http://41.74.91.244:8080/handle/123456789/15 2026-05-15T06:34:21Z http://41.74.91.244:8080/handle/123456789/5237 Effects of educational resource deprivation on basic education delivery in Wassa Amenfi East Municipality (2) Baidoo, A. This study examined the effects of deprivation on the quality of basic education delivery in the Wassa Amenfi East Municipality. The research was anchored on the Input- Process-Output (IPO) Theory and Human Capital Theory. Employing a quantitative approach and a descriptive survey design, the study targeted a population of 381 teachers across 37 schools in four selected circuits. A sample size of 196 respondents was determined using the Yamane (1967) formula, with participants selected through proportionate stratified and simple random sampling techniques. Data were collected using a close-ended questionnaire on a 4-point Likert scale and analyzed with IBM SPSS (v.27) and Microsoft Excel (2021) using frequencies, means, standard deviations, and Pearson Correlation. The findings revealed that public basic schools in the municipality are significantly deprived in terms of infrastructure, teacher availability, and teaching-learning materials. While these deprivation levels had a marginal impact on individual teacher delivery, the study found a strong negative correlation between deprivation and student outcomes; specifically, as deprivation increases, both academic performance and pupil attendance rates significantly decrease. It was concluded that while teachers remain resilient, the physical and material deprivation of schools creates a barrier to student success that requires urgent policy intervention to ensure equitable education delivery, Consequently, it is recommended that the Ghana Education Service (GES) should provide targeted grants for infrastructure in deprived areas and implement continuous professional development to sustain teacher motivation. 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 Managemen School of Education and Life-Long Learning UNIVERSITY OF EDUCATION, WINNEBA DECEMBER, 2024 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5236 Effects of cooperative learning on students’ performance in mathematics in Siddiq Senior High School Wiredu, L. The purpose of this study was to determine the effects of Cooperative Learning on Student performance in Mathematics in Siddiq Senior High School because mathematics is perceived as a difficult subject in the school. The study employed pretest-post-test quasi-experimental design involving two intact classes. The instruments for the data collection were standardized pretest and post-test Mathematics questions based on number bases (numeration system) and modular arithmetic. Data were presented and analysed using frequencies, percentages, means and standard deviation. The findings revealed that independent learning style was dominant among the students in studying mathematics. The findings further revealed that applying cooperative learning to the study of mathematics had a positive effect on the performance of students. Another fallout from the study was that the experimental group which received the intervention had a higher increase in mean value from a pretest value of 0.476 to a post-test value of 0.705. Even though the control group had a slight increase in mean values from 0.343 in the pre-test to 0.533 in the post-test. This data show that cooperative learning has a positive effect on students in Siddiq Senior High School. The study recommends among other things that workshops should be organized by educational bodies to emphasize and enlighten teachers and mathematics educators on the importance of cooperation. Cooperative learning methods would be a viable substitute to traditional method of teaching and learning of mathematics.” 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 (Mathematics Education) DEPARTMENT OF MATHEMATICS EDUCATION, FACULTY OF SCIENCE EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2024 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5235 Effectiveness of School Management Committees (SMCS) in improving governance of basic public schools in Ekumfi District Mensah, I.A This study evaluated the effectiveness of School Management Committees (SMCs) in enhancing governance of basic public schools in the Ekumfi District of Ghana. The research aimed at assessing SMCs' roles in resource mobilization, infrastructure maintenance, and community participation, as well as their impact on teacher job satisfaction. Utilizing a quantitative research approach with a positivist view of research paradigm, descriptive survey design was used. Data were collected from 140 respondents across 20 public basic schools through structured questionnaires. The findings indicated that SMCs are moderately effective in mobilizing resources, particularly through community engagement and partnerships with NGOs. However, challenges persisted in securing technological resources and ensuring transparency in financial reporting. The study also revealed that SMCs significantly contributed to the maintenance of school facilities, with monitoring and prioritization of maintenance tasks being key strengths. There was a strong positive correlation relationship between community participation and teacher job satisfaction, highlighting the importance of inclusive governance in fostering a supportive work environment for teachers. The study concluded that while SMCs play a vital role in school governance, their effectiveness was hindered by systemic limitations, necessitating targeted interventions for capacity building and resource allocation. Recommendations included establishing continuous training programmes for SMC members by the district education directorate and enhancing community involvement in school management to improve educational outcomes. 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, SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5234 Effect of problem based learning on students’ acquisition of science process skills and academic performance in electrical energy and electronics in integrated science Torgbedzu, G. This study investigated the effect of Problem-Based Learning (PBL) on students’ Science Process Skills (SPS) and academic performance in Electrical Energy and Electronics in Integrated Science at the senior high school level in the South Dayi District. The study employed quasi-experimental pre-test and post-test design involving experimental and control groups. Two intact second-year classes of ninety-five (95) students from Peki Senior High School and Peki Senior High Technical School were purposively sampled. The experimental group was taught using PBL while the control group was taught using the traditional lecture method. The instruments used for data collection were Students’ Science Achievement Test (SSAT), Science Process Skills Achievement Test (SPSAT), questionnaire, interview guide, and an observation checklist. Statistical Package Foe Social Sciences (SPSS) was used to analyse data. The findings showed that PBL significantly improved students’ acquisition of SPS, with steady gains recorded in observation, measurement, inferring, predicting, and classifying. Academic performance also improved, with the experimental group outperforming the control group (t = 6.38, p = 0.00). Gender analysis revealed no significant differences (p = 0.43), indicating that PBL benefits both male and female students equally. Students’ perceptions of PBL were overwhelmingly positive, noting improvements in understanding, motivation, research skills, and teamwork. The study concludes that PBL enhances academic performance, fosters SPS development, and promotes learner engagement, making it a relevant and inclusive pedagogy for electrical energy and electronics Integrated Science. It is recommended that PBL should be employed in teaching Electrical Energy and Electronics in Integrated Science. A Thesis in the Department of Integrated Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Integrated Science Education) in the University of Education, Winneba NOVEMBER, 2025 2025-11-01T00:00:00Z