http://41.74.91.244:8080/handle/123456789/741 2026-07-21T16:31:58Z http://41.74.91.244:8080/handle/123456789/5408 Teachers’ perspectives of shared reading and writing model on students’ composition skills the case of Ajumako Enyan Essiam District Baptist, J. The purpose of the study is to investigate the Impact of the Shared Reading and Writing Model on Students' Composition Writing: The Case of Ajumako Enyan Essiam District. Explanatory Sequential Mix Method Design (SED) was used for the study. The target population for this study was junior high school teachers in the Ajumako Enyan Essiam District. The Ajumako Enyan Essiam District has seven circuits. The accessible population for this research consisted of all the 101 junior high school English teachers within the district. The study adopted a census sampling technique in selecting respondents for the first phase of the study. The data was obtained using a triangulation approach. Three instruments were used to collect data for this study's analysis: questionnaire (with closed ended items), a semi-structured interview, and classroom observation. The findings of the study revealed a variation in the level of knowledge among teachers in Ajumako Enyan Essiam District regarding the shared reading and writing model. The study identified several shared reading and writing techniques used by teachers in the District. Based on the findings, it was recommended that Ajumako Enyan Essiam District Directorate of Education should provide comprehensive professional development programs to enhance teachers' knowledge in the implementation of the shared reading and writing model. Therefore, they should allocate resources and materials to support the implementation of shared reading and writing activities in classrooms. Ajumako Enyan-Essiam Directorate of Education should also Foster an inclusive and supportive classroom environment that addresses the varying proficiency levels and encourage equal participation of all students. 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 (Basic Education) Department of Basic Education, School of Education and Life-Long Learning (SELLL) UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2024 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5399 Teacher knowledge for teaching algebra the case of Junior High school mathematics teachers in Akwapim-North Municipality of Ghana Simmons, R. The purpose of this study was to assess Junior High School Mathematics teachers’ knowledge and confidence for teaching algebra in the Akwapim-North Municipality of Ghana. Guided by four research questions, the study employed a mixed method approach, using a sequential explanatory as its design. The sample size was 83 JHS Mathematics teachers. These teachers were selected through a census frame during the quantitative phase. Purposive sampling in a form of homogeneous sampling technique was used to select teachers for the qualitative data. Data were collected using a structured questionnaire and semi-structured interview guide. Quantitative data analysis techniques, including simple frequency counts, percentages, mean, and standard deviation, ANOVA test was used utilized to analyze the survey data. Thematically analysis was used for interview data. The study found that majority of JHS mathematics teachers (57.8%) in the Akwapim-North Municipality have a moderate level of content knowledge for teaching algebra. Also, the pedagogical approaches used by these teachers in teaching algebra include group work, verbal explanation, class discussion, and demonstration using traditional resources. Findings of the study revealed that teachers reported high confidence level in teaching algebra. However, challenges, such as difficulty in translating algebraic word problems into arithmetic forms, inadequate instructional resources, limited professional training were reported for the teaching of algebra. Lastly, regardless of their years of experience, the teachers exhibit similar levels of confidence in teaching algebra. The study recommends that the Akwapim-North Municipal Education Directorate run professional-development workshops aimed at deepening teachers’ algebra content knowledge and practical teaching strategies. Also, to address the challenges faced by JHS mathematics teachers in teaching algebra, the Municipal Education Office can resort to external funding engagement from NGOs for adequate instructional resources A thesis in the Department of Basic Education, 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 Master of Philosophy (Basic Education) in the University of Education, Winneba DECEMBER, 2025 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5317 Factors contributing to low English composition proficiency among JHS students in the Central Tongu District Adom, G.A. The study investigated factors contributing to low English composition proficiency among JHS students in the Central Tongu District. Guided by Louise Rosenblatt’s Transactional Theory of Reading and Writing, the research explored the factors influencing performance, the extent of their impact, teaching methods employed, and strategies for improving outcomes in English composition. The study utilised a mixed methods with sequential explanatory design, allowing for a exhaustive understanding of both quantitative patterns and qualitative insights. A total of 300 J.H.S. students and 90 English language teachers were selected through stratified random sampling and maximum variation sampling, respectively. Using a structured closed-ended questionnaire, a semi-structured interview guide, and an observation guide, data were gathered. Quantitative data were analysed using frequency counts, percentages, means, and standard deviations, while qualitative responses were subjected to thematic analysis to interpret deeper insights and contextual experiences. It was revealed that students’ poor performance in English composition is largely attributed to inadequate school infrastructure, insufficient parental support, unruly student behaviour, and lack of professional support systems such as counsellors. These contributing factors, particularly late exam preparation, lack of revision time, and poor role modelling at home are perceived by both teachers and students to significantly impact academic performance in English composition. Based on the major findings and the conclusions drawn, it was recommended that the Ghana Education Service (GES), through the Central Tongu District Education Directorate, should invest in improving foundational school infrastructure, such as libraries, access to electricity, and classroom resources to create a more enabling environment for teaching and learning English composition, particularly in underserved rural circuits where these deficits are most acute. Also, school administrators and the District Education Directorate should design school-based intervention programmes focused on strengthening exam preparation strategies, including time-bound revision sessions, early syllabus completion, and mentorship schemes involving successful alumni as role models to inspire student effort and focus in writing. 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 (Basic Education) Department of Basic Education School of Education and Life-Long Learning JULY, 2025 2025-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5156 Junior High School teachers experience in teaching non-routine mathematics problem-solving in the Wa Municipality Mashood, A.R. This study explored Junior High School (JHS) teachers’ experiences in teaching nonroutine mathematics problem-solving in the Wa Municipality of Ghana. Using a sequential explanatory mixed methods design, the research was conducted in two phases. The first phase involved the collection and analysis of quantitative data from 34 JHS mathematics teachers using structured questionnaires to assess their exposure, understanding, strategies, and challenges related to non-routine problem-solving. In the second phase, qualitative data were gathered through semi-structured interviews with a purposively selected sample of teachers to explain and deepen the interpretation of the quantitative findings. The results revealed that although teachers reported frequent exposure to non-routine problems, many held misconceptions about their definition and exhibited limited confidence in teaching them effectively. Common strategies included peer collaboration, online resource utilisation, and seeking professional guidance. However, challenges such as insufficient time, unclear problem statements, and difficulty selecting appropriate strategies were prevalent. Qualitative insights further illuminated how institutional constraints, lack of continuous professional development, and limited access to instructional resources hinder effective teaching of non-routine problems. The study recommends enhanced training in non-routine problem-solving pedagogy, provision of instructional materials, and integration of collaborative professional learning communities. These findings contribute to a better understanding of how contextual and instructional factors influence the teaching of non-routine mathematics problems and suggest targeted interventions to improve mathematics instruction at the JHS level. A thesis in the Department of Basic Education, 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 Master of Philosophy (Basic Education) in the University of Education, Winneba MAY, 2024 2024-03-01T00:00:00Z