http://41.74.91.244:8080/handle/123456789/5188 2026-05-13T13:07:41Z 2026-05-13T13:07:41Z Danquah, A.R http://41.74.91.244:8080/handle/123456789/5209 2026-05-11T11:14:01Z 2025-11-01T00:00:00Z

Assessing teachers’ perceptions of SISOs and their impact on professional support and collaboration in the Birim Central Municipality Danquah, A.R This study investigated teachers’ perceptions of the roles and effectiveness of School Improvement Support Officers (SISOs) and how these perceptions influence professional support and collaboration in public basic schools. The purpose was to assess the extent to which SISOs contribute to instructional supervision, teacher development, and collaborative practices within schools. A quantitative research approach with a descriptive survey design was adopted, using primary data collected through a self-administered questionnaire. The study employed a multi-stage sampling technique to select a sample of 276 teachers from various schools within the Birim Central Municipality. Data were analysed using descriptive statistics, including frequencies, percentages, means, with the support of SPSS. The findings revealed that teachers have positive perceptions of SISOs’ roles, responsibilities, recognising them as mentors who provide guidance in lesson preparation, identify training needs, and support school improvement initiatives. Teachers also viewed SISOs as providers of professional support, delivering constructive feedback, promoting knowledge-sharing and innovative teaching methods. Finally, SISOs were seen as catalysts for teacher collaboration, fostering teamwork, peer observation, and professional learning communities that enhance teaching quality and collegiality. It is recommended that educational managers provide adequate resources, training to strengthen SISOs’ capacity in monitoring, mentoring and promoting collaborative professional practices. A Project Report in the Department of Educational Foundations, School of Education and Life-Long Learning, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of Post-Graduate Diploma (Education) in the University of Education, Winneba, NOVEMBER, 2025

2025-11-01T00:00:00Z Owusu, E.K http://41.74.91.244:8080/handle/123456789/5192 2026-04-21T16:19:55Z 2025-12-01T00:00:00Z

Examining students’ behavioural issues and academic achievements in Odorgonno Senior High School Owusu, E.K The purpose of the study was to examine students’ behavioural issues and academic achievements in Odorgonno Senior High School. Quantitative research approach with the use of a descriptive survey design was adopted. A sample of 150 SHS 2 students from Odorgonno Senior High School was selected using the census sampling technique for the study. Questionnaire was used to collect data. Data was analysed using SPSS version 27. The findings of the study revealed that, noise-making, absenteeism, unauthorized phone use, aggression, reluctance to complete tasks and low concentration were the range of behavioural issues among students. Based on the findings of the study, it was concluded that, behaviours are widely perceived to negatively affect academic achievement by disrupting lessons, reducing classroom engagement, and limiting access to instructional time. Implementation of strategies is essential for improving student behaviour, enhancing academic performance, and fostering a more disciplined and productive learning environment. Based on the conclusion, it is recommended that, students, school managers and stakeholders should prioritise the development and implementation of comprehensive behavioural monitoring systems. Again, stakeholders should support the integration of structured academic support programmes A dissertation submitted to the School of Graduate Studies in partial fulfilment of the requirements for the Award of the Degree of Post-Graduate Diploma (Education) Department of Educational Foundations School of Education and Life-Long Learning DECEMBER, 2025

2025-12-01T00:00:00Z Asante, O http://41.74.91.244:8080/handle/123456789/5189 2026-04-21T14:58:15Z 2025-10-01T00:00:00Z

Effect of tinkercad on Junior High School students’ achievement in geometry-a study of two schools in Accra Asante, O This study investigated the impact of Tinkercad, a 3D modeling software, on the achievement of Junior High School students in geometry. The study was motivated by persistent poor performance in geometry among Ghanaian students, which has often been attributed to abstract approaches to teaching the subject and a lack of use of manipulative learning tools. A quasi-experimental pretest–posttest control group design was adopted. The sample comprised 80 students selected from two private Junior High Schools in Accra. Whereas the experimental group was taught some selected topics in geometry with the aid of Tinkercad, the control group received instruction using traditional methods. A geometry achievement test, developed by the researcher, was used to collect data at pre- and posttreatment points. Both descriptive and inferential statistics, including paired and independent samples t-tests, were used in the analysis. The results revealed that even though both groups showed an improvement in their performance at the post-test, only the improvement among students in the control group reached statistical significance. Also, the mean post-test scores of the control group were higher than those of the experimental group. There were no statistically significant differences in performance by gender. The study, therefore, concluded that while Tinkercad did not result in any statistically significant improvement in academic performance compared to traditional teaching, it contributed positively to students’ engagement and interest in the lessons on geometry. Teachers should, therefore, integrate Tinkercad into effective instructional strategies, with adequate training and practice opportunities for students to maximize its full potential in mathematics education A Project Report in the Department of Educational Foundations, School of Education and Life-Long Learning, submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Post Graduate Diploma (Education) in the University of Education, Winneba OCTOBER, 2025

2025-10-01T00:00:00Z