http://41.74.91.244:8080/handle/123456789/5188 Fri, 26 Jun 2026 16:27:12 GMT 2026-06-26T16:27:12Z http://41.74.91.244:8080/handle/123456789/5315 Factors accounting for underperformance of five selected private basic schools in Effutu Municipality Bonney, S. This study investigated the factors contributing for the underperformance of private basic schools in the Effutu Municipality of Ghana. The research paradigm used to conduct the research was Positivism. The study adopted the descriptive survey research design. A quantitative research approach was adopted, with data collected from a population of 2515 and a sample size of 345 comprising teachers, students, and parents from five underperforming private basic schools. Structured questionnaires were used to gather data, and the findings were analyzed using descriptive and inferential statistics. The study revealed that poor physical infrastructure, lack of teaching and learning materials, and limited co-curricular opportunities were major school environment challenges affecting student performance. Teacher-related factors such as inadequate professional development, low motivation, and limited use of innovative teaching strategies were also identified as contributing to poor academic outcomes. Socio-economic factors including low parental education, financial instability, and lack of home support further compounded the academic struggles of students. However, the study found that implementing strategies such as enhanced parental engagement, investment in school infrastructure, teacher training, and curriculum reforms could significantly improve student performance. The study concluded that improving student performance in basic schools requires a multifaceted approach that addresses school resources, teacher capacity, socioeconomic barriers, and institutional policies. By implementing targeted interventions, school administrators, policymakers, and stakeholders can create an enabling environment for quality education and better learning outcomes. Based on these findings, the study recommends that stakeholders, school proprietors, educational authorities, and community members collaborate to improve school conditions, support teachers professionally, and address the socio-economic challenges faced by learners. The study also suggests the need for further research into contextualized interventions that can be tailored to the unique needs of private basic schools in Ghana. 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 (Educational Administration and Management) Department of Educational Administration and Management School of Education and Life-Long Learning MARCH, 2025 Sat, 01 Mar 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5315 2025-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5314 Exploring the role of headteachers in the implementation of career technology curriculum in Achiase District Mensah, R. This study focused on the critical role that headteachers play in implementing the Career Technology Curriculum within the Achiase District of Ghana, particularly in efforts toward improving educational quality, school management, and integrating vocational and technical training into the Common Core Programme (CCP). Anchored in an interpretivist paradigm, this research adopted a qualitative multiplecase study approach where data was collected through semi-structured interviews that revealed significant findings. Data analysis involved thematic analysis, which allowed for identifying and interpreting repeated patterns, themes, and categories within the interview transcripts. Interviews with ten (10) public school headteachers revealed considerable challenges to effective curriculum implementation, mainly due to inadequate teaching materials and equipment. This inadequacy forces over-reliance on theoretical teaching, thus limiting opportunities for practical learning. Other challenges include time available for professional development and lack of interaction with the community, which work against the stated curriculum goal of equipping students with relevant skills for the workplace. However, headteachers showed resilience in terms of creating partnerships outside their schools and establishing cooperation in their schools, although the long-term viability of such efforts was always precarious. Based on the findings, there were calls for more resources to be allocated, professional development relevant to the local industry context to be enhanced, and involvement in the community to be strengthened. These measures were aimed at supporting stakeholders in realising more effective career technology education and preparing students for work readiness. 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 (Curriculum and Pedagogic Studies) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2024 Fri, 01 Nov 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5314 2024-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5276 Technology driven educational innovation in semi urban Ghana a case study of Atwima-Nwabiagya District Sarpong, R.A. The study examines the role of technology as a catalyst for educational innovation in semi-urban communities, with a specific focus on the Atwima Nwabiagya District of Ghana. It investigates the accessibility and availability of educational technology, the obstacles hindering effective technology integration, and the ways in which technology can help bridge educational gaps in these communities. To capture real-world experiences with educational technology, the study employs qualitative research methods, incorporating observations and interviews with students and educators. Findings indicate that although digital devices and resources are present in schools, their utilisation is often limited by infrastructural deficits, insufficient teacher capacity, insecure facilities, and restrictive administrative policies. Despite these challenges, the study reveals that when effectively integrated, technology enhances learning outcomes, particularly when it supports innovative teaching practices in comparable semi-urban contexts in Ghana and beyond. The study underscores the urgent need for targeted interventions in leadership, infrastructure, and professional training to fully harness the transformative potential of technology in semi-urban education. These insights are intended to inform policy development and guide practical strategies aimed at promoting inclusive, technology-driven educational innovation in similar settings across Ghana and elsewhere. A project work in the submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of Post-Graduate Diploma in Education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2025 Sat, 01 Nov 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5276 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5264 Using audio- visual materials to improve the performance of learners in social studies at Agona Kwanyako circuit Agyekum-Addo, F. The study examined the impact of using audio-visual materials to improve learners’ performance in Social Studies at the Agona Kwanyako Circuit. The purpose of the study was to determine the extent of availability of audio-visual materials, their effect on students’ comprehension and retention, and the challenges teachers face in their use. The research adopted a quantitative approach with a descriptive survey design. Primary data were gathered through a structured questionnaire administered to a census sample of thirty-three (33) Social Studies teachers. The data were analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings revealed that audio-visual materials were generally available and accessible in schools, particularly projectors and related aids that supported teaching. However, there were inadequacies in the provision and maintenance of computers, radios, and televisions, which limited resource diversity and sustainability. Teachers perceived that the use of audio-visual materials significantly enhanced learning by making lessons engaging, improving comprehension, increasing motivation, and facilitating better retention and classroom participation. Despite these benefits, the study identified several challenges, including inadequate funding, frequent breakdown of equipment, insufficient training, large class sizes, and limited instructional time, all of which constrained the effective use of audio-visual aids in Social Studies instruction. Based on these findings, the study recommends that schools and educational authorities expand the range of available audio-visual resources and ensure regular maintenance to sustain their functionality. A project work submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Post Graduate Diploma in Education (Education) Sat, 01 Nov 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5264 2025-11-01T00:00:00Z