http://41.74.91.244:8080/handle/123456789/708 Sun, 05 Apr 2026 20:05:00 GMT 2026-04-05T20:05:00Z http://41.74.91.244:8080/handle/123456789/5126 Evaluation of UEW’s Bachelor of Arts Social Studies Education programme using the context, input, process and product (CIPP) model Brany, N.K. This research was designed to use the CIPP model to evaluate UEW’s B. A. Social Studies Education programme. The rationale is to evaluate the effectiveness and relevance of the B.A. Social Studies Education programme at UEW based on the implementation of an in-depth framework and to provide evidence-based improvements in curriculum. The research adopted a mixed-methods design involving the collection of both numeric and non-numeric data while the numeric data were collected using questionnaire. The non-numeric data were collected using interviews. A total of 118 participants including lecturers and students of the Department of Social Studies Education at the University of Education, Winneba, were involved in the research. The evidence shows that the UEW’s B. A. Social Studies Education programme has unique content that was defined by two major contexts: the professional understanding of Social Studies Education as a problem-solving subject, and the socio-political events within the global and national arena. In terms of inputs, facilities were largely conducive and lecturers were of very good quality although library resources and digital infrastructure need improvement. In terms of process, the training combines theoretical and practical skills, and teacher-student relationships were identified as good quality. In terms of products, the evidence shows that the UEW’s B. A. Social Studies Education Programme prepares students for professional roles across different fields with positive outcomes. However, there are concerns that the products appear to be deficient in the affective domain, and that the implementation of the programme is affected by large class sizes. It is argued that the UEW’s B. A. Social Studies Education programme is unique - considering the subject as problem-solving in nature and focusing on citizenship education by building competencies that make the products of the programme useful in many different fields. It is recommended that the Department of Social Studies Education, reviews the curriculum regularly to improve the quality of the products. A thesis in the Department of Social Studies Education, Faculty of Social Sciences Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Social Studies Education) in the University of Education, Winneba MARCH, 2024 Fri, 01 Mar 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5126 2024-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5039 Utilisation of Online instructional Technology by Social studies tutors at selected Colleges of Education in Ghana during the Covid-19 Pandemic era Ofosu, P This study investigated the use of online instructional technology by social studies teacher educators in five selected Colleges of Education (CoE) in Ghana during the COVID-19 pandemic. Grounded in the interpretive philosophical perspective, which prioritises individuals’ subjective experiences as the primary means of understanding phenomena, this research employed an existential-phenomenological approach. This approach utilised interpretive and inductive processes, informed by Davis’s Technology Acceptance Model (TAM) (1989) and Rogers’s Innovation Diffusion Theory (IDT) (2003), to gain insight into participants' lived experiences with online instructional technology during the pandemic. Out of the five CoE involved in the study, a sample of 35 participants (10 tutors, 20 students, and five college principals) was selected from a population of 2,249. Data collection techniques included observation, interviews, and focus group discussions. The study’s findings indicate that most tutors utilised online technology platforms, such as Learning Management Systems (LMS), Zoom, WhatsApp, and Google Meet, to sustain academic work during the pandemic. Moreover, some tutors consistently integrated technology into their lessons during the period. The study concludes that tutors require technical support, quality connectivity, and equipment to overcome the challenges of using online instructional technology to enhance Social Studies teaching and learning in Ghanaian Colleges of Education (CoE). The study recommends prioritising technological innovations in instruction in Ghanaian CoE to address technological needs. Furthermore, tutors should be motivated by the CoE administrative set-up to consistently use and adapt online instructional technology tools alongside traditional face-to-face methods, even in the post-pandemic era, to ensure the sustained use of online technology in instruction. A thesis in the Department of Social Studies Education, Faculty of Social Sciences Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Social Studies) in the University of Education, Winneba DECEMBER, 2023 Fri, 01 Dec 2023 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5039 2023-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5016 Conflict resolution mechanism of the Manhyia palace court in the Kumasi traditional area Twumasi, A.O. In spite of the significant contributions of the Manhyia Palace Court in conflict resolution in Ghana, it has been under-studied, especially regarding processes for resolving conflicts, factors considered in determining cases, perspectives of disputants as