http://41.74.91.244:8080/handle/123456789/740 Wed, 01 Jul 2026 05:42:42 GMT 2026-07-01T05:42:42Z http://41.74.91.244:8080/handle/123456789/5321 Gender moderating the relationship among academic stress, malevolent creativity, and academic dishonest behaviours among post graduate students Dauda, J.M. This study explores how gender influences the link among academic stress, malevolent creativity, and academic dishonest behaviours among Ghanaian postgraduate students. The study aims to investigate the levels of academic stress, malevolent creativity, and dishonest behaviours among students at the University of Education, Winneba, as well as how gender influences these relationships. It draws on the Person-environment fit theory by French et al., Ajzen's Theory of Planned Behaviours, and the Dark Triad Theory. 450 postgraduate students participated in the study, which used a descriptive survey approach. The psychological toll of academic demands was highlighted by the findings, which showed a strong correlation between academic stress and both academic dishonesty and malevolent creativity. Often used as a stress-reduction strategy, malevolent creativity took the form of damaging or dishonest activities. However, the association between academic stress and dishonest conduct was not significantly moderated by gender. The study comes to the conclusion that ethical training programs and stress management techniques are essential for lowering the incidence of unethical academic behaviour. The implementation of counselling services and courses targeted at giving students better coping mechanisms for stress are among the recommendations. Additional study ideas include investigating environmental and cultural elements that can affect academic dishonesty in various Ghanaian educational contexts. A thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Science in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of degree of Master of Philosophy (Counselling Psychology) in the University of Education, Winneba NOVEMBER, 2024 Fri, 01 Nov 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5321 2024-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5316 Factors contributing to educational continuity for deaf and hard-of-hearing in Effutu Municipality - Ghana Mensah, G. The purpose of the study was to investigate barriers to educational continuity and inclusion for deaf and hard of hearing children in the Effutu Municipality: exploring challenges and opportunities. The study adopted the qualitative approach to research. The qualitative approach is particularly well-suited to research that seeks to explore complex, context-specific phenomena such as the barriers to educational continuity and inclusion for deaf and hard of hearing children. A case study design is the most suitable qualitative design for this study. The sample size for this study includes 20 participants in total: 5 parents of deaf and hard of hearing children, 5 teachers, 5 school administrators, and 5 community leaders. The instrument used for data collection is an interview guide. The barriers to school enrollment and retention for deaf and hard of hearing children in the Effutu community include inadequate educational infrastructure, a lack of trained teachers, and pervasive negative societal attitudes towards the potential of deaf and hard of hearing children. The lack of appropriate facilities, such as specialised classrooms and teaching aids, combined with insufficient educator training and negative societal perceptions, prevents deaf and hard of hearing children in the Effutu community from accessing quality education. Based on the findings, it is recommended there should be increased investment in the physical infrastructure of schools, including specialized classrooms, assistive technology, and teaching materials. 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 (Special Education) DEPARTMENT OF SPECIAL EDUCATION FACULTY OF EDUCATIONAL STUDIES IN THE UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2024 Sat, 01 Jun 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5316 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5294 Educational provisions for learners with Down syndrome in Effiduase-Ashanti Adjei, E. This study examined the educational provisions provided by behavioural specialists (special educators) for learners with Down syndrome at the unit school in Effiduase-Ashanti, Ghana. Despite inclusive education policies, a critical gap exists in understanding how specialists navigate resource scarcities and the limitations of multidisciplinary collaboration in peri-urban settings. This study was necessitated by the need to identify these provision gaps to inform more effective local educational interventions. Adopting a qualitative paradigm with a multi-method research design while using phenomenological approach, data were collected from three specialist facilitators using semi-structured interviews and analyzed interpretively. Findings revealed that, facilitators relied on rigorous improvisation due to severe inadequacies in both human and material resources. Furthermore, the Individualised Educational Programme (IEP), which ideally requires a multidisciplinary team, was limited to facilitators and parents, excluding key professionals. Such gaps hampered the progression of learners toward eventual self-actualization. This study concluded that, educational provisions for learners with Down syndrome at the Methodist Basic Unit School are currently inadequate due to a significant gap between policy and classroom practice. The evidence showed that, these provisions are hindered by a lack of multidisciplinary collaboration in IEP development and a severe shortage of specialized material and human resources. To bridge this gap, the study advocates for mandated multidisciplinary IEPs, the provision of multi-sensory resources, and regular in-service training. Ensuring these specific provisions are in place is essential for the functional independence and equitable educational outcomes of these learners. 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 (Special Education) Department of Special Education Faculty of Applied Behavioural Sciences in Education MARCH, 2025 Sat, 01 Mar 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5294 2025-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5290 Deaf students’ views on the influence of co-curricular activities on their social and academic life at Akenten Appiah University of Skill Training and entrepreneurial development Birago, C.A. The purpose of this study was to determine deaf students’ views on the influence of co-curricular activities on their social and academic life at Akenten Appiah Menken University of Skill Training and Entrepreneurial Development (AAMUSTED). This study employed a qualitative approach and a case study design. Astin’s (1992) theory of student participation was employed in this study. Data was gathered through census sampling from 13 deaf students. Semi-structured interviews were used for data collection and thematically analyzed. The findings of the study revealed that the types of co-curricular activities deaf students at AAMUSTED engage in include academic co-curricular activities, physical activities, and religious co-curricular activities. Regarding how co-curricular activities influence the social life of deaf students at AAMUSTED. The study established that these activities help students develop personal competence, social and interpersonal skills, and provide them with a personal sense of belonging. The study further revealed that co-curricular activities influence deaf students’ academic life. Specifically, they help students develop cognitive and good time management skills. Therefore, it was recommended that AAMUSTED should encourage its students to actively participate in a diverse range of co-curricular activities, including academic clubs, sports, and religious groups, as these provide valuable opportunities for skill development, social bonding, and personal competence. A thesis in the Department of Special Education, Faculty of Educational Studies, Submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Special Education) in the University of Education, Winneba DECEMBER, 2021 Wed, 01 Dec 2021 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5290 2021-12-01T00:00:00Z