http://41.74.91.244:8080/handle/123456789/15 2026-04-25T15:59:44Z 2026-04-25T15:59:44Z Akrobotu, M http://41.74.91.244:8080/handle/123456789/5198 2026-04-22T12:56:01Z 2025-06-01T00:00:00Z

Language shift and maintenance a study of Sefwi (Esahie) language in the Bia East and West Districts in the Western North Region Akrobotu, M This study examined language shift and maintenance of Sefwi (Esahie) language in the Bia East and West Districts in the Western North Region. It is one of the minority languages in Ghana experiencing pressure from Asanti Twi. A qualitative research approach with a case study design was employed. A sample of 24 respondents was selected using purposive and convenience sampling techniques for this study. A semistructured interview and non-participant observation were used to gather data, which were analyzed through thematic analysis. Fishman’s domains of use and Batibo’s (Triglossic Models were the theories used to underpin this work. The research questions were answered using descriptive thematic analysis. The findings indicate that cultural pride attached to their festival is partially maintaining the language but the language is eroding due to the pervasive dominance of Twi in daily communication, education and media. Intergenerational transmission is weakening as families are increasingly adopting Twi at home, reducing children’s exposure to their native language. Factors driving language shift include the perception that speaking of Twi leads employment opportunities, government policies supporting the dominant language over native language and feeling pressured to speak the dominant language in social settings. The lack of institutional support for Sefwi has significantly hindered its maintenance. It was recommended that Sefwi language integration into educational curricula in the Sefwi area and developing written materials and teaching the language within schools will promote and preserve the language. Promoting multilingual policies in the use of indigenous languages like Sefwi in institutions and public spaces should be advocated. Families should be encouraged to speak Sefwi at home, in creating an environment for natural transmission. This study provides critical, localized insights for developing language preservation strategies for Sefwi language. A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Teaching English as a Second Language - TESL) in the University of Education, Winneba JUNE, 2025

2025-06-01T00:00:00Z Oyebisi, V http://41.74.91.244:8080/handle/123456789/5197 2026-04-22T12:51:03Z 2026-01-01T00:00:00Z

Kindergarten teachers’ attitude towards the use of play-based pedagogy in Sagnerigu Municipality of the Northern Region Oyebisi, V The purpose of this study was to explore how kindergarten teachers in the Sagnerigu Municipality use play-based methods in teaching numeracy to young learners. The researcher adopted the quantitative research approach. Descriptive survey research design was adopted. The target population for this study consisted of all kindergarten teachers in Sagnerigu Municipal in the Northern Region, with a Population of 270 teachers, Krejcie and Morgan sampling techniques was used to sample 159 respondents for the study, the instrument used was a structured questionnaire. The Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data. The study revealed that the availability of material resources to support play-based pedagogy in Sagnerigu Municipality is limited. Many kindergarten teachers reported insufficient access to age-appropriate play materials, such as educational toys, learning aids, and outdoor play equipment. As a result, teachers often resorted to using locally made or improvised materials, which may not fully align with the pedagogical objectives of play-based learning. The findings revealed that most kindergarten teachers in Sagnerigu Municipality had not received formal training on play-based pedagogy. While some teachers had attended brief workshops or in-service training, the majority reported a lack of specialized training on how to effectively integrate play into the curriculum. The study highlighted several critical factors influencing the implementation of play-based pedagogy in Sagnerigu Municipality. The findings revealed that while material resources and teacher training are limited, there is a strong need for more support in these areas. Teachers face various challenges, including overcrowded classrooms, limited time for play, and a lack of community support. However, strategies such as increasing access to resources, providing targeted professional development, and fostering collaboration among teachers were identified as essential for improving the implementation of play-based learning. Addressing these issues will be crucial for enhancing the quality of early childhood education in the municipality. The study recommended that Headteachers work closely with the GES to secure funding and resources for play-based activities, such as toys, educational games, and outdoor play equipment. Additionally, the Ministry of Education should prioritize the allocation of materials specifically designed for play-based learning in the early childhood education sector. It is recommended that the GES and the Ministry of Education invest in continuous professional development for kindergarten teachers in the Sagnerigu Municipality, focusing specifically on play-based pedagogy A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Science in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba JANUARY, 2026

2026-01-01T00:00:00Z Asare, J.A http://41.74.91.244:8080/handle/123456789/5196 2026-04-22T12:46:28Z 2024-12-01T00:00:00Z

Investigating factors that influence students’ choice of colour for picture-making Asare, J.A The main objective of the study was to examine the factors influencing students’ choice of colour in Picture Making. The study was guided by three specific objectives; to explore the students’ knowledge of colour symbolism in relation to their choice of colours in Picture Making at Tema Secondary School, Ghana; to examine students’ perception of colour combinations for Picture Making and; to explore the rationale for choosing colours for Picture Making by students at Tema Secondary School. The study adopted a descriptive research design and a qualitative research approach. Nine students were selected for the study. The findings show that colour symbolism is very essential to students when selecting the choice of colour in their picture making. The study’s findings also showed that students have a certain degree of understanding of colour combinations as other respondents were of the view that it sometimes poses a challenge for them during picture making. The study recommends that teachers can assign research projects on specific colours and their symbolic meanings. Teachers should have students present their findings to the class, and discuss historical, cultural, and psychological associations. This can promote independent learning and deeper exploration. A dissertation in the Department of Art Education, School of Creative Arts, Submitted to the School of Graduate, in partial fulfilment Of the requirements for award of the degree of Master of Philosophy (Art Education) In the University of Education Winneba. DECEMBER, 2024

2024-12-01T00:00:00Z Nero, V http://41.74.91.244:8080/handle/123456789/5195 2026-04-22T12:42:16Z 2025-05-01T00:00:00Z

Intelligibility of the English spoken in Ghana A case study of the Upper West Region Nero, V The aim of the research was to assess how well English spoken in the Upper West Region of Ghana (UWR) is understood by people from Southern Ghana. In order to do so, a qualitative case study was conducted, which included the analysis of 200 speakers from the Upper West Region, and 200 listeners from Southern Ghana using recordings. Thematic analysis revealed the results, which showed that the Upper West speakers were 93%-100% intelligible to listeners in connected speech, 28%-100% in phoneme contrast, and 49%-100% in nucleus placement of words. This suggests that connected speech is more intelligible than isolated words and sentences. The research also pointed out that, although the English speakers from the Upper West Region exhibit the connected speech processes (CPS), the shifts in nucleus placement in words, and the vowel and consonant alternation, they were still and highly intelligible. However, there were few cases of unintelligibility due to segmental features from the side of the Upper West Region that were detected by Southern listeners. The mostly affected phonetic aspects were vowel length, weak forms, and consonant substitution/alternation in the area of speech intelligibility. Hence, there is an implication of the findings in cross-cultural communication as the speakers will have to be very attentive to each other to achieve intelligibility. In general, the findings imply the need for a reconsideration of the oral assessment of students in Ghana A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (English) DEPARTMENT OF DEPARTMENT OF ENGLISH EDUCATION FACULTY OF FACULTY OF FOREIGN LANGUAGES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025

2025-05-01T00:00:00Z