well as challenges the court faces in resolving conflicts. In view of this dearth in research, this study employed the theory of Procedural Justice to explore conflict resolution mechanisms of the Manhyia Palace Court. Using interpretivist paradigm, this study adopted the qualitative approach and case study design. Through purposive and convenience sampling techniques, fifteen (15) participants were selected for the study. Semi structured interview and observation guides were used to gather data from the participants; and thematic analysis, particularly emerging themes (apriori) was the focus of data analysis. Findings of the study showed that different mechanisms are adopted by Manhyia Palace Court to ensure fair adjudication of cases. These mechanisms included swearing and witness of the Ntamkese or through petition. Additionally, as part of the mechanisms, the court upholds the culture of the Asantes, verifies claims presented by disputants, ensures the provision of evidence by disputants, and the Asantehene sometimes consults ancestors in the stool before a case is determined. However, difficulties in tracking cases, over dependent on Asantehene and inadequate knowledge of customs and traditions were challenges faced by the Palace Court in resolving conflicts. The perspectives of disputants concerning the conflict resolution mechanism are fairness in the Palace Court and silence when judgement is administered. Hence, it is recommended that there should be effective use of technology in the Manhyia Palace Court by the office of the Registrar, and also, disputants should be encouraged by Nananom to appeal in instances they feel dissatisfied about a resolution. A thesis in the Department of Social Studies Education, Faculty of Social Science, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Social Studies Education) in the University of Education, Winneba JUNE, 2024 Sat, 01 Jun 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5016 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5008 Attitudes and perceptions of private university teachers on the use of authentic assessment in preparing students for the world of work in Greater Accra Region Korang, F.Y. Although the goal of education has been to produce knowledgeable students and future workers, the culture of education has shifted over the past few decades from knowledge-based to competency-based. Students are not adequately prepared for the real world of work when they graduate from university, according to a number of analyzed reports from different nations. Some scholars attribute this problem to the fact that high school assessments are not aligned to the expectations of the world of work. To ensure a thorough investigation into the problem, attitudes and perceptions of Private University Teachers (PUTS) regarding their use of Authentic Assessment (AA) in preparing students for the world of work in the Greater Accra Region (GAR) of Ghana was researched. Three theories (Theory of Planned Behaviour, the Expectancy Value Theory and the Theory of Human Capital Development) were used as the key theoretical framework for the investigation of this study. Both qualitative and quantitative research were used in the study's mixed methods approach. 24 PUTS were specifically chosen for an in-depth interview inquiry as the first step in an exploratory sequential research design. All 24 individuals underwent semi-structured in-depth interviews. The conversation focused on PUT's views and opinions regarding the usage of AA to get students ready for the world of work. Thematic analysis was used to examine each interview. A statistically calculated sample size of 352 was used in the second phase. The participants were chosen by simple random sampling. The survey looked at how PUT's beliefs and attitudes affect how they use AA to get students ready for the world of work. The Statistical Product for Social Solutions (26.0) was used to do the statistical analysis. According to the study's findings, PUTS have favourable opinions and attitudes about AA. They seem to link their understanding of graduate unemployment to their attitudes and perceptions of AA and knowledge on benefits of AA in terms of assessing innovation and creativity, higher order thinking and inquiry skills, enhancing peer and self-assessment, creating a connection between the school environment and the outside world, fostering meaningful or authentic learning and improvement in realistic assessment, as well as its role in improving graduate employability in the world of work after school. These attitudes and perceptions towards AA influence their use of AA in preparing students for the WoW among Private university teachers in Greater Accra Region. It was recommended that awareness be created especially in all courses offered in the universities in Ghana to scale-up AA for Students' WoW. Again, an industry-driven curriculum was highly recommended for universities, as this will ensure that their education and skills are relevant and aligned with the needs and demands of industry. This type of curriculum focuses on practical skills and knowledge that students would apply in their future world of work. A Thesis in the Department of Social Studies Education, Faculty of Social Sciences Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Social Studies Education) in the University of Education, Winneba APRIL, 2024 Mon, 01 Apr 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5008 2024-04-01T00:00:00Z