http://41.74.91.244:8080/handle/123456789/658 2026-06-01T21:33:54Z 2026-06-01T21:33:54Z Anim, C. http://41.74.91.244:8080/handle/123456789/5260 2026-05-25T10:09:02Z 2025-08-01T00:00:00Z

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

2025-08-01T00:00:00Z Asaah-Junior, S.K http://41.74.91.244:8080/handle/123456789/5238 2026-05-19T11:59:07Z 2024-06-01T00:00:00Z

Mediation and conflict resolution in Ghanaian courts: Practitioners and their clients experiences in the Twifo Praso District Court. Asaah-Junior, S.K This study explored mediation as a tool for resolving conflicts from the experiences of mediation practitioners and their clients in the Twifo Praso District Court. The study was based on procedural fairness and justice theories. It followed a qualitative approach, adopting an exploratory single case study design with 30 participants selected through census and convenience sampling. Thematic analysis was used to analyse the data derived from a semi-structured interview guide, observational guide and documentary analysis. The findings indicate that mediation is defined differently by various participants, depending on their socio-cultural, socio-legal, and role and style dimensions. These definitions significantly influenced practitioners to employ expansive protocols, alternating between initial joint sessions and initial caucusing. Furthermore, factors such as relationship building, economic considerations, and time constraints influence participants' choice of mediation as a dispute resolution model in the Twifo Praso Court. Moreover, the study found that parties assessed procedural fairness based on factors such as the first speaker dilemma, confidentiality, and neutrality, particularly when considering portions of parties' demands in generating settlements. The findings indicate that the program is effective as it has successfully been able to clear backlog cases and achieved a settlement rate of 80%, surpassing the national rate of 45%. Therefore, the study recommends procedural fairness and educational initiatives for parties involved in mediation. In contrast, practitioners' training should be based on an integrative approach and the incorporation of comediation. Subsequently, the study has contributed to developing mediation practice as a conflict resolution model in Ghana. DEPARTMENT OF SOCIAL STUDIES EDUCATION, FACULTY OF LIBERAL AND SOCIAL STUDIES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2024

2024-06-01T00:00:00Z Ampomah, D. http://41.74.91.244:8080/handle/123456789/5217 2026-05-11T12:07:10Z 2025-06-01T00:00:00Z

Challenges of female student leaders in selected universities in Ghana Ampomah, D. The study explored the challenges of student leaders who are female in selected universities in Ghana. It emphasised how these leaders navigate gender dynamics within academic headship roles. Theories that underpinned this investigation encompass Role Congruity Theory-exploring biases against womanhood in leadership roles; Social Identity Theory-elucidating group-based leadership perceptions; and Resilience Theory exploring how female leaders can successfully adapt to challenging situations. These were complimented by the interpretivist paradigm. The study employed a qualitative approach, utilising a phenomenological design. It included four (4) public universities, Kwame Nkrumah University of Science and Technology, University of Cape Coast, University of Education, Winneba and University of Development Studies using purposive sampling technique to select eighteen (18) participants. Instruments, such as focus group discussion and interview guides were used. The data were analysed using a thematic approach which involved classifying and interpreting recurring patterns and important ideas. It was discovered that some participants felt social expectations are in congruence with specific “feminine” roles, whereas others saw their gender as motivating factor to break stereotypes. It was also revealed that female student leaders are often marginalised when presenting their opinions in male dominated environment. There is a beneficial outcome of female student‟s leadership in terms of advancement in presentation skills, problem-solving skills, and self-confidence. It was concluded that, though the pathway to female leadership development were not smooth, their experiences conveyed a deep reflection. The study highlighted the need for mentors and teachers to assist female learners to identify their capabilities regarding leadership in their explorative stage, particularly in early stage of their education. This will motivate them to explore their potentials and enhance their leadership skills. In bringing gender stereotype to a minimum, universities should incorporate gender sensitisation programmes through engagement with the Student‟s Representative Council to promote inclusive leadership environments. Series of programmes should be organized by the Dean of Student‟s Affairs through seminars in order to equip female students pursuing their leadership dreams with skills mandated for leadership in universities. 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 JUNE, 2025

2025-06-01T00:00:00Z Brany, N.K. http://41.74.91.244:8080/handle/123456789/5126 2026-03-24T09:42:25Z 2024-03-01T00:00:00Z

Evaluation of UEW’s Bachelor of Arts Social Studies Education programme using the context, input, process and product (CIPP) model Brany, N.K. This research was designed to use the CIPP model to evaluate UEW’s B. A. Social Studies Education programme. The rationale is to evaluate the effectiveness and relevance of the B.A. Social Studies Education programme at UEW based on the implementation of an in-depth framework and to provide evidence-based improvements in curriculum. The research adopted a mixed-methods design involving the collection of both numeric and non-numeric data while the numeric data were collected using questionnaire. The non-numeric data were collected using interviews. A total of 118 participants including lecturers and students of the Department of Social Studies Education at the University of Education, Winneba, were involved in the research. The evidence shows that the UEW’s B. A. Social Studies Education programme has unique content that was defined by two major contexts: the professional understanding of Social Studies Education as a problem-solving subject, and the socio-political events within the global and national arena. In terms of inputs, facilities were largely conducive and lecturers were of very good quality although library resources and digital infrastructure need improvement. In terms of process, the training combines theoretical and practical skills, and teacher-student relationships were identified as good quality. In terms of products, the evidence shows that the UEW’s B. A. Social Studies Education Programme prepares students for professional roles across different fields with positive outcomes. However, there are concerns that the products appear to be deficient in the affective domain, and that the implementation of the programme is affected by large class sizes. It is argued that the UEW’s B. A. Social Studies Education programme is unique - considering the subject as problem-solving in nature and focusing on citizenship education by building competencies that make the products of the programme useful in many different fields. It is recommended that the Department of Social Studies Education, reviews the curriculum regularly to improve the quality of the products. A thesis in the Department of Social Studies Education, Faculty of Social Sciences Education, 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) in the University of Education, Winneba MARCH, 2024

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