Utilization of Mobile Applications to Enhance Teaching of Mathematics and Science in Basic Schools in the Cape Coast Metropolis (Published)
Primarily, the study focused on finding out the type(s) of educational mobile apps often used by basic school teachers in the teaching of mathematics and science, how educational mobile apps can be utilized to enhance the teaching of mathematics and science and the challenges teachers face when using educational mobile applications in the teaching of mathematics and science in the basic schools. The study was conducted in the Cape Coast Metropolis in the Central Region of Ghana and a descriptive survey design was utilized in orderto explore the phenomenon in question. A total of 70 basic school mathematics and science teachers were sampled, using simple random sampling techniques. The study employed the use of questionnaires as the main means of data collection. The descriptive analytical techniques (frequencies and percentages) were applied to analyse the data collected. Findings revealed that educational games were often used by teachers in the teaching of mathematics and science. Also, it was revealed that majority of teachers used these educational mobile applications in lesson notes preparation and poor internet connectivity was a challenge to teachers in the utilization of these mobile applications in the teaching of mathematics and science. Conclusions, implications and recommendations were further discussed in the work.
An Assessment of Basic School Teachers’ Perception of the Impact of Motivation on Their Productivity in Ghana (Published)
This study aimed at examining basic school teachers’ perception of the impact of motivation on JHS teacher productivity in the Asante Akim South district of Ghana. The descriptive survey design was used in conducting the study and the population was all the JHS teachers in the district with a sample size of 217, made up of 179 males and 38 females. A questionnaire with a reliability coefficient of 0.74 was used for data collection. Key findings indicated that majority (97.2%) of teachers admitted that government’s study leave with pay policy was necessary for teacher productivity, eighty five percent (85%) of teachers were of the opinion that promotion was a necessary condition for teacher productivity, and there was a strong positive correlation between teachers’ salaries and teacher productivity. It was recommended that the quota system introduced into the study leave with pay policy should be removed to enable many teachers benefit from the facility. The district best teacher award scheme should cover at least 50% of teachers in the district, and promotion in the Ghana Education Service (GES) should be based on hard work rather than long service and further education.