http://41.74.91.244:8080/handle/123456789/632 2026-06-25T20:59:53Z 2026-06-25T20:59:53Z Danso, G. http://41.74.91.244:8080/handle/123456789/5324 2026-06-24T12:03:26Z 2024-07-01T00:00:00Z

Ghana’s visual culture in the era of smartphone photography Danso, G. This study investigates the influence of smartphone photography on Ghana’s visual culture. The research specifically examines the prevalence and patterns of smartphone photography; the role of social media in shaping visual practices; the ways smartphone photography contributes to the representation of Ghanaian identity and heritage; and the challenges and opportunities it presents for professional photographers. A qualitative research design was adopted, employing interviews, observation, and photographic documentation. The study, using qualitative approach purposively sampled twenty-five participants drawn from Takoradi and Accra, including smartphone users, professional photographers, cultural custodians, photography lecturers and trainers, experts from the Centre for National Culture, and photography students. Data were analysed thematically to identify key patterns, meanings, and interpretations across participants’ narratives and visual evidence. Findings indicate that smartphone photography has become pervasive and deeply integrated into everyday life across both urban and rural spaces. Its widespread use, accelerated since the mid-2000s and supported by social media platforms, has democratized visual storytelling and expanded public participation in image-making. Smartphone photography enables individuals to document personal experiences, assert cultural identity, and contribute to evolving representations of Ghanaian life. At the same time, professional photographers acknowledge that smartphones offer new creative possibilities and avenues for collaboration; however, concerns remain regarding declining professional standards, oversimplification of photographic processes, and challenges to cultural authenticity. The study concludes that smartphone photography has become central to Ghana’s contemporary visual culture. It promotes inclusivity, creativity, and instant sharing of narratives, yet also requires balanced engagement to sustain professional practices and preserve cultural values. It is recommended that photography educators collaborate with cultural institutions to promote culturally sensitive and ethical visual storytelling. Smartphone users are encouraged to adopt basic photographic techniques and responsible sharing practices. Professional photographers are urged to embrace smartphones as complementary tools, leveraging mobile technologies for innovation while maintaining professional integrity. Future research may compare professional and amateur photographic narratives or explore the impact of smartphone photography on archival and cultural memory systems A thesis in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Arts and Culture) in the University of Education, Winneba JULY, 2024

2024-07-01T00:00:00Z Mensah, M.F. http://41.74.91.244:8080/handle/123456789/5309 2026-06-23T14:07:00Z 2024-08-01T00:00:00Z

Exploring pedagogical content knowledge for teacher preparation a study of social studies tutors in selected colleges of education Mensah, M.F. The purpose of the study was to explore how the Social Studies tutors in the Colleges of Education perceive, enact and adapt pedagogical content knowledge (PCK) to prepare teachers. This study sits in interpretivism philosophy and employed a qualitative research approach with its data collection and analysis. The study employed a case study design. Fifteen Social Studies tutors were selected from five Colleges of Education affiliated with the University of Cape Coast through multi staged sampling techniques. Fifteen Social Studies tutors were observed and interviewed. The data were analysed using inductive thematic approach. Findings revealed that Social Studies tutors adopted a variety of pedagogical approaches such as inquiry-based learning and differentiated instruction techniques to cater for varying needs. Furthermore, the study found that tutors demonstrated pedagogical content knowledge by integrating content knowledge with pedagogical skills, supported by digital tools, collaborative instruction, assessment with feedback, and insights from developmental psychology. However, tutors did not demonstrate adequate knowledge of teacher trainees’ misconceptions and learning difficulties. Also, Social Studies tutors faced challenges in applying PCK, including inadequate teaching resources, insufficient contact hours and large class sizes. The study concluded that Social Studies tutors demonstrated strong pedagogical skills aligned with Lev Vygotsky’s sociocultural theory by fostering collaborative, contextually situated learning environments. The study further concluded that the challenges Social Studies tutors face in applying PCK are rooted in limited teaching resources, inadequate instructional hours and large class sizes, underscoring a persistent gap between theoretical ideals of teacher education and realities of classroom practice. The study recommended that Social Studies tutors continue to explore and adopt modern pedagogical approaches, blending them with content knowledge in their teaching. It is also recommended that the Ministry of Education, the University of Cape Coast as the mentoring university, and Colleges of Education management should make efforts to resource college libraries with required textbooks, reading materials, globes, charts, maps and other physical resources needed for the effective application of PCK in Social Studies lessons delivery. 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 SCIENCES EDUCATION, UNIVERSITY OF EDUCATION, WINNEBA AUGUST, 2024

