Theses

Experiences of pre-service social studies teachers on supported teaching in schools (STS) in colleges of education in the Eastern and Greater Accra Regions of Ghana

2026-05-25T10:09:02Z

Experiences of pre-service social studies teachers on supported teaching in schools (STS) in colleges of education in the Eastern and Greater Accra Regions of Ghana Anim, C. This study explored the perspectives and lived experiences of pre-service Social Studies teachers regarding the Supported Teaching in School (STS) programme implemented in Colleges of Education in Ghana's Eastern and Greater Accra Regions. Based on Danielson's (1996) Framework for Professional Development, it used a pragmatist research paradigm with a sequential explanatory mixed-methods approach to gather both quantitative and qualitative data. The sample for the quantitative phase included 487 participants selected through census sampling, while 15 participants were chosen via convenience sampling for the qualitative phase. Out of 487 questionnaires distributed, 397 were returned and analysed, resulting in an 81.5% response rate. Data collection involved questionnaires and semi-structured interviews. Quantitative analysis was conducted using descriptive statistics (mean and standard deviation) with SPSS version 28, while qualitative data were analysed thematically. Results indicated that pre-service Social Studies teachers experienced the STS programme differently. Content and pedagogical application were most prominent, whereas resource utilisation was less so. The programme offered benefits such as gaining professional knowledge, vocational satisfaction, learning and professional growth, and socio-emotional gains. The study also identified potential advantages, including serving as a model for reforming teacher education in Ghana, reducing new teachers’ attrition due to unpreparedness, promoting reflective practice, and influencing policy decisions on teacher education structure and content. It aligns with global trends emphasising practice-based experiences. Challenges identified included geographical and cultural barriers; lack of teaching aids; negative attitudes and expectations; difficulties in assessing and evaluating the programme; limited understanding of the programme; and weak mentor-mentee relationships. Based on these findings, it is recommended that the Colleges of Education in these regions collaborate with teacher education experts to develop professional development and refresher training programs on the STS. Such initiatives are essential to sustain, enhance, and strengthen the programme's various facets as outlined in the study. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Social Studies Education) DEPARTMENT OF SOCIAL STUDIES EDUCATION FACULTY OF LIBERAL AND SOCIAL STUDIES EDUCATION IN THE UNIVERSITY OF EDUCATION, WINNEBA AUGUST, 2025

Examining the effect of physics education technology( PHET) simulation on senior high school students’ academic performance in electronics at Leklebi Senior High School

2026-05-28T12:29:44Z

Examining the effect of physics education technology( PHET) simulation on senior high school students’ academic performance in electronics at Leklebi Senior High School Aidoo, F.K. The study examined the effect of Physics Education Technology (PhET) simulations on the academic performance of Senior High School students in Electronics at Leklebi Senior High School in the Afadjato South District of the Volta Region of Ghana. Specifically, the study determined baseline differences in performance between experimental and control groups, assessed the effect of PhET simulations on students’ academic performance, compared simulation-based instruction with conventional teaching methods, and explored students’ perceptions of the use of PhET simulations in learning Electronics. A quantitative quasi-experimental design, using a non-equivalent control group pre-test–post-test approach, was adopted. Two intact Form Two classes were purposively selected, comprising an experimental group taught using PhET simulation-based instruction and a control group taught using traditional lecture-based methods. Data were collected using structured achievement tests administered before and after the intervention, as well as a Likert-scale questionnaire administered to the experimental group. Data were analysed using descriptive statistics and inferential statistical techniques, including independent samples t-tests and paired samples t-tests. The findings revealed no statistically significant difference in pre-test performance between the experimental and control groups, indicating baseline equivalence. However, results showed a statistically significant improvement in the academic performance of students exposed to PhET simulations. Comparative analysis further indicated that the experimental group significantly outperformed the control group in post-test assessments. In addition, students expressed overwhelmingly positive perceptions of PhET simulations, reporting improved understanding of abstract Electronics concepts, increased engagement, enhanced confidence, and greater enjoyment of lessons. The study concludes that PhET simulations are an effective instructional strategy for improving students’ academic performance and learning experiences in Electronics. It is recommended that PhET simulations be integrated into Integrated Science instruction in Senior High Schools, supported by teacher professional development and improved access to ICT resources, particularly in resource-constrained school contexts. A thesis in the Department of Integrated Science Education, Faculty of Science Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Integrated Science Education) in the University of Education, Winneba JANUARY, 2026

Evaluating the effect of team game tournament approach on senior high school students’ academic performance in chemical bonding

2026-05-25T09:29:56Z

Evaluating the effect of team game tournament approach on senior high school students’ academic performance in chemical bonding Adzi, A. This study examined the effect of the Team Game Tournament (TGT) approach on Senior High School students’ academic performance and perceptions in learning chemical bonding. The study was conducted at Tsito Senior High Secondary Technical School and employed a quasi-experimental design with a quantitative research approach. Two intact classes were used: one as the Experimental Group taught using the TGT approach and the other as the Control Group taught using the conventional learning technique. The experimental group consisted of 32 students while the control group consisted of 35 students. The instructional intervention lasted four weeks and covered chemical bonding concepts, including ionic, covalent, and metallic bonding. Data were collected using a Chemistry Achievement Test administered as pretest and posttest, and a Students’ Perception Questionnaire administered to the experimental group only. Data were analysed using descriptive statistics, independent and paired samples t-tests, and Cohen’s d effect size. The results revealed a statistically significant difference in posttest academic performance between students taught using the TGT approach and those taught using the conventional method, with the Experimental Group achieving significantly higher mean scores (p < .001). A large effect size indicated a strong practical impact of the TGT approach. Gender analysis within the Experimental Group showed no statistically significant difference in performance between male and female students (p > .05). Findings from the perception questionnaire indicated that students generally held positive perceptions of the TGT approach in terms of engagement, collaboration, understanding, confidence, enjoyment, and fairness. The study concluded that the Team Game Tournament approach is an effective instructional strategy for improving students’ academic performance in chemical bonding and fostering positive learning experiences. The findings support the integration of cooperative game-based learning strategies in Senior High School chemistry instruction. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Integrated Science Education) Department of Integrated Science Education Faculty of Science Education DECEMBER, 2025

Evaluating field trips’ role in teaching christian religious studies in mission senior high schools, Cape-Coast

2026-05-28T12:30:31Z

Evaluating field trips’ role in teaching christian religious studies in mission senior high schools, Cape-Coast Nkum, J.Y. The study examined the role of field trips in teaching Christian Religious Studies (CRS) in Mission Senior High Schools in Cape Coast, aiming to explore their impact on student engagement, understanding, and academic performance. Using a quantitative approach and a descriptive research design, primary data were collected through questionnaires administered to a sample of 250 students selected via a multistage sampling technique combining stratified, purposive, and simple random methods. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were analysed using SPSS to generate insights into student perceptions and experiences. The findings revealed that students generally held highly positive views of CRS field trips, appreciating strong teacher involvement, clear communication, and the relevance of diverse learning experiences. Field trips were perceived as motivating, practical, and effective in enhancing understanding, knowledge retention, and application, while also contributing to improved performance, critical thinking, and confidence in assessments. Based on these outcomes, it is recommended that educational managers and stakeholders establish clear policies and integrate field trips systematically into the CRS curriculum to maximise their educational and academic benefits. A Project Work submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Post Graduate Diploma in education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA, DECEMBER, 2025