This study was designed to determine the effect of globe game on students’ achievement and retention in longitude and latitude. To carry out the study, three research questions and three null hypotheses were formulated. Design for the study was a quasi-experimental non-equivalent control group’s pre-test and post-test design. The sample for this study comprised of Two hundred and eighty four S S11 students. Six secondary schools were drawn through a stratified random sampling technique. Three schools (one male, one female and one co-educational) were assigned to the treatment group while the remaining three schools were assigned to the control group. The treatment group was taught longitude and latitude using the globe game approach while the control group was taught longitude and latitude using the conventional method. Longitude and Latitude Achievement Test was used to collect data on the achievement and retention of students. Research questions were answered using mean and standard deviation while hypotheses were tested using the Analysis of co-variance (ANCOVA) at an alpha level of 0.05. The result revealed that globe game approach is superior to the conventional method in facilitating achievement and retention in longitude and latitude, but there was no significant interaction between gender and instructional method on students’ achievement and retention in longitude and latitude. The researcher therefore, recommended that globe game approach should be used in secondary school system.
This paper presents both qualitative and quantitative studies on the motivation for teachers teaching in Senior High School located in rural areas and its effects on their willingness to continue staying in those areas in the Ashanti Region of Ghana. Two public Senior High Schools in the rural areas of Afigya-Kwabre West district comprising two Headmasters and 120 teachers was selected by the use of purposive and simple random sampling techniques for the study. The study focused on primary data through interview, questionnaire and observation. It was revealed that the significant retention factors are the provision and administration of financial bonuses which include retention/professional allowance and Parents and Teachers Association motivational allowance. On the other hand, the teachers were very unsatisfied with their accommodation, means of transport and criteria for selecting award winners during speech and prize giving days. Therefore, governments and policy makers need to put in place strategies and also implement policies that will serve to improve the working conditions of teachers teaching in rural areas in order to serve as motivation for their retention.