http://41.74.91.244:8080/handle/123456789/740 2026-06-22T20:13:35Z http://41.74.91.244:8080/handle/123456789/5290 Deaf students’ views on the influence of co-curricular activities on their social and academic life at Akenten Appiah University of Skill Training and entrepreneurial development Birago, C.A. The purpose of this study was to determine deaf students’ views on the influence of co-curricular activities on their social and academic life at Akenten Appiah Menken University of Skill Training and Entrepreneurial Development (AAMUSTED). This study employed a qualitative approach and a case study design. Astin’s (1992) theory of student participation was employed in this study. Data was gathered through census sampling from 13 deaf students. Semi-structured interviews were used for data collection and thematically analyzed. The findings of the study revealed that the types of co-curricular activities deaf students at AAMUSTED engage in include academic co-curricular activities, physical activities, and religious co-curricular activities. Regarding how co-curricular activities influence the social life of deaf students at AAMUSTED. The study established that these activities help students develop personal competence, social and interpersonal skills, and provide them with a personal sense of belonging. The study further revealed that co-curricular activities influence deaf students’ academic life. Specifically, they help students develop cognitive and good time management skills. Therefore, it was recommended that AAMUSTED should encourage its students to actively participate in a diverse range of co-curricular activities, including academic clubs, sports, and religious groups, as these provide valuable opportunities for skill development, social bonding, and personal competence. A thesis in the Department of Special Education, Faculty of Educational Studies, Submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Special Education) in the University of Education, Winneba DECEMBER, 2021 2021-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5289 Deaf students’ adoption of Learning Management System at the University of Education, Winneba Otsiabah, C. This study investigated deaf students’ usage nature on learning management system and the determinants of their engagement with the system. Guided by three research objectives, quantitative approach was adopted and a descriptive correlational design was utilized. Data was gathered from 65 undergraduate deaf students using a questionnaire. Descriptive techniques and regression-based path analysis were employed to analyse participants’ responses while ensuring all required ethical protocols. Study revealed; first, a moderate level of LMS usage by deaf students with commonly engaged activities for individual coursework (assignments, accessing materials) while collaborative learning was less used. Secondly, performance expectancy, effort expectancy, and facilitating conditions had direct and indirect significant effect on deaf students’ LMS use behaviour while information and instructional assessment qualities informed LMS use only through their behaviour intention, while social influences did not. Thirdly, age moderated the LMS adoption, with younger deaf students’ intentions and use behaviours more sensitive on performance expectancy, effort expectancy, and social influence than older deaf students, while gender only moderated performance expectancy and social influence for male deaf students. The study recommended that; deaf students be encouraged to use LMS for more than accessing course materials but as medium to interact and collaborate to facilitate academic and social integration. Also, lecturers and LMS service providers should help enhance deaf students’ intention and use behaviour through improved content and assessment qualities by ensuring more inclusive and accessible materials and features. Lastly, lecturers and LMS service providers should enhance deaf students’ engagement by providing age tailored strategies. A thesis in the Department of Special Education, Faculty of Applied Behavioural Sciences 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 (Special Education) in the University of Education, Winneba OCTOBER, 2025 2025-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5285 Communication between home and school partnership in educating learners with intellectual disabilities in selected primary schools in Nsawam Adoagyiri Municipality Acquah, J. The study explored communication between home and school partnerships in educating learners with intellectual disabilities in selected primary schools within the Nsawam-Adoagyiri Municipality of Ghana. The purpose was to examine existing communication patterns between teachers and parents, identify strategies to enhance communication, assess the impact of these interactions on learners‘ academic development, and determine the challenges that affect effective collaboration. The study adopted a qualitative research approach and employed a case study design. Data were collected through semi-structured interviews from 33 participants. The data were analyzed thematically to identify patterns and insights into how communication influences the education of learners with intellectual disabilities. Findings revealed that communication between home and school largely occurred through face-to-face meetings and phone calls, which were considered practical and culturally suitable. These channels promoted trust, cooperation, and immediate feedback between teachers and parents. The study also found that effective communication improved learners‘ academic progress, behavior, and social development by ensuring consistency between home and school interventions. However, challenges such as parental illiteracy, cultural stigma, and the absence of structured communication policies hindered effective engagement. Additionally, limited awareness about intellectual disabilities and negative societal attitudes weakened parental participation. The study concluded that regular and accessible communication, grounded in mutual respect and cultural sensitivity, is essential for the success of learners with intellectual disabilities. It is recommended that schools institutionalize flexible and inclusive communication systems, train teachers and parents on collaborative engagement, integrate communication plans into individualized education programs, and intensify community sensitization to reduce stigma. A thesis submitted to the School of Graduate Studies in partial Fulfilment of the requirements for the award of the degree of Master of Education (Special Education) Department of Special Education Faculty of Applied Behavioral Sciences Education JANUARY, 2026 2026-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5265 Using Acadience Learning Online (ALO) to support the Transition to English (T2E) intervention in improving basic three learners’ literacy skills at Nii Sowah Din School, Accra Swatson, N. Early-grade literacy challenges persisted in Ghana, with national assessments indicating that a majority of Basic Three learners performed below expected benchmarks in decoding, fluency, and comprehension. At Nii Sowah Din Basic School, baseline ASER (Annual Status of Education Report) assessments, a foundational literacy tool measuring letter recognition, word reading, and paragraph comprehension, revealed that all learners were below benchmark at the start of the study. This study therefore investigated the integration of Acadience Learning Online (ALO), a real-time digital progress monitoring system, within the Transition to English (T2E) framework to improve literacy skills among eight Basic Three learners.The T2E framework is a structured bilingual literacy programme designed to support learners’ transition from mother-tongue instruction to English through explicit phonics, vocabulary development, fluency practice, and comprehension instruction. The study was grounded in the Simple View of Reading (SVR), which conceptualises reading comprehension as the product of decoding and linguistic comprehension, and operationalised through the Multi-Tiered System of Supports (MTSS) and the Gradual Release of Responsibility (GRR) models to scaffold and intensify instruction based on learner need. Using a pragmatic action research design over six weeks, quantitative data were collected through ALO measures of Oral Reading Fluency (ORF-WC), accuracy, retell, and composite scores, alongside ASER baseline data. Findings showed measurable gains: mean ORF-WC increased from 21.27 to 33.38 words per minute; accuracy improved from 48.1% to 62.6%; and composite literacy scores rose from 48.06 to 86.69. Tier 2 and Tier 3 learners demonstrated differentiated growth trajectories, with intensive support yielding steady incremental gains. Qualitative findings revealed improved instructional grouping, enhanced teacher data literacy, more targeted phonics delivery, and increased learner engagement and confidence. However, challenges related to internet connectivity, teacher workload, and sustainability were reported. The study recommended institutionalising digital progress monitoring within MTSS frameworks, strengthening teacher capacity in data interpretation, scaling ALO-supported T2E implementation across non-GALOP schools, and investing in infrastructure to ensure long-term sustainability. The findings suggested that integrating theoretically grounded scaffolding models with real-time digital monitoring can significantly enhance early-grade literacy instruction in low-resource Ghanaian contexts. 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 (Special Education 2025-12-01T00:00:00Z