http://41.74.91.244:8080/handle/123456789/708 2026-05-12T16:25:31Z http://41.74.91.244:8080/handle/123456789/5217 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 http://41.74.91.244:8080/handle/123456789/5126 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 2024-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5039 Utilisation of Online instructional Technology by Social studies tutors at selected Colleges of Education in Ghana during the Covid-19 Pandemic era Ofosu, P This study investigated the use of online instructional technology by social studies teacher educators in five selected Colleges of Education (CoE) in Ghana during the COVID-19 pandemic. Grounded in the interpretive philosophical perspective, which prioritises individuals’ subjective experiences as the primary means of understanding phenomena, this research employed an existential-phenomenological approach. This approach utilised interpretive and inductive processes, informed by Davis’s Technology Acceptance Model (TAM) (1989) and Rogers’s Innovation Diffusion Theory (IDT) (2003), to gain insight into participants' lived experiences with online instructional technology during the pandemic. Out of the five CoE involved in the study, a sample of 35 participants (10 tutors, 20 students, and five college principals) was selected from a population of 2,249. Data collection techniques included observation, interviews, and focus group discussions. The study’s findings indicate that most tutors utilised online technology platforms, such as Learning Management Systems (LMS), Zoom, WhatsApp, and Google Meet, to sustain academic work during the pandemic. Moreover, some tutors consistently integrated technology into their lessons during the period. The study concludes that tutors require technical support, quality connectivity, and equipment to overcome the challenges of using online instructional technology to enhance Social Studies teaching and learning in Ghanaian Colleges of Education (CoE). The study recommends prioritising technological innovations in instruction in Ghanaian CoE to address technological needs. Furthermore, tutors should be motivated by the CoE administrative set-up to consistently use and adapt online instructional technology tools alongside traditional face-to-face methods, even in the post-pandemic era, to ensure the sustained use of online technology in instruction. 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) in the University of Education, Winneba DECEMBER, 2023 2023-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5016 Conflict resolution mechanism of the Manhyia palace court in the Kumasi traditional area Twumasi, A.O. In spite of the significant contributions of the Manhyia Palace Court in conflict resolution in Ghana, it has been under-studied, especially regarding processes for resolving conflicts, factors considered in determining cases, perspectives of disputants as well as challenges the court faces in resolving conflicts. In view of this dearth in research, this study employed the theory of Procedural Justice to explore conflict resolution mechanisms of the Manhyia Palace Court. Using interpretivist paradigm, this study adopted the qualitative approach and case study design. Through purposive and convenience sampling techniques, fifteen (15) participants were selected for the study. Semi structured interview and observation guides were used to gather data from the participants; and thematic analysis, particularly emerging themes (apriori) was the focus of data analysis. Findings of the study showed that different mechanisms are adopted by Manhyia Palace Court to ensure fair adjudication of cases. These mechanisms included swearing and witness of the Ntamkese or through petition. Additionally, as part of the mechanisms, the court upholds the culture of the Asantes, verifies claims presented by disputants, ensures the provision of evidence by disputants, and the Asantehene sometimes consults ancestors in the stool before a case is determined. However, difficulties in tracking cases, over dependent on Asantehene and inadequate knowledge of customs and traditions were challenges faced by the Palace Court in resolving conflicts. The perspectives of disputants concerning the conflict resolution mechanism are fairness in the Palace Court and silence when judgement is administered. Hence, it is recommended that there should be effective use of technology in the Manhyia Palace Court by the office of the Registrar, and also, disputants should be encouraged by Nananom to appeal in instances they feel dissatisfied about a resolution. A thesis in the Department of Social Studies Education, Faculty of Social Science, 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 JUNE, 2024 2024-06-01T00:00:00Z