http://41.74.91.244:8080/handle/123456789/633 2026-05-27T11:19:34Z http://41.74.91.244:8080/handle/123456789/5259 Examining the effect of Physics Education Technology PHET) simulation on senior high school students’ academic performance in electronics at Leklebi Senior High School Aidoo, F.K. The study examined the effect of Physics Education Technology (PhET) simulations on the academic performance of Senior High School students in Electronics at Leklebi Senior High School in the Afadjato South District of the Volta Region of Ghana. Specifically, the study determined baseline differences in performance between experimental and control groups, assessed the effect of PhET simulations on students’ academic performance, compared simulation-based instruction with conventional teaching methods, and explored students’ perceptions of the use of PhET simulations in learning Electronics. A quantitative quasi-experimental design, using a non-equivalent control group pre-test–post-test approach, was adopted. Two intact Form Two classes were purposively selected, comprising an experimental group taught using PhET simulation-based instruction and a control group taught using traditional lecture-based methods. Data were collected using structured achievement tests administered before and after the intervention, as well as a Likert-scale questionnaire administered to the experimental group. Data were analysed using descriptive statistics and inferential statistical techniques, including independent samples t-tests and paired samples t-tests. The findings revealed no statistically significant difference in pre-test performance between the experimental and control groups, indicating baseline equivalence. However, results showed a statistically significant improvement in the academic performance of students exposed to PhET simulations. Comparative analysis further indicated that the experimental group significantly outperformed the control group in post-test assessments. In addition, students expressed overwhelmingly positive perceptions of PhET simulations, reporting improved understanding of abstract Electronics concepts, increased engagement, enhanced confidence, and greater enjoyment of lessons. The study concludes that PhET simulations are an effective instructional strategy for improving students’ academic performance and learning experiences in Electronics. It is recommended that PhET simulations be integrated into Integrated Science instruction in Senior High Schools, supported by teacher professional development and improved access to ICT resources, particularly in resource-constrained school contexts. 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 JANUARY, 2026 2026-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5258 Evaluating the effect of team game tournament approach on senior high school students’ academic performance in chemical bonding Adzi, A. This study examined the effect of the Team Game Tournament (TGT) approach on Senior High School students’ academic performance and perceptions in learning chemical bonding. The study was conducted at Tsito Senior High Secondary Technical School and employed a quasi-experimental design with a quantitative research approach. Two intact classes were used: one as the Experimental Group taught using the TGT approach and the other as the Control Group taught using the conventional learning technique. The experimental group consisted of 32 students while the control group consisted of 35 students. The instructional intervention lasted four weeks and covered chemical bonding concepts, including ionic, covalent, and metallic bonding. Data were collected using a Chemistry Achievement Test administered as pretest and posttest, and a Students’ Perception Questionnaire administered to the experimental group only. Data were analysed using descriptive statistics, independent and paired samples t-tests, and Cohen’s d effect size. The results revealed a statistically significant difference in posttest academic performance between students taught using the TGT approach and those taught using the conventional method, with the Experimental Group achieving significantly higher mean scores (p < .001). A large effect size indicated a strong practical impact of the TGT approach. Gender analysis within the Experimental Group showed no statistically significant difference in performance between male and female students (p > .05). Findings from the perception questionnaire indicated that students generally held positive perceptions of the TGT approach in terms of engagement, collaboration, understanding, confidence, enjoyment, and fairness. The study concluded that the Team Game Tournament approach is an effective instructional strategy for improving students’ academic performance in chemical bonding and fostering positive learning experiences. The findings support the integration of cooperative game-based learning strategies in Senior High School chemistry instruction. 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 (Integrated Science Education) Department of Integrated Science Education Faculty of Science Education DECEMBER, 2025 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5257 Evaluating field trips’ role in teaching Christian Religious studies in mission senior high schools, Cape-Coast Nkum, J.Y. The study examined the role of field trips in teaching Christian Religious Studies (CRS) in Mission Senior High Schools in Cape Coast, aiming to explore their impact on student engagement, understanding, and academic performance. Using a quantitative approach and a descriptive research design, primary data were collected through questionnaires administered to a sample of 250 students selected via a multistage sampling technique combining stratified, purposive, and simple random methods. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were analysed using SPSS to generate insights into student perceptions and experiences. The findings revealed that students generally held highly positive views of CRS field trips, appreciating strong teacher involvement, clear communication, and the relevance of diverse learning experiences. Field trips were perceived as motivating, practical, and effective in enhancing understanding, knowledge retention, and application, while also contributing to improved performance, critical thinking, and confidence in assessments. Based on these outcomes, it is recommended that educational managers and stakeholders establish clear policies and integrate field trips systematically into the CRS curriculum to maximise their educational and academic benefits. A Project Work submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Post Graduate Diploma in education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA, DECEMBER, 2025 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5256 Entrepreneurs’ mental resilience and new venture sustainability in Ghana, the mediating role of service delivery quality Fuseini, R. This study investigated the relationship between entrepreneurs’ mental resilience, service delivery, and new venture sustainability among small and medium-sized enterprises (SMEs) operating between 1-5 years in the Greater Accra Region of Ghana. A total of 337 SME entrepreneurs participated in the study, and the data were analyzed using structural equation modeling. The results showed that service delivery has a strong positive and significant effect on new venture sustainability. SMEs that consistently provide reliable and customer-focused services are more likely to survive, grow, and compete effectively. High-quality service delivery builds customer satisfaction, loyalty, and reputation, which are essential for long-term sustainability. This supports the SERVQUAL model (Parasuraman et al., 1988), which emphasizes service quality as a foundation for customer retention, and the Sustainable Development Theory, which positions effective service delivery as a strategic pathway for achieving long-term growth and socio-economic development. The mediation analysis revealed that service delivery significantly mediates the relationship between entrepreneurs’ mental resilience and sustainability. While resilience enables entrepreneurs to withstand stress and adapt to challenges, its positive impact on sustainability is amplified when it is translated into effective and consistent service practices. This finding reflects the Conservation of Resources Theory, which posits that individuals with greater psychological resources such as resilience are better equipped to preserve and deploy resources in ways that enhance performance and survival. By combining these perspectives, the study provides both theoretical and practical contributions. Theoretically, it extends SERVQUAL model, Sustainable Development Theory, and COR into the SME context, showing how personal resilience and service delivery interact to drive sustainability. Practically, the findings highlight the importance of entrepreneurs not only cultivating resilience but also channeling it into high-quality, customer-centered service delivery to secure long-term success. In summary, the research demonstrates that service delivery is both a direct driver of sustainability and a bridge through which entrepreneurial resilience is transformed into long-term venture survival and growth. A thesis in the Department of Marketing and Entrepreneurship, School of Business, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Marketing and Entrepreneurship) in the University of Education, Winneba SEPTEMBER, 2025 2025-09-01T00:00:00Z