Papers by Florence Harvey
European Journal of Education Studies, Sep 5, 2022
The purpose of the study was to evaluate the nutritional content of food served in the school fee... more The purpose of the study was to evaluate the nutritional content of food served in the school feeding programme in basic schools in Ghana. The research design adopted for this study was a descriptive survey design. A simple random sampling procedure was used to draw a sample of 4 schools out of 19 schools in Birim Central municipality. In all, there were 23 teachers, four head teachers and 15 cooks selected for the study. Questionnaire and chemical analysis processes were used to collect data for the study. The result of the study indicated that the nutritional content of food served to children under the SFP failed to meet at least 50% of the RDI based on 2400 kilocalories. Results showed that the nutritional content of meals served to pupils under the SFP did not meet 50% RDI for school lunches. However, caterers had a high level of nutritional knowledge and the majority of them had a positive attitude towards nutrition education. It was recommended that food commodities that have a high concentration of various nutrients (protein, carbohydrate, fat and oil, vitamins and minerals) should be used instead of using those that have low concentrations.
International Journal of Rehabilitation and Special Education (IJRSE)
The study aimed to examine colleges of education science tutors’ practices of differentiated inst... more The study aimed to examine colleges of education science tutors’ practices of differentiated instruction in the Volta Region of Ghana. The study employed explanatory sequential design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected based on having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale, and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product, and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, major...
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Papers by Florence Harvey