Assessing the Content Knowledge of the Physical Education Teachers on Students’ Behaviour Management in Physical Education Practical Lessons (Published)
The research study was conducted to find out how professional physical education teachers use their content knowledge on managing students’ behaviour in practical physical education lessons. The study specifically was conducted in the seven Senior High Schools in the Techiman Municipality in Brong Ahafo Region, Ghana. The research study employed the descriptive observational and survey methods to collate results for discussions and recommendations by the use of duration recording instrument and open ended questionnaires to physical education teachers. The research covered form one and two classes in each school. The total classes that the student population covered were forty-six (46) comprising twenty-three (23) each for forms two and three. This constituted two-thousand, seven hundred and sixty (2760) students with an average class size of sixty (60) students including boys and girls with the girls’ forming about forty percent of each class. Out of the 46 classes, four were selected randomly for the students’ behaviour management observation. Seven out of nine teachers responded to open ended questionnaires while four of them taught for observation on some managerial episodes, namely Game, Roll taking, Waiting, Lateness, and Disperse. The simple random sampling technique was used to select the classes for observation for data collection. The results revealed that physical education teachers use managerial techniques to manage their student behaviours in the class. However, it came to light that physical education teachers do not conduct roll call on their students to check absenteeism which can be researched into to come with the reason. It is recommended that further research study could be carried out on the conduct of physical education teachers’ towards the management of practical physical education lessons
Effects of Perceived Lecturers’ Competence and Classroom Environment on Students’ Academic Performance (Published)
The intention of this study was to investigate how perceived teachers’ competence and perceived classroom environment affect academic performance. Two hundred and sixty randomly selected final year National Diploma (ND II) students of the Federal Polytechnic, Ilaro, Ogun State, Nigeria were involved in this study. They were given two questionnaires that took approximately, fifty minutes to complete. The study was conducted in a classroom environment during regular school hours. After collecting information from the students through questionnaires, their comprehensive Grade Point Average (GPA) in previous year were also collected. This GPA data were then compared to the scores obtained from the questionnaires. This study concludes that there was a statistically significant relationship between teachers’ competence and GPA, and that there is a statistically significant interaction between classroom environment and students’ academic achievement. Consequently, it was recommended that governments and school authorities must embark on regular training programmes and encourage teachers advance their academic and professional qualifications so that they would be more competent. Also, stakeholders in education should formulate policies that will ensure the appointment of qualified and competent teachers as well as the adequate provision of academic facilities in all schools as such would result in higher academic achievement.
Content Knowledge Of Social Studies Teachers In Senior High Schools In The Sekondi-Takoradi Metropolis In The Western Region Of Ghana (Review Completed - Accepted)
The main objective of the study was to investigate SHS Social Studies teachers’ understanding of the content of what they teach to be able to achieve the objectives of the subject. To achieve this objective, interview guide, observation checklist and questionnaire were used to elicit the views of respondents. In all, 54 Social Studies teachers were involved in the study. The simple random, cluster and convenient sampling techniques were used to select the respondents for the study. Frequency counts and percentages were used as statistical tools for analysing the questionnaire data collected, and the data from the interview guide was transcribed, categorized, analysed and discussed on themes and subthemes that emerged. The findings revealed that majority of the teachers lack content knowledge of Social Studies and they were not teaching to develop attitude, skills, values and knowledge. Teachers were teaching the subject in as amalgamation of social sciences and are thus not making students to be reflective, concerned and participatory citizens. Based upon the findings, it was recommended largely that there should be more courses on Social Studies content mounted and studied in all teacher training institutions in the country to help teachers develop the needed content knowledge about the subject to enhance effective teaching