http://41.74.91.244:8080/handle/123456789/5188 2026-07-01T05:46:27Z http://41.74.91.244:8080/handle/123456789/5338 Influence of economic deprivation on motivation and engagement of students from rural single parent home, Assin Nsuta Mensah, J. This study examined the effect of economic deprivation on students’ motivation and engagement in rural single-parent households in selected basic schools in Assin Nsuta. The research aimed to explore how financial hardship influences students’ access to educational resources, attendance, participation, and academic performance. A quantitative descriptive design was employed, using questionnaires to collect data from ninety-six respondents selected through census sampling. The data were analysed using descriptive statistics such as frequencies, percentages, means, and standard deviations with SPSS. Findings revealed that although most students from single-parent households had school uniforms, they faced serious deprivation in textbooks, stationery, meals, and transportation. These financial challenges adversely affected attendance, participation in extra classes, and concentration during lessons, leading to low academic achievement and reduced social engagement. The study concludes that economic deprivation remains a major obstacle to educational equity, limiting learning opportunities and holistic development. It is recommended that school managers and education stakeholders implement support initiatives like textbook banks, subsidised meal schemes, and transportation aid to close the resource gap, improve student participation, and enhance learning outcomes for students from single-parent households. A Project Report in the Department of Educational Foundations, School of Education and Life-Long Learning, submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Post Graduate Diploma (Education) in the University of Education, Winneba SEPTEMBER, 2025 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5334 Implementation of the junior high school religious and moral education curriculum policy in Effutu Municipality Amegatsey, A. The study sought to evaluate the aims of the JHS common core religious and moral education curriculum in Effutu Municipality. In order to determine their effectiveness, an exploratory sequential mixed-method approach was used. The total sample size used was 324. Interviews were conducted with 12 RME teachers. A sample involving 58 teachers using the census sampling technique, and 254 learners’ respondents was selected using the cluster sampling technique. Data were triangulated using semistructured interviews, structured questionnaires, and an observation guide. The interview data were analysed using thematic analysis, and the questionnaire data were analysed using descriptive statistics such as frequency and percentage. The reliability was established using Cronbach’s Alpha Coefficient. The internal consistency coefficients ranged from 0.79 to 0.82 for teachers and 0.76 to 0.83 for learners, exceeding the acceptable threshold of 0.70 recommended for educational research. Findings revealed that the RME curriculum fosters faith and divine understanding, interfaith tolerance and understanding, inclusive and diverse learning, alignment with national values and goals, and moral and character development in the Effutu municipality. Also, teachers employ various learner-centred strategies that promote critical thinking, moral reasoning, and many more. The key approaches identified include problem-based learning, role-playing activities, storytelling, discussion-based learning, project-based learning, and technology-integrated learning. Furthermore, textbooks, social media, real-life objects, resource persons, visual aids, audio-visual aids, and AI were used as teaching-learning resources by the teachers to actualize the aims of the curriculum in Effutu municipality. Finally, findings revealed that the teachers were faced with strong challenges such as meeting the needs of diverse learners, time management, pedagogical adaptation, resource and technology limitations, teacher workload, and limited classroom space and classroom management difficulties. The study concludes that while the JHS Common Core RME curriculum is perceived as effective in achieving its aims, implementation challenges such as limited resources, large class sizes, etc., limit its full realisation. The study recommended that the Municipal Director of Education ensure that sufficient textbooks, teaching aids, and digital tools are provided to schools, and the subject should be allocated more time to allow for in-depth discussions, practical activities, and personalised learning experiences. NaCCA, as a curriculum planning body, should try to incorporate value clarification approaches and more diverse perspectives and customisable teaching strategies to accommodate different learning styles in the RME curriculum. A thesis submitted to the school of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Curriculum and Pedagogic) Department of Educational Foundations School of Education and Life-Long Learning UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2025 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5315 Factors accounting for underperformance of five selected private basic schools in Effutu Municipality Bonney, S. This study investigated the factors contributing for the underperformance of private basic schools in the Effutu Municipality of Ghana. The research paradigm used to conduct the research was Positivism. The study adopted the descriptive survey research design. A quantitative research approach was adopted, with data collected from a population of 2515 and a sample size of 345 comprising teachers, students, and parents from five underperforming private basic schools. Structured questionnaires were used to gather data, and the findings were analyzed using descriptive and inferential statistics. The study revealed that poor physical infrastructure, lack of teaching and learning materials, and limited co-curricular opportunities were major school environment challenges affecting student performance. Teacher-related factors such as inadequate professional development, low motivation, and limited use of innovative teaching strategies were also identified as contributing to poor academic outcomes. Socio-economic factors including low parental education, financial instability, and lack of home support further compounded the academic struggles of students. However, the study found that implementing strategies such as enhanced parental engagement, investment in school infrastructure, teacher training, and curriculum reforms could significantly improve student performance. The study concluded that improving student performance in basic schools requires a multifaceted approach that addresses school resources, teacher capacity, socioeconomic barriers, and institutional policies. By implementing targeted interventions, school administrators, policymakers, and stakeholders can create an enabling environment for quality education and better learning outcomes. Based on these findings, the study recommends that stakeholders, school proprietors, educational authorities, and community members collaborate to improve school conditions, support teachers professionally, and address the socio-economic challenges faced by learners. The study also suggests the need for further research into contextualized interventions that can be tailored to the unique needs of private basic schools in Ghana. 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 (Educational Administration and Management) Department of Educational Administration and Management School of Education and Life-Long Learning MARCH, 2025 2025-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5314 Exploring the role of headteachers in the implementation of career technology curriculum in Achiase District Mensah, R. This study focused on the critical role that headteachers play in implementing the Career Technology Curriculum within the Achiase District of Ghana, particularly in efforts toward improving educational quality, school management, and integrating vocational and technical training into the Common Core Programme (CCP). Anchored in an interpretivist paradigm, this research adopted a qualitative multiplecase study approach where data was collected through semi-structured interviews that revealed significant findings. Data analysis involved thematic analysis, which allowed for identifying and interpreting repeated patterns, themes, and categories within the interview transcripts. Interviews with ten (10) public school headteachers revealed considerable challenges to effective curriculum implementation, mainly due to inadequate teaching materials and equipment. This inadequacy forces over-reliance on theoretical teaching, thus limiting opportunities for practical learning. Other challenges include time available for professional development and lack of interaction with the community, which work against the stated curriculum goal of equipping students with relevant skills for the workplace. However, headteachers showed resilience in terms of creating partnerships outside their schools and establishing cooperation in their schools, although the long-term viability of such efforts was always precarious. Based on the findings, there were calls for more resources to be allocated, professional development relevant to the local industry context to be enhanced, and involvement in the community to be strengthened. These measures were aimed at supporting stakeholders in realising more effective career technology education and preparing students for work readiness. 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 (Curriculum and Pedagogic Studies) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2024 2024-11-01T00:00:00Z