes of students in biology can be enhanced with multimedia instruction. It has therefore been recommended that the computer should be used to compliment the teachers’ teaching but should not take over the teaching process. A similar study can be done but with more than one variable as this research used only one variable. x, 102p:, ill Sat, 01 Aug 2015 00:00:00 GMT http://hdl.handle.net/123456789/3669 2015-08-01T00:00:00Z