http://41.74.91.244:8080/handle/123456789/632 Sat, 13 Jun 2026 06:59:45 GMT 2026-06-13T06:59:45Z http://41.74.91.244:8080/handle/123456789/5274 The effect of solution-focused brief therapy and cognitive behaviour therapy on psychological functioning of trainee-nurses in Ledzokuku Greater-Accra Banibensu, A.A. This study assessed psychological functioning in four domains among trainee-nurses, examining the effectiveness of the Solution-Focused Brief Therapy (SFBT) and Cognitive Behaviour Therapy (CBT) in enhancing students’ psychological well-being. The research utilized a randomized experimental design with imperfect control group due to real-world constraints. With this pretest-posttest randomized control group design, sixty participants were purposively chosen based on their OQ45.2 scores and were randomly assigned to experimental and control groups. After eight sessions of therapy, the study found that nursing-trainees experienced Symptoms Distress, Interpersonal Relationship, Risk and Social Role challenges similarly no matter their intimacy status. Whether they are single and searching for a partner, single but not searching for a partner, in a relationship but not yet married or are married, did not make a difference in their psychological functioning. Similarly, gender made no difference in psychological functioning. Seventy-five percent (75%) of the trainee-nurses were females. The average age of the trainee-nurses was 19 years which means that most of them were emerging adults. More than half of the population (58%) were in relationship. The therapies were statistically and clinically significant in reducing poor psychological functioning, meaning that therapy improved overall well-being in the four domains. Solution-focused Brief Therapy more significantly reduced Interpersonal Relationship challenges, whilst Cognitive Behaviour Therapy had the greatest effect in reducing incidents of Symptom Distress, Risk and Social Role challenges. Regular psychological assessment and therapy is recommended as part of the nursing training curriculum with SFBT and CBT deemed suitable for improving trainee-nurses’ psychological functioning. A thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Guidance and Counselling) in the University of Education, Winneba AUGUST, 2025 Fri, 01 Aug 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5274 2025-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5262 Using interactive multimedia instructional approaches to improve academic performance of pre-service science teachers in some selected biology concepts Arthur-Baidoo, F. This study assessed the effect of Interactive Multimedia Instructional Approaches (IMIA) on the learning outcomes of some biology concepts among pre-service science teachers at Wiawso College of Education in Ghana. The study employed an action research design with a convergent parallel mixed-method approach. Data was collected quantitatively and qualitatively and were analyzed using IBM SPSS version 27.0. The instruments used in the study were tests, questionnaires, and interviews. A total of 76 participants were involved, with a small subset (10 pre-service science teachers) selected for interviews. Purposive and convenience sampling techniques were used to select the participants for the study. The study revealed that the majority of respondents agreed they found it difficult to understand the different parts of cell and their functions, with a mean score of 4.75 and a standard deviation of 0.82. They also agreed that visualizing the three-dimensional structure of a cell was challenging, with the same mean value and standard deviation. Furthermore, most respondents indicated that technical difficulties hinder instruction, with a mean score of 4.28 and a standard deviation of 0.99. Finding appropriate multimedia instructional approaches that align with the curriculum was perceived as even more difficult, reflected by a mean score of 4.410 (standard deviation = 0.84). Limited access to technology and multimedia instructional approaches was another common concern, with a mean score of 4.21 (standard deviation = 0.83). The results, again, showed that a significant number of pre-service science teachers believed that integrating multimedia approaches effectively required additional time and effort, as indicated by a mean score of 3.880(standard deviation = 1.30). Moreover, the study found that the pre-service science teachers’ performance in the selected biology concepts improved significantly after being exposed to the IMIA interventions, with the average pre-test score increasing from 36.62 to an average post-test score of 71.89. Based on these results, the study recommends that Wiawso College of Education biology lecturers adopt and utilize the Interactive Multimedia Instructional Approach, to better support pre-service science teachers in learning abstract biology concepts like cell structure, cell division, and Mendelian genetics at the college level. