http://41.74.91.244:8080/handle/123456789/5188 2026-06-13T06:13:29Z 2026-06-13T06:13:29Z Sarpong, R.A. http://41.74.91.244:8080/handle/123456789/5276 2026-06-10T13:40:34Z 2025-11-01T00:00:00Z

Technology driven educational innovation in semi urban Ghana a case study of Atwima-Nwabiagya District Sarpong, R.A. The study examines the role of technology as a catalyst for educational innovation in semi-urban communities, with a specific focus on the Atwima Nwabiagya District of Ghana. It investigates the accessibility and availability of educational technology, the obstacles hindering effective technology integration, and the ways in which technology can help bridge educational gaps in these communities. To capture real-world experiences with educational technology, the study employs qualitative research methods, incorporating observations and interviews with students and educators. Findings indicate that although digital devices and resources are present in schools, their utilisation is often limited by infrastructural deficits, insufficient teacher capacity, insecure facilities, and restrictive administrative policies. Despite these challenges, the study reveals that when effectively integrated, technology enhances learning outcomes, particularly when it supports innovative teaching practices in comparable semi-urban contexts in Ghana and beyond. The study underscores the urgent need for targeted interventions in leadership, infrastructure, and professional training to fully harness the transformative potential of technology in semi-urban education. These insights are intended to inform policy development and guide practical strategies aimed at promoting inclusive, technology-driven educational innovation in similar settings across Ghana and elsewhere. A project work in the submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of Post-Graduate Diploma in Education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2025

2025-11-01T00:00:00Z Agyekum-Addo, F. http://41.74.91.244:8080/handle/123456789/5264 2026-06-10T10:19:26Z 2025-11-01T00:00:00Z

Using audio- visual materials to improve the performance of learners in social studies at Agona Kwanyako circuit Agyekum-Addo, F. The study examined the impact of using audio-visual materials to improve learners’ performance in Social Studies at the Agona Kwanyako Circuit. The purpose of the study was to determine the extent of availability of audio-visual materials, their effect on students’ comprehension and retention, and the challenges teachers face in their use. The research adopted a quantitative approach with a descriptive survey design. Primary data were gathered through a structured questionnaire administered to a census sample of thirty-three (33) Social Studies teachers. The data were analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings revealed that audio-visual materials were generally available and accessible in schools, particularly projectors and related aids that supported teaching. However, there were inadequacies in the provision and maintenance of computers, radios, and televisions, which limited resource diversity and sustainability. Teachers perceived that the use of audio-visual materials significantly enhanced learning by making lessons engaging, improving comprehension, increasing motivation, and facilitating better retention and classroom participation. Despite these benefits, the study identified several challenges, including inadequate funding, frequent breakdown of equipment, insufficient training, large class sizes, and limited instructional time, all of which constrained the effective use of audio-visual aids in Social Studies instruction. Based on these findings, the study recommends that schools and educational authorities expand the range of available audio-visual resources and ensure regular maintenance to sustain their functionality. A project work submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Post Graduate Diploma in Education (Education)

2025-11-01T00:00:00Z Nkum, J.Y. http://41.74.91.244:8080/handle/123456789/5257 2026-05-28T12:30:31Z 2025-12-01T00:00:00Z

Evaluating field trips’ role in teaching christian religious studies in mission senior high schools, Cape-Coast Nkum, J.Y. The study examined the role of field trips in teaching Christian Religious Studies (CRS) in Mission Senior High Schools in Cape Coast, aiming to explore their impact on student engagement, understanding, and academic performance. Using a quantitative approach and a descriptive research design, primary data were collected through questionnaires administered to a sample of 250 students selected via a multistage sampling technique combining stratified, purposive, and simple random methods. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were analysed using SPSS to generate insights into student perceptions and experiences. The findings revealed that students generally held highly positive views of CRS field trips, appreciating strong teacher involvement, clear communication, and the relevance of diverse learning experiences. Field trips were perceived as motivating, practical, and effective in enhancing understanding, knowledge retention, and application, while also contributing to improved performance, critical thinking, and confidence in assessments. Based on these outcomes, it is recommended that educational managers and stakeholders establish clear policies and integrate field trips systematically into the CRS curriculum to maximise their educational and academic benefits. A Project Work submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Post Graduate Diploma in education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA, DECEMBER, 2025

2025-12-01T00:00:00Z Sam, C.F. http://41.74.91.244:8080/handle/123456789/5253 2026-05-20T13:00:33Z 2025-11-01T00:00:00Z

Effects of single parenting on academic performance of senior high school students in the Asante Bekwai Municipality Ashanti Region Sam, C.F. This study examined the effects of single parenting on the academic performance of Senior High School students in the Asante Bekwai Municipality. The purpose was to explore how parental structure influences students’ academic outcomes and to identify the challenges and coping strategies of students from single-parent households. A quantitative descriptive design was employed, using a structured questionnaire to collect data from 360 respondents selected through stratified, purposive, and simple random sampling techniques. Data were analysed using descriptive statistics such as frequencies, percentages, means, and standard deviations with the aid of SPSS. The findings revealed that single parents in the municipality showed a moderate to high level of involvement in their children’s education, particularly in monitoring progress and communicating with teachers. However, inconsistencies existed in providing learning materials and assisting with homework due to financial and time constraints. Single parenting was found to significantly affect students’ academic performance, with financial hardship, emotional stress, and household responsibilities reducing study time and concentration. Despite these challenges, students adopted effective coping strategies, including self-motivation, peer collaboration, and teacher engagement. The study recommended targeted support systems, including parental workshops, counselling, and mentorship programmes, to improve academic performance of single-parent students. A project work submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Post Graduate Diploma in Education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS, SCHOOL OF EDUCATION AND LIFE-LONG LEARNING, UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2025

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