http://41.74.91.244:8080/handle/123456789/634 2026-06-02T22:44:30Z http://41.74.91.244:8080/handle/123456789/5257 Evaluating field trips’ role in teaching christian religious studies in mission senior high schools, Cape-Coast Nkum, J.Y. The study examined the role of field trips in teaching Christian Religious Studies (CRS) in Mission Senior High Schools in Cape Coast, aiming to explore their impact on student engagement, understanding, and academic performance. Using a quantitative approach and a descriptive research design, primary data were collected through questionnaires administered to a sample of 250 students selected via a multistage sampling technique combining stratified, purposive, and simple random methods. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were analysed using SPSS to generate insights into student perceptions and experiences. The findings revealed that students generally held highly positive views of CRS field trips, appreciating strong teacher involvement, clear communication, and the relevance of diverse learning experiences. Field trips were perceived as motivating, practical, and effective in enhancing understanding, knowledge retention, and application, while also contributing to improved performance, critical thinking, and confidence in assessments. Based on these outcomes, it is recommended that educational managers and stakeholders establish clear policies and integrate field trips systematically into the CRS curriculum to maximise their educational and academic benefits. A Project Work submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Post Graduate Diploma in education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA, DECEMBER, 2025 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5253 Effects of single parenting on academic performance of senior high school students in the Asante Bekwai Municipality Ashanti Region Sam, C.F. This study examined the effects of single parenting on the academic performance of Senior High School students in the Asante Bekwai Municipality. The purpose was to explore how parental structure influences students’ academic outcomes and to identify the challenges and coping strategies of students from single-parent households. A quantitative descriptive design was employed, using a structured questionnaire to collect data from 360 respondents selected through stratified, purposive, and simple random sampling techniques. Data were analysed using descriptive statistics such as frequencies, percentages, means, and standard deviations with the aid of SPSS. The findings revealed that single parents in the municipality showed a moderate to high level of involvement in their children’s education, particularly in monitoring progress and communicating with teachers. However, inconsistencies existed in providing learning materials and assisting with homework due to financial and time constraints. Single parenting was found to significantly affect students’ academic performance, with financial hardship, emotional stress, and household responsibilities reducing study time and concentration. Despite these challenges, students adopted effective coping strategies, including self-motivation, peer collaboration, and teacher engagement. The study recommended targeted support systems, including parental workshops, counselling, and mentorship programmes, to improve academic performance of single-parent students. A project work submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Post Graduate Diploma in Education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS, SCHOOL OF EDUCATION AND LIFE-LONG LEARNING, UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2025 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5251 Effects of educational resource deprivation on basic education delivery in Wassa Amenfi East Municipality (2) Baidoo, A This study examined the effects of deprivation on the quality of basic education delivery in the Wassa Amenfi East Municipality. The research was anchored on the Input- Process-Output (IPO) Theory and Human Capital Theory. Employing a quantitative approach and a descriptive survey design, the study targeted a population of 381 teachers across 37 schools in four selected circuits. A sample size of 196 respondents was determined using the Yamane (1967) formula, with participants selected through proportionate stratified and simple random sampling techniques. Data were collected using a close-ended questionnaire on a 4-point Likert scale and analyzed with IBM SPSS (v.27) and Microsoft Excel (2021) using frequencies, means, standard deviations, and Pearson Correlation. The findings revealed that public basic schools in the municipality are significantly deprived in terms of infrastructure, teacher availability, and teaching-learning materials. While these deprivation levels had a marginal impact on individual teacher delivery, the study found a strong negative correlation between deprivation and student outcomes; specifically, as deprivation increases, both academic performance and pupil attendance rates significantly decrease. It was concluded that while teachers remain resilient, the physical and material deprivation of schools creates a barrier to student success that requires urgent policy intervention to ensure equitable education delivery, Consequently, it is recommended that the Ghana Education Service (GES) should provide targeted grants for infrastructure in deprived areas and implement continuous professional development to sustain teacher motivation. A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) Department of Educational Administration and Managemen School of Education and Life-Long Learning UNIVERSITY OF EDUCATION, WINNEBA DECEMBER, 2024 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5249 Effectiveness of School Management Committees (SMCS) in improving governance of basic public schools in Ekumfi District Mensah, I.A. This study evaluated the effectiveness of School Management Committees (SMCs) in enhancing governance of basic public schools in the Ekumfi District of Ghana. The research aimed at assessing SMCs' roles in resource mobilization, infrastructure maintenance, and community participation, as well as their impact on teacher job satisfaction. Utilizing a quantitative research approach with a positivist view of research paradigm, descriptive survey design was used. Data were collected from 140 respondents across 20 public basic schools through structured questionnaires. The findings indicated that SMCs are moderately effective in mobilizing resources, particularly through community engagement and partnerships with NGOs. However, challenges persisted in securing technological resources and ensuring transparency in financial reporting. The study also revealed that SMCs significantly contributed to the maintenance of school facilities, with monitoring and prioritization of maintenance tasks being key strengths. There was a strong positive correlation relationship between community participation and teacher job satisfaction, highlighting the importance of inclusive governance in fostering a supportive work environment for teachers. The study concluded that while SMCs play a vital role in school governance, their effectiveness was hindered by systemic limitations, necessitating targeted interventions for capacity building and resource allocation. Recommendations included establishing continuous training programmes for SMC members by the district education directorate and enhancing community involvement in school management to improve educational outcomes. A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND MANAGEMENT, SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025 2025-05-01T00:00:00Z