Promoting Equity in Education: Lessons from Ghanaian Education Policy Texts (Published)

This paper addresses the issue of equity in education by exploring how Ghanaian education policy texts foregrounds equity and address inequities. We used a critical pedagogy lens and equity theory to highlight how Ghanaian teacher education policy, national teacher standards and assessment policies promote equity and situates it at the centre of curriculum framework, classroom teaching and learning as well as assessment. From our analyses of policy texts, Ghanaian school classrooms are to be equitable and become places where students’ uniqueness is recognised, respected and supported. The pedagogic relations and student-student interactions are to promote equity. However, we highlight gaps in knowledge about equity literacy among teachers; how they understand equity in the classroom; how teachers actually promote equity in classroom and the challenges they face in so doing; as well as how learners experience equity in the classroom. Therefore, we argued that there the need for research into equity literacy among teachers, how they promote equity in the classroom and how students experience it. This necessitates research into how teachers promote equity at the school site in terms of teacher-student and student-student interactions.

 

 

Keywords: Assessment, Curriculum, Equity, Learning Practices, equity literacy, inequities

Assessment of Digital Literacy Skills Among Physical and Health Education Students in Secondary Schools in Bayelsa State (Published)

This study assessed digital literacy skills among physical and health education students in secondary schools in Bayelsa State, Nigeria. A “descriptive survey design” was adopted for the study. To direct the study, two research questions were developed along with matching null hypotheses. All PHE students in the 192 secondary schools in Bayelsa state that are owned by the government make up the study population. The research sample consisted of 499 PHE students, 240 of whom were male and 249 of whom were female. The “Digital Literacy Skill Questionnaire (DLSQ),” a structured tool created by researcher and approved by specialists, was used to collect data. The Cronbach Alpha formula was used to determine the instrument’s reliability, and a coefficient of 0.84 was found. Mean and standard deviation were used to answer the study questions, and t-test statistics were used to assess the hypotheses. The findings showed that Bayelsa State secondary school PHE students do not use their digital literacy skills to a high degree. It was suggested that PHE students be encouraged to develop their digital abilities by the school administration.

Keywords: Assessment, Digital, Literacy, PHE students, Skills

Corroborating Magnusson’s PCK Model for Teaching Genetics at The Ghanaian Senior High School Level (Published)

Confirmatory factor analysis was conducted on survey data from 149 Senior High School biology teachers in Ghana to validate Magnusson’s framework of pedagogical content knowledge (PCK) in science teaching. The questionnaire aligned with Magnusson’s conceptualization of PCK, encompassing components like teaching orientations, knowledge of students’ understanding, instructional strategies, assessment, and science curriculum within genetics. The results affirmed the integrative model of PCK, indicating strong interactions among its components. While the transformative model also showed relevance, its imposition led to a notable decrease in goodness of fit. This underscores the applicability of Magnusson’s integrated PCK model for understanding Ghanaian SHS teachers’ PCK in genetics instruction. The findings emphasize the importance of integrated training in knowledge domains

Keywords: Assessment, Instructional Strategies, PCK, Pedagogical content knowledge, Teacher Knowledge, integrative PCK, teaching orientations, transformative PCK

Internal Quality Assurance Policies and Practices in Colleges of Education in Ghana: Resource Dependency Theory Perspective (Published)

The study examined internal quality assurance policies and practices in managing colleges of education in Ghana to meet the requirements of the Ghana Tertiary Education Commission in the perspective of resource dependency theory. The population were staff of the colleges of education. Purposive sampling technique was used to select 2 Principals, 6 Quality Assurance Officers, and 12 Department Heads in the Colleges. Telephone interviews were recorded and transcribed verbatim. The transcripts were imported into NVivo 11 for analysis. The study found that even though most of the Colleges are state-owned they have to depend on their internal structures to ensure processes meet government and regulatory body expectations. It was recommended that  affiliate universities, in collaboration with the Ghana Tertiary Education Commission, should support the Colleges of Education to build internal capacity for Quality Assurance.

