http://41.74.91.244:8080/handle/123456789/636 2026-05-14T11:07:22Z http://41.74.91.244:8080/handle/123456789/5224 Contraintes d’emploi de la préposition « en » en français langue étrangère le cas des apprenants De klikor Senior High Technical School, form 2t Apedo, R.Y The study examines the challenges faced by students of Klikor Senior High Technical School regarding the syntactic use of the preposition "EN". The observation involved investigating the various uses of "EN" in sentences. The motivation for this research is that many students in Senior High Schools in Ghana struggle to use the preposition "EN” correctly. This concern prompted an investigation into the difficulties faced by second year students of Klikor Senior High Technical School who are reading French as one of their elective subjects. The study initially identified that students' inadequate understanding of multiple meanings of the morpheme "EN" significantly contributes to their difficulties. Additionally, the methods and techniques employed by French teachers in teaching prepositions, along with the influence of students' native languages and English, exacerbate these challenges. Data analysis from questionnaires and test items revealed that most students were unable to use the preposition "EN" appropriately. The findings indicated that the students' difficulty in using this preposition correctly stems from their limited exposure to the diverse nature and functions of "EN" in French. The results further indicated that the learners' syntactic difficulties with "EN" partly arise from ineffective teaching methods used by Teachers of French. The study outlined pedagogical implications and proposed strategies to aid both learners and teachers in improving their teaching and learning of the preposition "EN". A Thesis in the Department of French Education, 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 (French Education) in the University of Education, Winneba OCTOBER, 2024 2024-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5222 Composition teaching and writing in Junior High Schools-A study in Afram Plains South District Mordzifah, B.D.K. Composition writing in any language requires well-balanced and adequately harnessed cognitive skills in order to be efficient and precise in the conveyance of a thought or message across to its respective audience appropriately. This study employed a qualitative approach with a case study design to examine the facilitation and learning of composition writing in junior high schools in the Afram Plains South District. Sixty participants, including 50 learners and 10 facilitators, took part in the study. Data was collected through in-depth interviews, observation, and document analysis which was analyzed using thematic analysis. The findings revealed that junior high school English teachers in the district mainly teach narrative and descriptive writing, with limited exposure to other writing styles. Facilitators face challenges, including inadequate training and resources, and limited opportunities for learner engagement and participation. Learners struggle with writing skills and cognitive processes, including critical thinking, analytical thinking, and creativity. The study recommends improved teaching methods, increased learner engagement, and enhanced cognitive processes to improve the teaching and learning of composition writing. By providing targeted support and instruction, educators can help learners develop their writing skills and cognitive processes, enabling them to become more effective writers prepared for success in academics and beyond 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 (Teaching English as a Second Language) DEPARTMENT OF APPLIED LINGUISTICS FACULTY OF FOREIGN LANGUAGES UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5219 Communication strategies for tax compliance A case study of Ghana Revenue Authority Adotey, M. The study examined how the Ghana Revenue Authority (GRA) promotes tax knowledge and compliance among small taxpayers, explored the communication strategies employed, and identified the challenges related to compliance. Guided by the Theory of Planned Behaviour and the Slippery Slope Framework, the research adopted a qualitative approach, collecting data through semi-structured interviews with five (5) participants. The findings revealed that GRA employs segmented messaging, diverse communication channels, and culturally responsive strategies to enhance engagement, although issues such as inconsistent messaging, accessibility barriers in rural areas, and gaps in feedback mechanisms hinder effectiveness. Tailored campaigns incorporating vernacular translations and storytelling were noted to build trust and encourage compliance. However, low literacy levels and limited public understanding of tax revenue utilisation remained significant challenges. The study recommended expanding interactive communication tools, improving feedback systems, and fostering transparency about the use of tax revenues to strengthen compliance efforts. These findings underscore the need for inclusive and adaptive communication approaches to address the socio-economic and cultural realities of small taxpayers in Ghana. Keywords: Tax, Compliance, Communication Strategies, GRA, Small Taxpayers 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 (Strategic Communication) DEPARTMENT OF STRATEGIC COMMUNICATION SCHOOL OF COMMUNICATION AND MEDIA STUDIES UNIVERSITY OF EDUCATION, WINNEBA JULY, 2024 2024-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5206 Aspects of postcolonialism in the contemporary performance poetry of gombilla the poet Sekwo, S. This study sought to identify and analyse the aspects of postcolonialism in the performance poetry of Gombilla the Poet, and to ascertain the performance and literary styles he employed in drumming home these issues. A qualitative cross-analysis of the poems was done using eight poems by Gombilla the Poet. Orientalism, African values, Ghanaian culture and identity, hybridity and mimicry, subalternism, and effects of capitalism and globalization on communal living were found in the poems. In the eight sampled performance poems, Gombilla deplored orthodox performance techniques such as repetition, piling of adjectives, parallelism, and allusion. In addition to personal techniques such as juxtaposition and contradiction, and the narrator's approach. This study also found that Gombilla dominantly uses metaphors, symbolism, similes, puns, rhetorical questions, and poetic sound devices. The extensive use of diverse performance techniques and figurative communication, supports the fact that his performance poetry is not only rich, but an embodiment of total performan A THESIS IN THE DEPARTMENT OF ENGLISH EDUCATION, FACULTY OF FOREIGN LANGUAGES, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES IN PARTIAL FULFILMENT FOR THE AWARD OF MASTER OF PHILOSOPHY IN ENGLISH AUGUST, 2024 2024-08-01T00:00:00Z