http://41.74.91.244:8080/handle/123456789/5188 Tue, 02 Jun 2026 23:47:48 GMT 2026-06-02T23:47:48Z 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 Mon, 01 Dec 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5257 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 Sat, 01 Nov 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5253 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5209 Assessing teachers’ perceptions of SISOs and their impact on professional support and collaboration in the Birim Central Municipality Danquah, A.R This study investigated teachers’ perceptions of the roles and effectiveness of School Improvement Support Officers (SISOs) and how these perceptions influence professional support and collaboration in public basic schools. The purpose was to assess the extent to which SISOs contribute to instructional supervision, teacher development, and collaborative practices within schools. A quantitative research approach with a descriptive survey design was adopted, using primary data collected through a self-administered questionnaire. The study employed a multi-stage sampling technique to select a sample of 276 teachers from various schools within the Birim Central Municipality. Data were analysed using descriptive statistics, including frequencies, percentages, means, with the support of SPSS. The findings revealed that teachers have positive perceptions of SISOs’ roles, responsibilities, recognising them as mentors who provide guidance in lesson preparation, identify training needs, and support school improvement initiatives. Teachers also viewed SISOs as providers of professional support, delivering constructive feedback, promoting knowledge-sharing and innovative teaching methods. Finally, SISOs were seen as catalysts for teacher collaboration, fostering teamwork, peer observation, and professional learning communities that enhance teaching quality and collegiality. It is recommended that educational managers provide adequate resources, training to strengthen SISOs’ capacity in monitoring, mentoring and promoting collaborative professional practices. A Project Report in the Department of Educational Foundations, School of Education and Life-Long Learning, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of Post-Graduate Diploma (Education) in the University of Education, Winneba, NOVEMBER, 2025 Sat, 01 Nov 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5209 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5192 Examining students’ behavioural issues and academic achievements in Odorgonno Senior High School Owusu, E.K The purpose of the study was to examine students’ behavioural issues and academic achievements in Odorgonno Senior High School. Quantitative research approach with the use of a descriptive survey design was adopted. A sample of 150 SHS 2 students from Odorgonno Senior High School was selected using the census sampling technique for the study. Questionnaire was used to collect data. Data was analysed using SPSS version 27. The findings of the study revealed that, noise-making, absenteeism, unauthorized phone use, aggression, reluctance to complete tasks and low concentration were the range of behavioural issues among students. Based on the findings of the study, it was concluded that, behaviours are widely perceived to negatively affect academic achievement by disrupting lessons, reducing classroom engagement, and limiting access to instructional time. Implementation of strategies is essential for improving student behaviour, enhancing academic performance, and fostering a more disciplined and productive learning environment. Based on the conclusion, it is recommended that, students, school managers and stakeholders should prioritise the development and implementation of comprehensive behavioural monitoring systems. Again, stakeholders should support the integration of structured academic support programmes A dissertation submitted to the School of Graduate Studies in partial fulfilment of the requirements for the Award of the Degree of Post-Graduate Diploma (Education) Department of Educational Foundations School of Education and Life-Long Learning DECEMBER, 2025 Mon, 01 Dec 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5192 2025-12-01T00:00:00Z