http://41.74.91.244:8080/handle/123456789/15 Sun, 05 Apr 2026 13:24:11 GMT 2026-04-05T13:24:11Z http://41.74.91.244:8080/handle/123456789/5176 Transitivity analysis of selected poems of Atukwei Okai Gyasi, A Poetry, with its compressed and figurative language, challenges readers to actively engage in interpretation, particularly with regard to how language reflects the worldviews of the poet. This study is rooted in the understanding that language encodes experiential meaning and conveys ideologies, which can be uncovered through a detailed analysis of linguistic elements such as processes, participants, and circumstances. The study analyses the Transitivity system in selected poems by Atukwei Okai through the lens of Halliday and Matthiessen’s Systemic Functional Grammar (SFG). It examines the process types, their participants, and their distribution in the poems. By analyzing the poet’s linguistic choices, the study reveals the intersection of grammar and ideology, demonstrating how these elements shape thematic concerns and characterizations. The findings reveal that material processes are the most frequent processes followed by mental, relational, behavioural and existential processes in that order. In terms of the types of processes present in each poem, “The Pioneer” and “Walewale Chorus” do not have behavioural processes. On the contrary, “The Oath of the Fontomfrom” has all the six process types. There is a correlation between the length of the poems and the number of clauses in them. The ‘Oath of the Fontomfrom’ with the highest number of words (669) and sentences, has the highest number of processes (82). The ‘The Pioneer’ on the other hand, which has the least number of words (487) and sentences, records the least number of the processes (56). Also, the subjects addressed in the poems contributes to the to the differences in the process types. The research contributes to a deeper understanding of how transitivity functions in African poetry and highlights the importance of language structures in uncovering implicit worldviews in literary texts. These linguistic choices not only shape the thematic concerns of the poems but also offer insights into the poet’s representation of reality and his personal worldview. A THESIS IN THE DEPARTMENT OF ENGLISH EDUCATION, FACULTY OF FOREIGN LANGUAGES EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE MASTER OF PHILOSOPHY DEGREE IN ENGLISH. September, 2025 Mon, 01 Sep 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5176 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5175 Traditional religion and the fight against illegal mining in Ghana -A case study of Amenfi East Municipality Sebore, L.K The study explored the role of traditional religion in curbing illegal mining in the Amenfi East Municipality of Ghana. Illegal mining poses significant environmental, social, and economic threats across many parts of Ghana. While various governmental policies have attempted to regulate and eliminate the practice, enforcement remains inconsistent and often ineffective. The study adopted a qualitative approach to examine how traditional religious norms, beliefs, and leadership structures influence community responses to illegal mining. Using semi-structured interviews with 25 participants, including chiefs, elders, traditional priests, and assembly members, the study investigated the types of traditional norms observed in the municipality, the ways these norms deter illegal mining, and the potential for collaboration between traditional authorities and the Municipal Assembly. Aside demographic data which were analysed using frequency counts and simple percentages, Data relative to the research questions were thematically analyzed, and findings were categorized under four themes for each research question. The study revealed that traditional norms such as sacred forests, river taboos, prohibition days, and ancestral beliefs are still widely respected and serve as informal yet powerful tools for regulating land use and deterring environmentally destructive practices. Fear of spiritual sanctions, including illness and misfortune, continues to discourage mining in spiritually significant areas. Traditional justice systems, which emphasize restitution and public accountability, further reinforce compliance. However, the study also finds a disconnect between traditional and formal governance structures, with traditional leaders often excluded from official environmental policymaking and lacking the resources needed to enforce cultural regulations. The study concluded that traditional religion offers a culturally embedded and community-trusted framework for environmental governance. To enhance its impact, the study recommends formal recognition of traditional norms in local bylaws, capacity building for traditional leaders, logistical support for ritual and monitoring activities, and stronger collaboration with municipal authorities. These steps can help create a more integrated and effective approach to addressing illegal mining in Ghana. A Dissertation in the Department of Political Science, Faculty of Social Sciences, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Education (Political Science) in the University of Education, Winneba SEPTEMBER, 2025 Mon, 01 Sep 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5175 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5174 The e-learning experiences of accounting students evidence from two Ghanaian Public Universities Aboagye, J The disruption caused by information communication technology (ICT) in education, and the recent outbreak of the corona virus have emphasised the need to integrate technology in teaching and learning of accounting. The aim of this study is to evaluate the current use of e-learning technology in accounting instruction and provides insight into student‘s perceptions regarding the level of assistance e-learning technology provides in improving academic outcome in Ghanaian public universities using the sequential explanatory mixed method. This study used purposive sampling technique to select two public universities; University of Cape Coast (UCC) and University of Education, Winneba (UEW) from the fifteen (15) Ghanaian public universities. A simple random sampling was employed to choose 331 accounting students from a population of 2,536 students. Survey questionnaires were administered to students, the close-ended questions were used to collect quantitative data and the semi-structured interview for collecting qualitative data. The results revealed high level of interactivity with technology. The findings further showed that Attitude has a significant and positive influence on technology adoption. Also, social interaction has a positive and significance influence on technology adoption. However, preferred usage has positive but insignificant influence on technology adoption. Qualitative data confirmed that students are highly familiar with e-learning technology and engage it in their accounting courses. This study contributes to the development of a pedagogical framework designed to improve e-learning experiences of accounting students, and also guide policymakers in improving educational policies and standards that lead to high-quality accounting education in Ghanaian public universities. A thesis in the Department of Accounting, School of Business, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Accounting) in the University of Education, Winneba DECEMBER, 2025 Mon, 01 Dec 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5174 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5173 Teacher involvement in decision making in public basic schools in the Effutu Municipality Yevu, E.E The study aimed to explore teacher involvement in decision making in public basic schools, focusing on the extent, nature, influencing factors, mechanisms, and influence of such involvement on teaching and learning outcomes. To guide the inquiry, four research questions were formulated. The study used a mixed-method convergent parallel design with a pragmatic philosophy and drew from pertinent literature, including Charles, Gafni, and Whelan’s (1997) shared decision making theory. From a total population of 647 teachers, a sample of 300 public school teachers from the Effutu Municipality was selected for the study, with data collected through questionnaires and semi-structured interviews. Eight (8) participants were sampled for the interview based on data on the concept of data saturation. Frequencies, percentages, means, and standard deviations were used to examine quantitative data, while thematic analysis was employed for qualitative data. The findings revealed varying degrees of teacher involvement in decision making. Teachers actively participated in areas such as providing input on school resources and budgets, professional development planning, and staff meetings. Their participation was however less in making decisions concerning school improvement initiatives. It was also found that, the key factors influencing teacher involvement included the value placed on teacher input by school administration, clarity in communication, time constraints, workload, alignment with professional expertise, a collaborative culture fostered by leadership, and recognition of contributions. Teacher involvement was found to significantly enhance teaching quality, student engagement, and overall learning outcomes. Based on these findings, it is recommended that school heads and the Effutu Municipal Directorate prioritize improving communication channels to ensure transparency and clarity when making decisions. Frequent updates, unambiguous instructions, and chances for feedback should be provided to keep teachers informed and engaged. Structured mechanisms for teacher involvement, such as forums, and suggestion channels, should be established and promoted. A thesis in the Department of Education Administration and Management, School of Education and life-long learning, submitted to the School of Graduate studies, in partial fulfilment of the requirement for the award of degree of Master of Philosophy (Educational Administration and Management) in the University of Education Winneba SEPTEMBER, 2024 Sun, 01 Sep 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5173 2024-09-01T00:00:00Z