Citation: Aweso D.M.  (2023) Internal Quality Assurance Policies and Practices in Colleges of Education in Ghana: Resource Dependency Theory Perspective, British Journal of Education, Vol.11, Issue 5, pp. 39-54

Keywords: Accreditation, Assessment, internal quality assurance, practice

Assessment of Availability and Utilization of Information Technology in The Teaching of Biology in Ekiti State Secondary Schools, Nigeria (Published)

The study investigated availability and utilization of information technology in the teaching of Biology in Ekiti State secondary schools. The descriptive research design of the survey type was adopted in the study. The population of this study consisted of all the secondary schools in Ekiti State. The sample for this study consisted of 100 Biology teachers which were selected from 50 secondary schools in Ekiti State. The sample was selected using simple random and stratified random sampling techniques. Information and Technology Equipment Checklist was used for data collection. The face and content validity of each instrument was done by experts in Test and Measurement. The data collected for this study were analyzed using descriptive statistics. The findings of the study revealed that the level of availability, level of adequacy and extent of utilization of information technology facilities in teaching Biology in Ekiti State secondary schools were low. It was recommended among others that the government should provide information technology facilities in secondary schools and inspectorate department should ensure that schools with information technology facilities should put it into use in teaching and learning of school subjects especially Biology.

 

Keywords: Assessment, Availability, Biology, Information Technology, Teaching, Utilization

Extent to Which Teachers Adhere to Corporal Punishment Regulation in Curbing Students’ Misbehaviour in Public Secondary Schools in Rombo District, Tanzania (Published)

This study assessed the extent to which teachers follow corporal punishment regulation in curbing students’ misbehaviour in public secondary schools in Rombo District, Tanzania. The study was guided by the path-goal theory. The study used cross-sectional survey design under quantitative approach. Target population comprised heads of schools and teachers. Probability sampling techniques were used to sample 7 heads of schools and 84 teachers making a total of 91 respondents. Questionnaire and interview schedule were used for data collection. Descriptive statistics were used to analyse data. The study found out teachers to a very small extent considered gender of students before administering punishment. Heads of schools to a very small extent were responsible for punishing misbehaving students. Heads of schools to a very small extent assigned male teachers in writing to administer punishment when female teachers were not available in schools. Heads of schools kept punishment records to a small extent. The researcher concluded that, to a very small extent teachers follow corporal punishment regulation in curbing students’ misbehaviour in public secondary schools. The study recommends that government should form a committee to reconsider corporal punishment regulation. Teachers should consider gender of students before punishment. Also, heads of schools should enhance steadfast to corporal punishment regulation. Heads of schools should be responsible to punish all misbehaving students. Heads of schools should assign male teachers in writing to administer corporal punishment if female teachers are not present. Furthermore, heads of schools should record all corporal punishment in the book for future reference.

Citation: Laurent Cyprian Mushi , Timothy Mandila, Herme J. Mosha (2022) Extent to Which Teachers Adhere to Corporal Punishment Regulation in Curbing Students’ Misbehaviour in Public Secondary Schools in Rombo District, Tanzania, British Journal of Education, Vol.10, Issue 11, pp.68-83

Keywords: Assessment, corporal punishment regulation, students’ misbehaviour

Impact of the evaluation of teaching devices on the professional conceptions of teachers and school administrations in Senegal: the case of five groups of elementary school in Dakar (Published)

Citation: Mamadou Vieux Lamine Sane (2022) Impact of the evaluation of teaching devices on the professional conceptions of teachers and school administrations in Senegal: the case of five groups of elementary school in Dakar, British Journal of Education, Vol.10, Issue 5, pp. 40-58

The purpose of this article is to identify characteristics of the work situation that could encourage or increase the commitment of teachers and curriculum is defined according to two modalities characterizing the organization of teaching work in the school facility: cellular versus integrated. A process for evaluating teachers’ and school administrations’ conceptions is then developed with reference to this organization of school career paths. The empirical study focuses on 5 primary school teams trained for three years in the development and evaluation of their collective arrangements. An analysis of the responses (N == 64) to a questionnaire enabled us to compare the trainees’ conceptions with those of other teachers. The results show that the tested system modifies the perceptions of the practitioners in order to better take into account the inputs of the two professional groups (teachers and principals) involved in the curriculum, the diversity of the learners and the inclusion of a personal practice improvement dynamic.

