http://41.74.91.244:8080/handle/123456789/633 Tue, 07 Jul 2026 19:47:19 GMT 2026-07-07T19:47:19Z http://41.74.91.244:8080/handle/123456789/5399 Teacher knowledge for teaching algebra the case of Junior High school mathematics teachers in Akwapim-North Municipality of Ghana Simmons, R. The purpose of this study was to assess Junior High School Mathematics teachers’ knowledge and confidence for teaching algebra in the Akwapim-North Municipality of Ghana. Guided by four research questions, the study employed a mixed method approach, using a sequential explanatory as its design. The sample size was 83 JHS Mathematics teachers. These teachers were selected through a census frame during the quantitative phase. Purposive sampling in a form of homogeneous sampling technique was used to select teachers for the qualitative data. Data were collected using a structured questionnaire and semi-structured interview guide. Quantitative data analysis techniques, including simple frequency counts, percentages, mean, and standard deviation, ANOVA test was used utilized to analyze the survey data. Thematically analysis was used for interview data. The study found that majority of JHS mathematics teachers (57.8%) in the Akwapim-North Municipality have a moderate level of content knowledge for teaching algebra. Also, the pedagogical approaches used by these teachers in teaching algebra include group work, verbal explanation, class discussion, and demonstration using traditional resources. Findings of the study revealed that teachers reported high confidence level in teaching algebra. However, challenges, such as difficulty in translating algebraic word problems into arithmetic forms, inadequate instructional resources, limited professional training were reported for the teaching of algebra. Lastly, regardless of their years of experience, the teachers exhibit similar levels of confidence in teaching algebra. The study recommends that the Akwapim-North Municipal Education Directorate run professional-development workshops aimed at deepening teachers’ algebra content knowledge and practical teaching strategies. Also, to address the challenges faced by JHS mathematics teachers in teaching algebra, the Municipal Education Office can resort to external funding engagement from NGOs for adequate instructional resources A thesis in the Department of Basic Education, School of Education and Life-long Learning, Submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Basic Education) in the University of Education, Winneba DECEMBER, 2025 Mon, 01 Dec 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5399 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5398 Students’ interests in the study of social studies -a case study of Junior High Schools within the New Juabeng North Municipality Gbenyo, M. This study examined students’ interest in Social Studies at the Junior High School (JHS) level in selected schools within the New Juaben North Municipality of Ghana. The study was motivated by concerns about declining student engagement in Social Studies despite ongoing curriculum reforms aimed at promoting critical thinking, civic competence, and practical life skills. The research adopted a positivist paradigm and employed a quantitative descriptive cross-sectional survey design. The target population comprised JHS students and Social Studies teachers in public and private schools within the municipality. Using Yamane’s sample size determination formula, 359 students and 112 teachers were selected through purposive and convenience sampling techniques. Data were collected using structured questionnaires designed to measure levels of student interest, identify topics that generate high interest, determine topics that pose teaching challenges, examine topics that present learning difficulties, and explore factors contributing to challenges in learning Social Studies. The collected data were analysed with descriptive and inferential statistics including frequencies, percentages, means, Relative Importance Index, One-Way Analysis of Variance, independent samples t-test, and Pearson correlation, using SPSS version 26. The findings indicated that topics such as adolescent reproductive health, independent Ghana, and socialisation generated high student interest, whereas the 1992 Constitution, tourism, and conflict prevention presented major teaching challenges. Students experienced notable learning difficulties with abstract civic and constitutional topics. The factors contributing to challenges included difficult concepts, language barriers, inadequate instructional resources, limited teaching time, and low relevance of subject. The study concluded that misalignment between curriculum expectations and classroom practices undermines student interest. A dissertation submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Social Studies Education) DEPARTMENT OF SOCIAL STUDIES EDUCATION FACULTY OF SOCIAL SCIENCES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5398 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5397 Strategies teachers use to improve reading skills for learners with reading difficulties in Agona Swedru Presby A & B Primary Schools Impraim, C The purpose of this study was to explore the strategies teachers use to improve reading skills for learners with reading difficulties in Agona Swedru Presby A & B primary schools in the central region of Ghana. The study followed a qualitative research approach and a case study design. A sample size of six teachers was involved in the study. A purposive sampling technique was used in selecting teachers from the two schools. Data was obtained through administration of interview guide with study participants. The findings of the study revealed that teachers employed various strategies to address learners’ reading difficulties in phonics, vocabulary, comprehension and fluency. However, in the teaching of phonics and fluency skills, it was found out that teachers lacked adequate knowledge. The study recommended among other things, that more workshops should be organized for all primary school teachers, particularly in phonics skills to enable them work effectively. Although reading difficulties among primary school learners in Ghana are well documented, limited attention has been given to specific strategies teachers use to improve these difficulties in classroom practice, a gap that this study seeks to fill. A thesis submitted to the school of Graduate Studies in partial Fulfillment of the requirement for the award of the degree of Master of Philosophy (Special Education) Department of Special Education Faculty of Educational Studies UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025 Thu, 01 May 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5397 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5396 Strategies of school improvement practices of basic school head teachers in Yilo Krobo Municipality, Ghana Akugre, P.A. This study explored Strategies of school improvement practices of Basic school heads in the Yilo Krobo Municipality. The objectives of the study, based on Lezzote‟s correlates of effective schools, were to find out the instructional leadership practices exhibited by basic school heads, identify ways in which basic school heads monitor students‟ progress, examine the measures Basic school heads adopt to ensure a safe environment for students as well as the strategies employed by basic school heads to create learning opportunities for students in the Yilo Krobo Municipality. The study employed a qualitative approach underpinned by the interpretive paradigm. Specifically, the study employed a case study research design with purposive sampling procedure to select a sample of Twenty (20) participants. The study concluded that although the school improvement practices of basic school heads in the Yilo Krobo Municipality are in line with Lezzote‟s effective schools‟ model, there is no evidence to suggest that these influence learning outcomes. With evidence of the use of technology and virtual studies being ignored by the head teachers, the study recommends that the Yilo Krobo Municipal Education Directorate adopts a digital technology policy for all heads of basic schools in the Municipality. The Directorate should build the capacity of the heads and help them gain the competencies needed to enhance their school improvement practices through technology. The basic school heads should also study their schools‟ situations and adopt practices that best work for them. 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 LIFELONG LEARNING, UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5396 2025-06-01T00:00:00Z