Masters

Campus radio station and local communities interrogating ATL FM’s role in local community development in the Cape Coast metropolis

2025-06-01T00:00:00Z

Campus radio station and local communities interrogating ATL FM’s role in local community development in the Cape Coast metropolis Mensah, L. This study presents an exploratory analysis of ATL FM, a campus-based radio station at the University of Cape Coast, focusing on its role in the development of local communities within the Cape Coast Metropolis. Guided by the Democratic Participant Media Theory and Participatory Development Paradigm, the study employed semistructured interviews with both the management, staff of ATL FM and community members to gather insights into the station's role in the development of the identified communities. In addition, the study used observation to collect data regarding programming and other initiatives geared towards community development. Findings of the study revealed that while ATL FM’s programming and content generation were deemed satisfactory, there is a critical need for greater community involvement in all stages of its programme development, from conception to production. The study concludes by recommending that regulatory bodies, specifically the National Communication Authority and the National Media Commission, implement regulations mandating campus radio stations to allocate a quarter of their programmes to address developmental issues affecting the communities within the catchment areas of university campuses in Ghana. A thesis presented to the Department of Journalism and Media Studies, School of Communication and Media Studies, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Media Studies) in the University of Education, Winneba 2025

Assessing the accessibility of ketogenic diet-compatible local food commodities for obesity management in the Greater Accra region of Ghana

2025-03-01T00:00:00Z

Assessing the accessibility of ketogenic diet-compatible local food commodities for obesity management in the Greater Accra region of Ghana Cudjoe, G.E. The adoption of ketogenic dietary system as a therapeutic intervention for obesity management, and the use of Ghanaian local food commodities to support ketogenic lifestyle remain underexplored. This study assessed the accessibility and nutritional suitability of ketogenic diet-compatible local food commodities in Ghana and examined the effects of ketogenic lifestyle practices on obesity management. A quantitative approach and a cross-sectional survey design were used to collect data from 120 obese individuals in the Accra Metropolis. Data were analysed using descriptive statistics, correlation, and multiple regression techniques.The findings indicate that ketogenic diet-compatible local food commodities are generally available and perceived to be of acceptable nutritional quality, aligning with high-fat, moderate-protein, and lowcarbohydrate dietary requirements. However, challenges such as affordability, seasonality, and supply inconsistency affect access. Regression results show that moderate protein consumption (β=0.206, p < 0.05), hydration and electrolyte balance ((β=0.374, p < 0.05), physical activity ((β=0.371, p < 0.05) have significant positive effects on obesity management. High fat consumption (β=0.043, p < 0.05), low carbohydrate intake ((β=0.114, p < 0.05), and whole foods focus ((β=0.135, p < 0.05) show no significant effect. Overall. The study demonstrates that while ketogenic dietary practices are feasible within the Ghanaian context, their effectiveness for obesity management depends on specific lifestyle components and improved access to suitable local food commodities. A thesis in the Department of Food and Nutrition, Faculty of Heath, Allied Sciences and Home Economics Education, submitted to the School of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Food and Nutrition Education) in the University of Education, Winneba AUGUST, 2025

Teachers’ use of guided play in early grade settings in the Nanumba North Municipality

2024-12-01T00:00:00Z

Teachers’ use of guided play in early grade settings in the Nanumba North Municipality Alidu, R.A Using a concurrent triangulation design, this study aimed to examine teachers' use of guided play in Early Grade Centre settings in the Nanumba North Municipality. The population for the study consisted of early childhood teachers in the Nanumba North Municipality. A census technique was used to select 100 early childhood teachers for the quantitative phase, while purposive sampling was employed to select 9 headteachers. The instruments used for data collection were a questionnaire for the quantitative phase and a structured interview guide for the qualitative phase. Descriptive statistics and thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings revealed that most early childhood teachers recognized the importance of guided play in promoting learners' cognitive, social, and emotional development. However, the effective implementation of guided play was hindered by factors such as large class sizes, lack of adequate teaching and learning materials, and insufficient in-service training. It was also found that while some teachers integrated guided play into their instructional strategies, others lacked the pedagogical knowledge and support to do so effectively. Based on these findings, it is recommended that the District Education Directorate of Nanumba North Municipality should organize regular professional development workshops on guided play methodologies, ensure the provision of adequate teaching and learning resources, and support early childhood teachers in reducing class sizes to facilitate more effective use of guided play in teaching and learning. 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 (Early Childhood Education) DEPARTMENT OF EARLY CHILDHOOD EDUCATION FACULTY OF APPLIED BEHAVIOURAL SCIENCES IN EDUCATION UNIVERSITY OF EDUCATION, WINNEBA DECEMBER, 2024

Teachers’ use of information and communication technology tools to facilitate teaching in early childhood centres in the Gomoa Central District

2025-08-01T00:00:00Z

Teachers’ use of information and communication technology tools to facilitate teaching in early childhood centres in the Gomoa Central District Acquaye, E.B. Despite growing emphasis on ICT integration in education, limited understanding exists regarding how early childhood teachers view and use ICT tools in their instructional practices in rural Ghanaian contexts, particularly within resource-constrained environments where infrastructural and sociocultural barriers may impede effective adoption. This study explored teachers‘ use of Information and Communication Technology (ICT) tools to support teaching and learning in Early Childhood Centres in the Gomoa Central District. The study employed qualitative research approach with a case study design guided by the Interpretivists‘ paradigm. Data were collected with the help of a semi-structured interview guide and structured observation checklist. The study employed purposive sampling technique to select 20 participants for in-depth interviews. Data from the field were analysed using thematic analysis. The research explored four key objectives: teachers' views on ICT integration, available ICT tools for instruction, implementation challenges, and existing support systems for effective use. Findings revealed that the teachers view the use of ICT for instructional purposes as beneficial, leading to significant improvements in learner engagement, particularly in literacy, numeracy, and science subjects. However, their experiences were complicated by unreliable electricity supply, alongside sociocultural tensions where parents perceived digital learning as mere entertainment. Smartphones and tablet emerged as the most commonly used ICT tools with radio-based learning resources in the local Fantse language. The study identified challenges spanning inadequate ICT infrastructure, unreliable electricity, limited ongoing professional development for teachers, while highlighting teachers' remarkable resourcefulness in creating informal support networks. The study recommends developing practical digital literacy training programmes, prioritising procurement of affordable portable devices, and institutionalising professional development that blends formal training with peer support networks to enhance effective ICT integration in early childhood education. A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba AUGUST, 2025