http://41.74.91.244:8080/handle/123456789/634 Sat, 25 Apr 2026 20:47:44 GMT 2026-04-25T20:47:44Z http://41.74.91.244:8080/handle/123456789/5197 Kindergarten teachers’ attitude towards the use of play-based pedagogy in Sagnerigu Municipality of the Northern Region Oyebisi, V The purpose of this study was to explore how kindergarten teachers in the Sagnerigu Municipality use play-based methods in teaching numeracy to young learners. The researcher adopted the quantitative research approach. Descriptive survey research design was adopted. The target population for this study consisted of all kindergarten teachers in Sagnerigu Municipal in the Northern Region, with a Population of 270 teachers, Krejcie and Morgan sampling techniques was used to sample 159 respondents for the study, the instrument used was a structured questionnaire. The Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data. The study revealed that the availability of material resources to support play-based pedagogy in Sagnerigu Municipality is limited. Many kindergarten teachers reported insufficient access to age-appropriate play materials, such as educational toys, learning aids, and outdoor play equipment. As a result, teachers often resorted to using locally made or improvised materials, which may not fully align with the pedagogical objectives of play-based learning. The findings revealed that most kindergarten teachers in Sagnerigu Municipality had not received formal training on play-based pedagogy. While some teachers had attended brief workshops or in-service training, the majority reported a lack of specialized training on how to effectively integrate play into the curriculum. The study highlighted several critical factors influencing the implementation of play-based pedagogy in Sagnerigu Municipality. The findings revealed that while material resources and teacher training are limited, there is a strong need for more support in these areas. Teachers face various challenges, including overcrowded classrooms, limited time for play, and a lack of community support. However, strategies such as increasing access to resources, providing targeted professional development, and fostering collaboration among teachers were identified as essential for improving the implementation of play-based learning. Addressing these issues will be crucial for enhancing the quality of early childhood education in the municipality. The study recommended that Headteachers work closely with the GES to secure funding and resources for play-based activities, such as toys, educational games, and outdoor play equipment. Additionally, the Ministry of Education should prioritize the allocation of materials specifically designed for play-based learning in the early childhood education sector. It is recommended that the GES and the Ministry of Education invest in continuous professional development for kindergarten teachers in the Sagnerigu Municipality, focusing specifically on play-based pedagogy A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Science in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba JANUARY, 2026 Thu, 01 Jan 2026 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5197 2026-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5192 Examining students’ behavioural issues and academic achievements in Odorgonno Senior High School Owusu, E.K The purpose of the study was to examine students’ behavioural issues and academic achievements in Odorgonno Senior High School. Quantitative research approach with the use of a descriptive survey design was adopted. A sample of 150 SHS 2 students from Odorgonno Senior High School was selected using the census sampling technique for the study. Questionnaire was used to collect data. Data was analysed using SPSS version 27. The findings of the study revealed that, noise-making, absenteeism, unauthorized phone use, aggression, reluctance to complete tasks and low concentration were the range of behavioural issues among students. Based on the findings of the study, it was concluded that, behaviours are widely perceived to negatively affect academic achievement by disrupting lessons, reducing classroom engagement, and limiting access to instructional time. Implementation of strategies is essential for improving student behaviour, enhancing academic performance, and fostering a more disciplined and productive learning environment. Based on the conclusion, it is recommended that, students, school managers and stakeholders should prioritise the development and implementation of comprehensive behavioural monitoring systems. Again, stakeholders should support the integration of structured academic support programmes A dissertation submitted to the School of Graduate Studies in partial fulfilment of the requirements for the Award of the Degree of Post-Graduate Diploma (Education) Department of Educational Foundations School of Education and Life-Long Learning DECEMBER, 2025 Mon, 01 Dec 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5192 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5189 Effect of tinkercad on Junior High School students’ achievement in geometry-a study of two schools in Accra Asante, O This study investigated the impact of Tinkercad, a 3D modeling software, on the achievement of Junior High School students in geometry. The study was motivated by persistent poor performance in geometry among Ghanaian students, which has often been attributed to abstract approaches to teaching the subject and a lack of use of manipulative learning tools. A quasi-experimental pretest–posttest control group design was adopted. The sample comprised 80 students selected from two private Junior High Schools in Accra. Whereas the experimental group was taught some selected topics in geometry with the aid of Tinkercad, the control group received instruction using traditional methods. A geometry achievement test, developed by the researcher, was used to collect data at pre- and posttreatment points. Both descriptive and inferential statistics, including paired and independent samples t-tests, were used in the analysis. The results revealed that even though both groups showed an improvement in their performance at the post-test, only the improvement among students in the control group reached statistical significance. Also, the mean post-test scores of the control group were higher than those of the experimental group. There were no statistically significant differences in performance by gender. The study, therefore, concluded that while Tinkercad did not result in any statistically significant improvement in academic performance compared to traditional teaching, it contributed positively to students’ engagement and interest in the lessons on geometry. Teachers should, therefore, integrate Tinkercad into effective instructional strategies, with adequate training and practice opportunities for students to maximize its full potential in mathematics education A Project Report in the Department of Educational Foundations, 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 Post Graduate Diploma (Education) in the University of Education, Winneba OCTOBER, 2025 Wed, 01 Oct 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5189 2025-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5187 Assessment practices of kindergarten teachers in the Awutu Senya East Municipality Beniwinde, G The purpose of the study was to explore kindergarten teachers' assessment practices in the Awutu Senya East Municipality. This was a qualitative study underpinned by interpretive philosophical thought. Out of the 56 kindergarten teachers, 12 teachers comprising 6 urban and 6 rural kindergarten teachers were involved in the study. Data for the study was gathered through observation and semi-structured–interview guide which was thematically analysed. The study found, among others Kindergarten teachers implemented assessment practices such as observation, portfolio building, checklists, and technology assessment in various ways; These assessment practices employed by kindergarten teachers were found to effectively impact students' cognitive and psychomotor skills. There was effective implementation of assessment practices like observation, technology and portfolio. However, it was revealed that, KG teachers assign tests to learners as a means of assessment, which is inappropriate. Additionally, it was shown that teachers were ignorant of various assessment practices, such as anecdotal records, rating scales, and running records. Also, kindergarten teachers faced challenges such as absenteeism, large class sizes, lack of parental commitment due to financial constraints, parental ignorance about assessment practices, lack of space for playing grounds for urban schools, noise from commercial centers in the urban schools and the time-consuming nature of the process. Base on the results the study recommends that stakeholders such as teachers, school authorities, civil society groups, etc. should advocate for improvements in infrastructure and allocation of resources to address challenges such as large class sizes, absenteeism, and lack of parental commitment due to financial constraints. A Thesis in the Department of Early Childhood Education, Faculty of Educational Studies submitted to the school of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba FEBRUARY, 2026 Sun, 01 Feb 2026 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5187 2026-02-01T00:00:00Z