Theoretical Knowledge on Group Counselling and Dynamics: The Surest Way of Helping Adolescents in Ghanaian Senior High Schools (Published)
Establishing effective group counselling programs in Senior High Schools (SHS) require comprehensive knowledge of theories in group counselling to be able to better understand the behaviour of adolescents and help them to deal with their problems. The dynamics of groups are essential to achieving success at conducting group counselling sessions in educational settings such as the Senior High School. Engaging teenagers who are facing challenges in their lives for group sessions also require sufficient relevant knowledge necessary for understanding, interpreting and predicting behaviours by professional Senior High School counsellors as they work together to achieve common goals with these students. The thrust of this paper was to qualitatively study the subject of the essential theoretical knowledge in group counselling and group dynamics in helping adolescents deal with a plethora of problems that they face in Senior High Schools of the Ghanaian educational system. For this reason, four counsellors from two (2) Senior High Schools in Efutu Municipality were purposively sampled and interviewed to find out whether indeed having theoretical knowledge in group counselling and group dynamics is the surest way for counsellors to help adolescents deal with a plethora of problems they face using a semi-structured interview guide. The findings revealed that indeed counsellors’ success at organising group sessions for adolescents in SHS was based on their theoretical knowledge of group counselling and group dynamics.
Formative Assessment Practices of Senior High School Teachers in the Ashanti Mampong Municipality of Ghana (Published)
This study investigated the Senior High School (SHS) teachers’ formative assessment practices in the Mampong Municipality of Ghana. Three research questions guided the study: What is SHS teachers’ knowledge of formative assessment? What are SHS teachers’ formative assessment practices? How does formative assessment contribute to improvement in teaching and learning? Stratified and simple random sampling methods were used to select 80 teachers from the four public SHSs in the Municipality for the study. The study used a questionnaire for data collection. The study revealed that about half of the teachers lacked the conception of formative assessment and its sub-concepts. Generally, the teachers were involved in certain practices which unknown to them were formative assessment practices. They saw these practices as norms and daily routines that needed to be done as part of the teaching and learning procedures. To them, these practices contributed to improvement in teaching and learning. From the findings, the researchers recommended that, to increase the understanding of SHS teachers on formative assessment and its sub-concepts, pre-service teacher training must place much emphasis on the theory and practice of formative assessment and in-service training activities should be organised for teachers already in the field. Stakeholders of education need to give this the needed support.
The Understanding of Senior High School Mathematics Teachers of School-Based Assessment and Its Challenges in the Cape Coast Metropolis (Published)
This study focuses on the understanding of mathematics teachers of School-Based Assessment (SBA). It explores the challenges mathematics teachers in the Senior High School face in the management of assessment and ways of improving assessment practices. A total of 110 educators comprising 100 male and 10 female mathematics teachers participated in the study. A questionnaire and an interview schedule were used to collect data for the study and frequencies and percentages were used to analyze the data. Findings revealed that mathematics teachers in Senior High Schools in the Cape Coast Metropolis do not understand SBA guidelines and do not use them so they still practise the old ‘continuous assessment’ scheme which seems to be directing classroom practices. Considering the revelations from the study that majority of the teachers still used dated continuous assessment, it is obvious that they are not abreast with new trends and development relating to assessment practices. In view of this, in-service training in the form of workshops and seminars could greatly contribute to upgrading their skills and introducing them to effective ways of implementing SBA. This is clearly acknowledged in the submissions of majority of the teachers involved in the study. Taking cognizance of the universal nature of the teaching, learning and assessment of mathematics, it is likely that the problems associated with it in the schools in Cape Coast Metropolis would be found elsewhere across the globe. This study therefore seeks to serve as basis for similar studies in different jurisdictions so as to make its finding more encompassing.
The general aim of this study was to ascertain the factors that really affect teacher motivation in selected senior high schools in the Cape Coast Metropolis. A descriptive survey design was used. The sample population was all teachers from the selected Senior High Schools in the Cape Coast Metropolis. The study involved 120 teachers. The teachers were selected through the simple random sampling technique. Questionnaire was used as a major instrument in collecting our data. The major findings of the study demonstrated that, wages and salaries, recognition for good work done, participation in decision making and conducive working environment were the major factors that really affect teacher motivation. In ranking the factors in order of importance, the teachers ranked wages and salaries as their most important motivational factors. With reference to the finding, it was recommended that, educational administrators should be mindful of the wages and salaries of teachers.