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) Department of Integrated Science Education Faculty of Science Education JULY, 2025 Tue, 01 Jul 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5262 2025-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5260 Experiences of pre-service social studies teachers on supported teaching in schools (STS) in colleges of education in the Eastern and Greater Accra Regions of Ghana Anim, C. This study explored the perspectives and lived experiences of pre-service Social Studies teachers regarding the Supported Teaching in School (STS) programme implemented in Colleges of Education in Ghana's Eastern and Greater Accra Regions. Based on Danielson's (1996) Framework for Professional Development, it used a pragmatist research paradigm with a sequential explanatory mixed-methods approach to gather both quantitative and qualitative data. The sample for the quantitative phase included 487 participants selected through census sampling, while 15 participants were chosen via convenience sampling for the qualitative phase. Out of 487 questionnaires distributed, 397 were returned and analysed, resulting in an 81.5% response rate. Data collection involved questionnaires and semi-structured interviews. Quantitative analysis was conducted using descriptive statistics (mean and standard deviation) with SPSS version 28, while qualitative data were analysed thematically. Results indicated that pre-service Social Studies teachers experienced the STS programme differently. Content and pedagogical application were most prominent, whereas resource utilisation was less so. The programme offered benefits such as gaining professional knowledge, vocational satisfaction, learning and professional growth, and socio-emotional gains. The study also identified potential advantages, including serving as a model for reforming teacher education in Ghana, reducing new teachers’ attrition due to unpreparedness, promoting reflective practice, and influencing policy decisions on teacher education structure and content. It aligns with global trends emphasising practice-based experiences. Challenges identified included geographical and cultural barriers; lack of teaching aids; negative attitudes and expectations; difficulties in assessing and evaluating the programme; limited understanding of the programme; and weak mentor-mentee relationships. Based on these findings, it is recommended that the Colleges of Education in these regions collaborate with teacher education experts to develop professional development and refresher training programs on the STS. Such initiatives are essential to sustain, enhance, and strengthen the programme's various facets as outlined in the study. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Social Studies Education) DEPARTMENT OF SOCIAL STUDIES EDUCATION FACULTY OF LIBERAL AND SOCIAL STUDIES EDUCATION IN THE UNIVERSITY OF EDUCATION, WINNEBA AUGUST, 2025 Fri, 01 Aug 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5260 2025-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5238 Mediation and conflict resolution in Ghanaian courts: Practitioners and their clients experiences in the Twifo Praso District Court. Asaah-Junior, S.K This study explored mediation as a tool for resolving conflicts from the experiences of mediation practitioners and their clients in the Twifo Praso District Court. The study was based on procedural fairness and justice theories. It followed a qualitative approach, adopting an exploratory single case study design with 30 participants selected through census and convenience sampling. Thematic analysis was used to analyse the data derived from a semi-structured interview guide, observational guide and documentary analysis. The findings indicate that mediation is defined differently by various participants, depending on their socio-cultural, socio-legal, and role and style dimensions. These definitions significantly influenced practitioners to employ expansive protocols, alternating between initial joint sessions and initial caucusing. Furthermore, factors such as relationship building, economic considerations, and time constraints influence participants' choice of mediation as a dispute resolution model in the Twifo Praso Court. Moreover, the study found that parties assessed procedural fairness based on factors such as the first speaker dilemma, confidentiality, and neutrality, particularly when considering portions of parties' demands in generating settlements. The findings indicate that the program is effective as it has successfully been able to clear backlog cases and achieved a settlement rate of 80%, surpassing the national rate of 45%. Therefore, the study recommends procedural fairness and educational initiatives for parties involved in mediation. In contrast, practitioners' training should be based on an integrative approach and the incorporation of comediation. Subsequently, the study has contributed to developing mediation practice as a conflict resolution model in Ghana. DEPARTMENT OF SOCIAL STUDIES EDUCATION, FACULTY OF LIBERAL AND SOCIAL STUDIES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2024 Sat, 01 Jun 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5238 2024-06-01T00:00:00Z