http://41.74.91.244:8080/handle/123456789/634 2026-07-01T05:46:12Z http://41.74.91.244:8080/handle/123456789/5339 Influence Of teacher motivation on the learning behaviour of public senior high School students in Birim Central Municipality Adams, F. This research provides a critical analysis of how teacher motivation affects the learning behaviors of students within Public Senior High Schools in Ghana’s Birim Central Municipality. While internal factors like personality, intelligence, and cognitive styles significantly shape how a student learns, educational stakeholders consistently seek external environmental variables that can be optimized to boost academic success. Among these factors, motivation has emerged as a primary focus of scholarly interest. A recurring issue in this sector is the tendency for educators to attribute poor student performance to inadequate welfare, specifically citing low pay, a lack of staff housing, and insufficient bonuses. To address these concerns, this study employed an explanatory sequential mixed, method approach to evaluate the relationship between these motivational factors and student outcomes. The study surveyed a sample of 185 teachers, selected via simple random sampling from a total population of 343 educators across three public institutions. Data analysis included the testing of two hypotheses at a 5% significance level, utilizing mean scores, standard deviation, and ANOVA. 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 (Educational Administration and Management) Department of Educational Administration and Management Faculty of Educational Studies UNIVERSITY OF EDUCATION, WINNEBA JULY, 2023 2023-07-01T00:00:00Z 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/123456789/5335 Implementation of universal design for learning in early Childhood Centres in the Adaklu District Adzator, G.A. The objective of this research was to investigate the application of Universal Design for Learning (UDL) within early childhood education centres located in the Adaklu District. The methodology employed for this inquiry was an exploratory case study design. This research utilised a purposive sampling approach. The participant sample consisted of 13 early childhood educators. The tools utilised for data collection comprised semi-structured interview guides. The data obtained from the research were subjected to thematic analysis. The findings indicated that early childhood educators in the Adaklu District perceive Universal Design for Learning (UDL) as a robust framework conducive to promoting inclusive, adaptable, and developmentally suitable teaching practices. Furthermore, the successful execution of Universal Design for Learning (UDL) in early childhood centres within the Adaklu District is contingent upon the reliable provision of inclusive teaching and learning resources, continuous professional development for educators centred on inclusive methodologies, and substantial collaboration with parents, communities, and nongovernmental organisations (NGOs). Additionally, the research uncovered that pedagogical strategies such as differentiated instruction, technology integration, environmental adaptation, and collaborative teaching are among the methodologies employed in the implementation of UDL. The results of the study further illuminated that challenges such as insufficient resources, inadequate training for educators, elevated teacher-learner ratios, lack of support, and adverse attitudes towards learners with disabilities constitute significant obstacles faced by early childhood educators in the Adaklu District in their efforts to implement UDL within early childhood education settings. It is consequently recommended that the Adaklu District Education Directorate, alongside pertinent stakeholders, prioritise the reliable provision of inclusive teaching and learning resources, encompassing assistive technologies, modified materials, and manipulatives to facilitate effective UDL implementation. 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 Education (Early Childhood Education) in the University of Education, Winneba DEPARTMENT OF EARLY CHILDHOOD EDUCATION, FACULTY OF APPLIED BEHAVIOURAL SCIENCES IN EDUCATION 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