http://41.74.91.244:8080/handle/123456789/741 Sat, 04 Apr 2026 05:19:22 GMT 2026-04-04T05:19:22Z 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 Fri, 01 Mar 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5156 2024-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5155 Junior High School science teachers’ views and practices of inclusive education in the Shama District Agbotomey, G. The study examined the views and practices of inclusive education among JHS science teachers in the Shama District of the Western Region. The study had four research questions based on which a descriptive survey design was chosen. Eighty-eight (88) JHS science teachers were sampled using the census frame and stratified sampling technique. Multistage sampling technique was employed to select teachers for the study. Specifically, a census frame was used to include all the JHS science teachers during the questionnaire administration while stratified simple random sampling technique was used to select twelve (12) teachers for lesson observation. Data were collected with an observation checklist and a questionnaire. Descriptive statistics, such as frequencies, percentages, means, and standard deviations were used to analyse the data for the first three questions, while Pearson correlation was used to test the hypothesis. Several findings emerged from the study. First, the study found that teachers had mixed views about inclusive education; they saw its benefits but noted concerns like limited curriculum support and resources. Secondly, the teachers engaged in inclusive practices, such as reading non-verbal cues, monitoring learners with special needs, using varied teaching methods, and organising mixed-ability groups. However, they also faced challenges, including a lack of special education teachers, low parental support, limited resources, difficulty adapting materials, infrequent training, and large class sizes. Lastly, there was a weak but positive correlation between teachers’ views and practices of inclusive education. The study concluded that while JHS science teachers in the Shama District understand inclusive education, they struggled with implementation of it. It recommended that the Shama District Education Directorate increase workshops on inclusive curriculum education and provide essential classroom materials to support teachers in gaining a better understanding of the inclusive education policy in Ghana and how to implement it in their science lessons. 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 OCTOBER, 2024 Tue, 01 Oct 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5155 2024-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5131 Exploration of the implementation of the supported teaching in school programme in colleges of education Ellis, F. This study explored the implementation of the Supported Teaching in Schools (STS) Programme in Ghana’s Colleges of Education, examining its alignment with national teacher education reforms and its effectiveness in bridging theoretical training with classroom practice. Framed by Kolb’s Experiential Learning Theory and the Competency-Based Approach, the research employed an explanatory sequential mixedmethods design to assess the interplay of mentorship, resource availability, and institutional support in shaping trainees’ professional development. Findings revealed that the STS Programme fostered critical pedagogical competencies, such as reflective teaching and lesson planning. However, systemic challenges emerged, including time allocation constraints that disrupted programme coherence, trainees’ struggles in conducting action research and writing reflective portfolios, and limited preparedness to support learners with disabilities. Mentors faced heavy workloads and inadequate incentives, impacting their capacity to model inclusive practices. While hands-on school experiences enhanced trainees’ confidence, gaps in academic writing skills and specialised training for diverse learners persisted, reflecting broader curricular and logistical shortcomings. The study underscores the need for structural reforms to address time management inefficiencies, integrate research literacy modules, and prioritise inclusive education training. Recommendations include revising STS schedules to balance theory-practice integration, institutionalising mentorship support for academic writing, and embedding disability-responsive pedagogies into the curriculum. By situating these insights within Ghana’s teacher education landscape, this research advocates for policies that harmonise programme design with trainees’ holistic development, ensuring equitable preparation for 21st-century classrooms. Keywords: Supported Teaching in Schools (STS), Teacher Education, Inclusive Pedagogy, Experiential Learning, Action Research, Ghana. A Thesis in the Department of Educational Foundations, School of Education and Life Long Learning, Submitted to the School ofGraduate Studies, in partial fulfilment of the requirements for the award of Master of Philosophy (Curriculum and Pedagogic Studies) in the University of Education, Winneba JUNE, 2023 Thu, 01 Jun 2023 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5131 2023-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5127 Examining teachers’ perspectives and strategies for teaching reading comprehension in Public Basic Schools Agyeman, I. This study explored teachers’ perspectives on the teaching of RC in public basic schools in the Abuakwa South Municipality. It examined teachers’ views on RC, the instructional strategies they employed, their continuous professional development (CPD) needs, and the challenges they encountered in teaching RC. It was a qualitative approach underpinned by a phenomenological design. Fifteen (15) teachers were selected through purposive, maximum variation, and criterion sampling techniques. Data were collected using semi-structured interview and an observational checklist and were analysed thematically, supported by verbatim excerpts from participants. The findings revealed that RC plays a vital role in students’ academic success and overall development; however, teachers’ perspectives on its complexity varied. Instructional strategies such as vocabulary instruction, the question–answer relationship technique, graphic organizers, scaffolding, and story retelling were employed but not applied systematically. CPD opportunities were limited, revealing a gap between teachers’ professional knowledge and classroom practices, which compelled them to rely largely on traditional methods. The main challenges included students’ limited vocabulary, students’ lack of reading fluency, and inadequate resources. The study concluded that although teachers were committed to fostering comprehension skills, their efforts were constrained by insufficient continuous professional support and resources. It therefore recommended the provision of targeted continuous professional development, adequate and alternative resources such as digital libraries, news articles, and online texts, as well as the implementation of early literacy interventions. It was further suggested that future research should incorporate learners’ perspectives and explore comparative contexts A thesis in the Department of Basic Education, School of Education and Life Long Learning, submitted to the school of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Basic Education) in the University of Education, Winneba DECEMBER, 2024 Sun, 01 Dec 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5127 2024-12-01T00:00:00Z