http://41.74.91.244:8080/handle/123456789/763 Mon, 06 Apr 2026 06:53:51 GMT 2026-04-06T06:53:51Z http://41.74.91.244:8080/handle/123456789/5163 Malware attacks on University wi-fi network users in Ghana- a survey of the University of Education, Winneba. Geraldo, P. Malware attacks pose a significant and growing threat to cybersecurity, with millions of new malware samples identified each year. This study investigates the prevalence and characteristics of malware attacks on Wi-Fi network users in higher education institutions in Ghana, focusing on the University of Education, Winneba's network. The research employs a survey study approach and utilizes a questionnaire to collect data from a sample of 364 students selected using a stratified random sampling technique. Partial Least Squares analysis is used to examine the relationships between user knowledge, awareness, behaviours, and malware attacks. The study aims to provide insights into the human factors associated with malware vulnerabilities and to develop recommendations for effective malware prevention strategies in academic institutions. The findings reveal a significant prevalence of malware attacks, with variations across different types of malware. User knowledge and awareness of malware are found to have a significant impact on reducing the risk of attacks. Certain user behaviours, such as opening email attachments and visiting malicious websites, are identified as key factors contributing to malware infections. The study highlights the importance of and recommends user education and training, as well as the implementation of robust technical security measures, in mitigating the threat of malware in higher education institutions. The research contributes to the understanding of human factors in cybersecurity and provides practical recommendations for enhancing malware prevention in academic settings. A thesis in the Department of ICT Education Faculty of Science Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (ICT Education) in the University of Education, Winneba June, 2024 Sat, 01 Jun 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5163 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5132 Exploring authentic-empathetic programming abilities and its impacts on learners’ computational thinking skills Alakuu, A. This study explores the impact of authentic-empathetic programming abilities on learners’ computational thinking skills at the senior high school level. The study adopted the mixed-methods approach specifically the embedded non-experimental design to achieve its objectives. The convenient sampling technique was used to get a sample size of 257 participants comprising elective ICT learners from six senior high schools in Ghana. Closed and open-ended questionnaire were used to collect data. Descriptive and inferential statistics were used to analyze the data collected using SPSS and AMOS. The major findings of this study were that, the sub-constructs of authenticempathetic programming (authenticity in programming, empathy in programming, selfefficacy in programming, reflection and metacognition and engagement and motivation) in linear combination had positive impact on learners’ computational thinking skills. However, the authenticity in programming construct had a negative impact on learners’ computational thinking skills, indicating a need for further investigation. The study also revealed some challenges that learners faced with the implementation of authentic-empathetic programming strand of the computing curriculum. Based on the findings of the research some recommendations were made. These include; improving technology resources, industry collaboration and practical experience, and integrating practical real-world programming activities into the curriculum to better relate programming tasks to real-world problems. This study highlighted the connection between authentic-empathetic programming abilities and computational skills and thus, contributes to the contextual understanding of this connection in the computing curriculum. A thesis in the Department of Information and Communication Technology Education, submitted to the school of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Information and Communication Technology Education) in the University of Education, Winneba SEPTEMBER, 2024 Sun, 01 Sep 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5132 2024-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5116 Effects of social media usage on university students’ academic performance, social skills and sleep quality Abban, B.A. Social media has become deeply embedded in students’ daily lives, offering platforms for communication, information sharing, and academic collaboration. However, its excessive or unregulated use raises concerns about its impact on students’ academic performance, social skill development, and sleep quality. This study examined primarily, the influence of social media usage on academic performance (measured by Grade Point Average [GPA]), social skills, and sleep quality among students at all levels of the University of Education, Winneba. Employing a concurrent mixedmethods design, the study collected data from 282 students using structured questionnaires and open-ended qualitative questions. Quantitative data were analysed using multiple regression and Pearson’s correlation, while qualitative responses underwent thematic analysis. The findings revealed that social media usage, social skills, and sleep quality were significant predictors of GPA. Specifically, excessive social media usage negatively affected academic performance, while higher social skills and better sleep quality positively predicted GPA. Additionally, the purpose of social media usage significantly influenced social skill outcomes. Academic-oriented use was positively associated with initiating conversations, empathy, and preference for face-toface interaction, while entertainment and stress-relief usage were negatively correlated with these dimensions. Sleep duration was also significantly affected by social media habits, with notification frequency, compulsive checking, and night-time feed browsing all reducing sleep hours of the respondents. In conclusion, the study highlights that the purpose and patterns of social media use rather than frequency alone, are critical in shaping students’ academic outcomes, social skill, and sleep health. The study recommends digital literacy initiatives, social-emotional learning integration, and campus-wide sleep hygiene programs to promote balanced and purposeful social media use. A Thesis in the Department of Information and Communication Technology Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Information and Communication Technology) in the University of Education, Winneba JUNE, 2024 Sat, 01 Jun 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5116 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5054 The role of social influence, System characteristics, and Individual differences in the acceptance and use of ICT tools for teaching at Colleges of Education Gyane Jnr., S.O. This study examined how social influence, system features, and individual traits affect the acceptance and utilisation of ICT tools such as PowerPoint, telegram, WhatsApp and others in teaching at Ghanaian Colleges of Education. A sample of one hundred and nine (109) tutors was randomly selected from 46 Colleges of Education in Ghana. Participants received both printed and online questionnaires to collect their responses. Data analysis was performed using the Statistical Package for the Social Sciences with respect ANOVA, regression, multiple linear regression, descriptive statistics, principal component analysis. The study demonstrated a strong acceptance and utilisation of ICT tools such as PowerPoint, telegram, WhatsApp and others among college instructors. Key factors such as social Influence, "System Characteristics," and "Individual Differences" significantly impact how these tutors embrace and implement ICT tools in their educational methods. Additionally, the incorporation of ICT tools into teaching led to better outcomes for tutors. The research highlights the necessity of equipping tutors with the right resources and providing training to enhance their effective use of ICT tools such as PowerPoint, telegram, WhatsApp others. To reduce the reliance on regular training for college tutors, it's essential that all new tutors have foundational ICT skills, which should include troubleshooting hardware, installing software, and accurately managing hardware and software components. A thesis in the Department of Information Communication Technology Education, submitted to the College of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Information Communication Technology Education) in the University of Education, Winneba May, 2024 Wed, 01 May 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5054 2024-05-01T00:00:00Z