 

Keywords: Assessment, Curriculum, School Administration, Teacher

Assessment of Adolescents Attitude towards Sexuality and Reproductive Health Education in Eleme Local Government Area of Rivers State, Southern Nigeria (Published)

Citation: Chujuor J.C., and Hariet Onovughe Ayah (2022), Assessment of Adolescents Attitude towards Sexuality and Reproductive Health Education in Eleme Local Government Area of Rivers State, Southern Nigeria, British Journal of Education, Vol.10, Issue 3, pp. 34-41

Abstract: The study aimed at determining the attitude of male and female adolescents towards sexuality and reproductive health education. The population of the study consisted of 5,800 adolescents in public secondary schools in Eleme Local Government Area of Rivers State, Southern Nigeria. The sample of the study was however made up of 200 adolescent drawn through simple random sampling technique. Data of the study was obtained using structured questionnaire titled: “Adolescents Attitude to Sexuality and Reproductive Health Education Questionnaire (AASRHEQ). The instrument was validated by experts in educational psychology and measurement and evaluation. The reliability coefficient of the instrument was 0.75, using Cronbach alpha technique. Data collected were analyzed using mean (x), standard deviation and t-test. Result got after data analysis indicated that generally speaking majority of the adolescents had negative attitude. However, a significant difference was found in the adolescents attitude by gender and by religion;. Consequently, recommendations were made which included that the government needs to do more in term of ensuring the implementation of teaching of sexuality and reproductive health education curriculum in schools, especially in the semi urban and rural areas; and that practicing counselors should take up the responsibility of ensuring enough awareness campaign through programs in school and local communities aimed at enhancing the development of positive attitude towards sexuality education among adolescents.

Keywords: Adolescents, Assessment, Education, Health, Reproductive, Sexuality, attitude

Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District (Published)

This study sought to assess the effectiveness of supervision in public basic schools in Lambussie-Karni District of the Upper West Region of Ghana. The descriptive survey design was adopted, where quantitative data was collected and analyzed. The multi-stage sampling with the use of stratified random sampling and convenience sampling techniques were used to select 234 participants for the study. Structured questionnaire was used as instrument for data collection. Version 25 of the Statistical Product for Service Solution was used to analyze the data. The mean and standard deviation were used to analyze the data. The study revealed that clinical supervision was dominantly practiced than training and guidance supervision, collegial supervision and traditional supervision. Also, participants perceived all the components and well as the overall supervision as very effective in promoting effective teaching and learning. The challenges to effective supervision included unhealthy relationship between supervisors and supervisees, lack of regular in-service training, lack of funds, and follow-up activities. It was recommended that regular in-service training should be organized by Ghana Education Service (GES) for supervisors and teachers to update their knowledge and skills, and to be abreast with the changing trends in supervision in schools.

Citation: Enock Yeng, Anthony Woode-Eshun & Seth Badu (2022) Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District, British Journal of Education, Vol.10, Issue 1, pp. 17-35

 

Keywords: Assessment, Headteachers, Supervision, Teachers

An Assessment of Science Teachers’ Utilization of the Knowledge of Test Construction Procedure in Multiple Choice Objective Tests in Secondary Schools in Yala LGA, Cross River State (Published)

The aim of this study was to assess the extent of utilization of the knowledge of test construction procedure in setting Multiple Choice Objective Tests by science teachers in secondary schools in Yala Local Government Area of Cross River State. To achieve this, the descriptive survey research design was used in which a purposeful sample of 87 Chemistry teachers was selected from amongst the 213 science teachers in the area. The instrument used for the study was a well validated and fixed response questionnaire designed by the researchers tagged Test Construction and Utilization Procedure Questionnaire (TCUPQ) having a total of forty items designed on a four point interval scale with a Cronbach alpha co-efficient of 0.82. Data obtained from the subjects were analysed using the means and standard deviations. The results showed that science teachers studied utilize their knowledge of test construction procedures effectively in setting objective tests; however, they do not subject the students to pre-test before the main test is carried out. It was recommended amongst others that science teachers be sponsored to attend assessment practice workshops and also be encouraged to give pre-tests before the main test in schools.

Keywords: Assessment, Construction, Procedure, Test, Utilization