2024-08-01T00:00:00Z Nordzi, G. http://41.74.91.244:8080/handle/123456789/5305 2026-06-23T12:20:59Z 2025-06-01T00:00:00Z

Exploratory study of adverse childhood experiences, campus adjustment, and psychosocial well-being of students in colleges of education, Ghana Nordzi, G. The academic and pedagogical development of student teachers in Ghana’s Colleges of Education has received considerable scholarly attention; however, their psychosocial wellbeing and campus adjustment, particularly among those with histories of early adversity, remain underexplored. This study addressed this critical gap by exploring the effects of childhood adversities on the lived realities and adjustment trajectories of firstyear student teachers. Grounded in the Emerging Adulthood Theory, the Transactional Model of Stress and Coping, principles of Narrative Therapy, and Judith Herman Trauma Theory, the research adopted an interpretative phenomenological analysis (IPA) to understand how participants made meaning of their past experiences in relation to their present academic and social adjustment in the colleges. Data were collected through semi-structured interviews, document analysis, and observation involving thirty-six participants comprising fifteen first-year student teachers, fifteen peers, and six lecturers, drawn from Bonsu (all-male), St. Adom (all-female), and Nhyira (mixedgender) Colleges of Education. A mixed-purposive sampling strategy was employed, incorporating maximal variation, volunteer, criterion, and referral sampling techniques to ensure diversity and relevance in participants lived experiences. The findings revealed that unresolved childhood adversities contributed to emotional dysregulation, social withdrawal, and academic disengagement, which collectively undermined students’ psychosocial wellbeing and campus adjustment. However, the study also uncovered evidence of resilience and personal initiative, as participants employed strategies such as structured routines, peer support, and counselling to navigate their challenges. The study concluded that students with Adverse Childhood Experiences (ACEs) exhibited signs of emotional distress, including fear, sadness, anger, and low self-worth, which negatively impacted their relationships, academic focus, and performance. These emotional difficulties were linked to higher levels of anxiety, depression, and hopelessness, reducing their ability to cope with stress and fully engage in college life. The study contributes to the growing discourse on trauma-informed practice in African higher education and highlights the urgent need for institutional reforms. It recommends the establishment of trauma-sensitive support systems, faculty training in trauma and psychosocial responsiveness, and the integration of policies that promote inclusive and emotionally supportive learning environments. 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 (Counselling Psychology) Department of Counselling Psychology Faculty of Applied Behavioural Sciences in Education JUNE, 2025

2025-06-01T00:00:00Z Kwadzo, S.E. http://41.74.91.244:8080/handle/123456789/5296 2026-06-23T09:55:55Z 2025-08-01T00:00:00Z

Effects of unplugged computational thinking activities in Mathematics on pre-service teachers’ computational thinking skills Kwadzo, S.E. Developing higher-order thinking skills among pre-service teachers is essential for preparing them to promote problem-solving, logical reasoning, and analytical thinking in mathematics classrooms. However, the integration of Computational Thinking (CT) in teacher education programmes remains limited, creating a need for effective instructional approaches that can enhance these competencies. This study examined the effects of Unplugged Computational Thinking Activities in Mathematics (UCTAM) on pre-service teachers’ CT skills. The study employed a mixed-methods approach using an explanatory sequential design. A total of 87 pre-service teachers participated in the study, comprising 44 in the experimental group from E.P. College of Education, Amedzofe, and 43 in the control group from Peki College of Education. Data were collected through CT skills tests, observation guides, questionnaires, and focus group discussions. Quantitative data were analysed using descriptive statistics and independent samples t-tests, while qualitative data were analysed through inductive thematic analysis. The findings revealed that before the intervention, most pre-service teachers demonstrated emerging or developing levels of CT skills, with none attaining the proficient level. Pre-service teachers exhibited weak skills in decomposition, abstraction, and algorithmic thinking when engaging in unplugged CT mathematics tasks. Post-intervention results indicated a statistically significant difference between the experimental and control groups, suggesting that the UCTAM approach had a positive effect on pre-service teachers’ CT skills. The findings further showed that the use of UCTAM enhanced conceptual understanding in mathematics, strengthened critical thinking, and improved problem-solving abilities. In addition, pre-service teachers reported increased confidence and positive attitudes towards learning mathematics. The study concludes that integrating unplugged computational thinking activities into mathematics instruction can effectively support the development of computational thinking skills among pre-service teachers and improve their engagement with mathematical problem solving. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Doctor of Philosophy (Mathematics Education) Department of Mathematics Education Faculty of Science Education AUGUST, 2025

2025-08-01T00:00:00Z