Assessing the Influence of Gender on Self-Regulated Learning and Academic Engagement Among Senior High School Students in Ghana (Published)
The purpose of this quantitative descriptive survey was to examine the influence of gender on self-regulated learning (SRL) on students’ academic engagement (SAE) in Ghana. Stratified and systematic sampling techniques were employed to select a sample of 315 senior high school students in the Berekum Municipal in the Bono Region of Ghana for the study. The study adapted questionnaires on self-regulated learning (Chen & Lin, 2018; α=.91), and students’ engagement (Maroco et al, 2016; α=.81) to collect data from the students. Data was analyzed descriptively (frequencies, means, and standard deviations) and inferentially (regression, MANOVA, and Hayes Process). The study revealed that students were moderately self-regulated and moderately academically engaged. Again, Male students were found to have more self-regulated learning capacities than their female counterparts but both sexes could similarly engage in their academic pursuits. It was recommended that management in the Berekum Municipality should organize educative and job oriented – academic and career guidance workshops, seminars, and programmes to help develop higher levels of academic engagement in students. Also, School authorities should intermittently organize educative programmes that will tackle the academic, social life, financial and the psychological state of the female students.
Citation: Eric Appiah-Kubi, Mark Owusu Amponsah, Samuel Nti-Adarkwah and Asoma Collins (2022) On Self-Regulated Learning and Academic Engagement Among Senior High School Students in Ghana, European Journal of Educational and Development Psychology, Vol.10, No.2, pp.28-41
Keywords: Gender, Ghana, Self-Regulated Learning, Senior High School, academic engagement
Theoretical Knowledge on Group Counselling and Dynamics: The Surest Way of Helping Adolescents in S.H.S (Published)
Establishing effective group counselling programs in Senior High Schools (SHS) require comprehensive knowledge of theories in group counselling to be able to better understand the behaviour of adolescents and help them to deal with their problems. The dynamics of groups are essential to achieving success at conducting group counselling sessions in educational settings such as the Senior High School. Engaging teenagers who are facing challenges in their lives for group sessions also require sufficient relevant knowledge necessary for understanding, interpreting and predicting behaviours by professional Senior High School counsellors as they work together to achieve common goals with these students. The thrust of this paper was to qualitatively study the subject of the essential theoretical knowledge in group counselling and group dynamics in helping adolescents deal with a plethora of problems that they face in Senior High Schools of the Ghanaian educational system. For this reason, four counsellors from two (2) Senior High Schools in Efutu Municipality were purposively sampled and interviewed to find out whether indeed having theoretical knowledge in group counselling and group dynamics is the surest way for counsellors to help adolescents deal with a plethora of problems they face using a semi-structured interview guide. The findings revealed that indeed counsellors’ success at organising group sessions for adolescents in SHS was based on their theoretical knowledge of group counselling and group dynamics.
Keywords: Adolescents, Senior High School, group counselling
Theoretical Knowledge on Group Counselling and Dynamics: The Surest Way of Helping Adolescents in Ghanaian Senior High Schools (Published)
Establishing effective group counselling programs in Senior High Schools (SHS) require comprehensive knowledge of theories in group counselling to be able to better understand the behaviour of adolescents and help them to deal with their problems. The dynamics of groups are essential to achieving success at conducting group counselling sessions in educational settings such as the Senior High School. Engaging teenagers who are facing challenges in their lives for group sessions also require sufficient relevant knowledge necessary for understanding, interpreting and predicting behaviours by professional Senior High School counsellors as they work together to achieve common goals with these students. The thrust of this paper was to qualitatively study the subject of the essential theoretical knowledge in group counselling and group dynamics in helping adolescents deal with a plethora of problems that they face in Senior High Schools of the Ghanaian educational system. For this reason, four counsellors from two (2) Senior High Schools in Efutu Municipality were purposively sampled and interviewed to find out whether indeed having theoretical knowledge in group counselling and group dynamics is the surest way for counsellors to help adolescents deal with a plethora of problems they face using a semi-structured interview guide. The findings revealed that indeed counsellors’ success at organising group sessions for adolescents in SHS was based on their theoretical knowledge of group counselling and group dynamics.
Keywords: Adolescents, Senior High School, group counselling
TEACHER MOTIVATION IN SENIOR HIGH SCHOOLS IN THE CAPE COAST METROPOLIS (Published)
The general aim of this study was to ascertain the factors that really affect teacher motivation in selected senior high schools in the Cape Coast Metropolis. A descriptive survey design was used. The sample population was all teachers from the selected Senior High Schools in the Cape Coast Metropolis. The study involved 120 teachers. The teachers were selected through the simple random sampling technique. Questionnaire was used as a major instrument in collecting our data. The major findings of the study demonstrated that, wages and salaries, recognition for good work done, participation in decision making and conducive working environment were the major factors that really affect teacher motivation. In ranking the factors in order of importance, the teachers ranked wages and salaries as their most important motivational factors. With reference to the finding, it was recommended that, educational administrators should be mindful of the wages and salaries of teachers.
Keywords: Motivation, Senior High School, Teachers, Wages & Salaries, and Educational Administrators