http://41.74.91.244:8080/handle/123456789/636 2026-06-13T06:12:32Z http://41.74.91.244:8080/handle/123456789/5271 The portrayal of the biological clock of the woman in West African literature a study of Asare Konadu’s a woman in her prime, and flora Nwapa’s Efuru Bani, P. This study explored the portrayal of the biological clock and its impact on the identity, societal expectations, and life choices of West African women in literature, focusing on Asare Konadu’s A Woman in Her Prime and Flora Nwapa’s Efuru. Through a comparative analysis, the research examined how these novels depicted the pressures faced by African women to conform to traditional roles of marriage and motherhood. The study employed a transformative philosophical worldview, emphasizing the voices and experiences of underrepresented communities, particularly West African women. The research utilized a qualitative narrative approach to delve into the characters’ experiences, highlighting the intersection of gender roles, cultural traditions, and personal aspirations. By analyzing the protagonists’ journeys, the study revealed the societal expectations that shaped their identities and the coping mechanisms they employed in response to the pressures of their biological clocks. The findings underscored the significance of African feminism in challenging patriarchal norms and advocating for women’s autonomy and self-determination. This thesis contributed to the understanding of African literature’s role in reflecting and challenging societal norms, offering insights into the evolving discourse on gender equality and women’s rights in African contexts. The study’s implications extended to broader discussions on the representation of women in literature and the ongoing struggle for gender equality in African societies. A thesis in the Department of English Education, Faculty of Foreign Languages, submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of Master of Philosophy (English Language) in the University of Education, Winneba MARCH, 2025 2025-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5267 The use of generative artificial intelligence (AI) in academic research A study of postgraduate students at University of Education, Winneba Kpan-Naa, M. This article explores the use of generative (AI) in academic research at the University of Education, Winneba (UEW). With the pervasion of artificial intelligence, there have been debates about its applications and implications on various sectors including teaching and learning in higher education institutions. Given the spread and use of generative (AI) tools, several scholars have conducted different studies of these communication tools from the lens of the Global North with relatively little attention on their influence in the Global South including Africa and particularly Ghana. In other words, little work has been done on how generative (AI) is changing academic activities including research in Africa and Ghana. For example, the few studies on artificial intelligence in Ghana have largely focused on the use of generative AI by faculty members in higher education with little done on how students have accepted and utilized the tools in academic work. This article addresses this gap by examining what postgraduate students at University of Education, Winneba are using generative (AI) tools in their academic research for. Utilizing a qualitative approach, this study collected data through interviews and focus group discussion for detailed insights into the experiences and motivations of graduate students in utilizing generative (AI) in academic research. The study revealed that postgraduate students are integrating generative AI tools in academic research, for example, to improve the quality of writing; reduce grammatical errors; and facilitate efficient access to research materials. These tools reduce the cognitive load associated with academic tasks, allowing postgraduate students to focus more on critical thinking and creativity. However, the study identified the potential risk for over-reliance on generative AI tools, which could lead to diminished writing skills and critical thinking abilities over time. As generative AI tools enhance the academic research and learning outcomes, there is the need for balanced approach to their integration into academic research including equipping postgraduate students with the necessary skills for responsible and ethical use. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Development Communication) DEPARTMENT OF DEVELOPMENT COMMUNICATION, SCHOOL OF COMMUNICATION AND MEDIA STUDIES UNIVERSITY OF EDUCATION, WINNEBA SEPTEMBER, 2023 2023-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5255 English language learning as a practice of freedom in Ghana -An analysis of SHS students’ views and opinions Akpenka, J.A. The lack of research exploring students’ opinions as a possible practice of freedom has created a significant gap in understanding how language education can be transformed into a more liberating and participatory process. This study was therefore undertaken to address this gap by examining the opinions of English Language Learners (ELLs) regarding the empowering role of English language learning in their academic and personal development. Anchored in the principles of critical pedagogy, the study adopts a qualitative case study focusing on Senior High School students at Sunyani Senior High School in Ghana. Data were gathered from a purposively selected sample of 90 final-year students across three classes through classroom observations and focus group interviews. The observations explored students’ language use, classroom participation, and critical engagement during English lessons, while the interviews provided data into their experiences and perceptions of English language learning as a liberatory practice. Their views were analyzed thematically, with emergent patterns coded and interpreted in alignment with the study’s research questions. The study reveals that learners perceive English language learning not merely as a pathway to academic achievement but as a transformative process that fosters self-expression, critical reflection, and social interaction. These outcomes are most evident in learning environments that are inclusive, democratic, and student-centered. Overall, the study contributes to the discourse on critical pedagogy by demonstrating how English language education can serve as a medium for empowerment and active participation in learning. The findings seek to inform teachers, curriculum designers, and policymakers seeking to reform English language education in Ghana and beyond, emphasizing its potential as a tool for personal agency, intellectual growth, and social transformation A thesis in the Department of English Education, Faculty of Foreign Languages Education and Communication, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (English Language) in the University of Education, Winneba FEBRUARY, 2025 2025-02-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5247 Writing skills of senior high school students in composition writing- a study of Our Lady of Lourdes Girls SHS in the Kassena-Nankana Municipality Dinaa, P.M Effective writing skills are vital for students as they progress in their education and prepare for future academic and professional pursuits, especially in senior high schools (SHS). However, the assessment of composition writing skills among SHS students is a global concern, particularly in Ghana. This study focuses on addressing the decline in writing proficiency among SHS students at Our Lady of Lourdes Girls Senior High School in the Upper East Region, Ghana. The research objectives are to evaluate poor writing skills exhibited by SHS students, investigate the factors impeding their writing abilities, and suggest strategies to enhance their writing skills. Using a mixed-methods approach, the study gathers data from 274 SHS students and 6 English language teachers through written assessments, questionnaires, and interviews. The findings reveal deficiencies in various aspects of students’ writing, such as clarity, organization, grammar, vocabulary, evidence support, cohesion, mechanics, and creativity. Factors hindering writing skills include limited vocabulary and language skills, lack of reading habits, difficulties with essay structure, and inadequate critical thinking abilities. The study concludes that significant deficiencies exist in various aspects of students writing, such as clarity, organization, grammar, vocabulary, evidence support, cohesion, mechanics, and creativity. Based on the conclusions, the study recommends organizing regular writing workshops, specialized language classes, and incorporating short writing tasks into daily lessons to improve students’ writing abilities. Continuous professional development for teachers is crucial to equip them with effective instructional methods. Implications for practice involve enhancing academic success and communication abilities among students, elevating overall learning outcomes, and enriching the educational experience. Implementing the study’s recommendations will contribute to improving writing proficiency and fostering academic excellence among SHS students in Ghana. APRIL, 2023 UNIVERSITY OF EDUCATION, WINNEBA WRITING SKILLS OF SENIOR HIGH SCHOOL STUDENTS IN COMPOSITION WRITING: A STUDY OF OUR LADY OF LOURDES GIRLS SHS IN THE KASSENA-NANKANA MUNICIPALITY PATRICK MOGRE DINAA 220031631 2023-04-01T00:00:00Z