http://41.74.91.244:8080/handle/123456789/768 2026-07-01T04:21:23Z http://41.74.91.244:8080/handle/123456789/5332 Impact of multimedia integration on learning outcomes in selected colleges of education in the Eastern Region of Ghana Odei, D.O This study examined the integration of multimedia resources within Social Studies instruction in Colleges of Education across the Eastern Region of Ghana. Through a pragmatic research paradigm that acknowledges the multifaceted nature of educational research, the study employs a mixed-methods approach to comprehensively assess student and tutor perceptions and the resultant learning outcomes. Drawing upon a sample of fifteen Social Studies Tutors for the qualitative research and 300 students from selected institutions for the quantitative study. The data for the qualitative research were analysed thematically whilst the data from the quantitative study were analysed using inferential statistics. Findings reveal a prevailing sense of disagreement or uncertainty among students regarding the frequency of exposure to multimedia resources, indicating an underutilisation of such resources in their Social Studies Education. Similarly, tutors express uncertainty regarding the integration and frequency of use of multimedia resources, although there is general agreement on the value of these tools in enhancing instruction. Traditional multimedia tools such as slides and projectors are commonly used, but there is a lack of consensus on the utilisation of other resources. However, both groups acknowledged the positive influence of multimedia on learning outcomes, citing enhanced understanding, engagement and motivation. Moreover, the study revealed critical barriers hindering the full realisation of multimedia's potential, including limited access to equipment, insufficient training, technical issues, time constraints and curriculum demands. Additionally, internal barriers such as resistance to change among tutors and limited appreciation of the benefits of multimedia integration were noted. The study recommends strategic interventions, including improving access to equipment, providing comprehensive training programmes and fostering a culture of innovation, to overcome existing challenges and optimise multimedia integration in Social Studies Education. 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 (Social Studies Education) Department of Social Studies Faculty of Liberal and Social Studies Education JULY, 2024 2024-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5322 Gender responsive practices and self-esteem among college of education students in Ashanti Region of Ghana Boateng, D.A. The study investigated whether gender responsive practices in the Colleges of Education in Ashanti Region of Ghana could have effect on self-esteem of the college students and to determine whether differences existed between males and females regarding their self-esteem. The study employed a descriptive cross sectional survey design. The multistage sampling technique was used to select 360 college of education students in Ashanti Region to participate in the study. Questionnaire was the main instrument for data collection with reliability of .88 and .70 for gender responsive practices and self-esteem respectively. The study employed a descriptive crosssectional survey design. Data for the research question one was analysed using factor analysis whereas frequencies and percentages were used to analysed data on research question two. Logistic regression and independent sample t-test were used to test the hypotheses one and two respectively. The study revealed that most students (95.1%). Further, the study indicated that classroom practice, tutors challenging traditional gender roles and, activities and protocols as the main gender responsive practices in the college of education. The findings of the study also revealed that gender responsive practices in the Colleges of Education have influence on the students’ level of selfesteem with tutor challenging gender roles having the highest influence. With respect to gender and self-esteem difference among the students, the study revealed no statistically significant difference between males and females’ self-esteem. This implies that both males and female students possessed high levels of self-esteem and there will be decrease in students’ self-esteem if the colleges stop or reduce the intensity of ensuring the practice of gender responsive activities. The study therefore, recommended that management of the Colleges of Education, hall wardens and college administrators should maintain the standard of engaging the students in gender responsive practices in order to perpetuate the high level of self-esteem among the students. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA AUGUST, 2023 2023-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5311 Exploring the career progression of women in the Sefwi Wiawso Municipal Assembly Sewoekpor, E. This qualitative case study investigates women’s career progression within the Sefwi Wiawso Municipal Assembly, guided by three research questions: (1) What are the lived experiences of female employees regarding their career progression? (2) What institutional, personal, and socio-cultural factors influence their advancement? and (3) What strategies do they propose to enhance career progression opportunities? The study is grounded in Max Weber’s Theory of Bureaucracy, Resilience Theory and Career Motivation Theory. The study initially adopted a census approach targeting all 37 females permanent staff. However, data collection concluded at 25 participants when thematic saturation was reached, as no new insights were emerging. Data were generated through 12 semi-structured interviews and 4 focus group discussions, with the Human Resource Officer serving as a key informant. The data were analysed using thematic analysis. Findings reveal persistent experiences of delayed promotion, limited upward mobility, and perceived lack of transparency in evaluation processes. Institutional barriers including weak enforcement of merit-based promotion systems, bureaucratic delays, and informal power dynamics combine with socio-cultural pressures, particularly the tension between family responsibilities and career advancement, to constrain women’s progression. Despite relatively high educational attainment among participants, promotion rates remain below 5%, indicating structural stagnation. Participants proposed institutional reforms, including strict enforcement of Local Government Service promotion guidelines, targeted leadership training through the Institute of Local Government Studies and the formal integration of structured mentorship into performance appraisal systems. The study concludes that sustainable progress requires institutional accountability rather than reliance on individual resilience alone. Specifically, the researcher recommends leveraging the newly established University of Local Government and Development (ULGD) for specialized degree-level certifications to bridge identified technical skills gaps. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5310 Exploring selected educational stakeholders’ perceptions of female pupils’ dropout in Gomoa Central District Darkoh, A. School dropout in rural areas leads to low educational attainment, which in turn limits economic opportunities and hinders socio-economic development. When individuals lack essential education and skills, their ability to access better livelihoods is reduced, negatively impacting individual prospects and broader community welfare and economic growth. This study explored selected educational stakeholders’ perceptions of female pupils’ dropout in the Gomoa Central District. It adopted an explanatory sequential design and involved 329 participants. Data were analyzed using descriptive statistics and thematic analysis. The findings show that female pupils’ dropout in the Gomoa Central District is mainly driven by several key issues. These include boredom, overcrowded classrooms, inadequate facilities, harsh punishments, poor teacherstudent relationships, and lack of guidance and counseling, as identified by participants. Teachers and headteachers emphasized unsafe and overcrowded school environments, while parents highlighted poor communication with schools, unsafe surroundings, and limited community support. Weak parental engagement, poor supervision, teenage pregnancy, financial constraints, household duties, and long distances to school also contributed significantly to dropout among girls. The findings further indicate that improving teacher-student relationships, providing adequate counseling services, strengthening parental involvement, and enhancing school infrastructure can help reduce dropout rates. Financial support, scholarships, and community education on the importance of girls’ education were also identified as essential. Dropout among female pupils results from the combined effects of socio-economic and psychosocial factors. Addressing these challenges requires coordinated action by schools, families, and policymakers to create supportive and inclusive learning environments. The government and stakeholders must prioritize positive teacher-student relationships, promote parental involvement, and invest in school facilities and resources to reduce student disengagement. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2024 2024-06-01T00:00:00Z