SETH BADU

Attitude of Teachers Towards Children with Disabilities in Early Childhood Centres in the Sissala West District

CERN European Organization for Nuclear Research - Zenodo, Sep 15, 2022

The study investigated the attitude of teachers towards children with disabilities in early child... more The study investigated the attitude of teachers towards children with disabilities in early childhood centres in the Sissala West District. The sequential exploratory mixed-method design was used in this study. With this, the qualitative data was used to augment initial quantitative results. The sample size for the study consisted of 118 kindergarten teachers. The sample was selected from an accessible population of 168. They were selected using a systematic sampling technique. 8 teachers were selected for interview using the homogenous sampling technique. Questionnaires and interviews were instruments used to collect data for the study. The study revealed that teachers in the Early Childhood Centres in Sissala West District exhibited positive attitudes toward children with disabilities. It also emerged that teachers in the Early Childhood Centres in Sissala West District can handle children with disabilities though they do not have much knowledge of these groups of learners. The study recommends that Teachers in Early Childhood Centers in the Sissala West District must be required to take periodic refresher courses and training. These courses and training should focus on developing personalized learning approaches for all students as well as the necessary values, attitudes, skills, and competencies to manage inclusive classes.

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Aspects of kindergartners' reading and writing skills assessed by kindergarten teachers in the Atwima Kwanwoma District, Ghana

This study examined aspects of kindergartners' reading and writing skills assessed by kindergarte... more This study examined aspects of kindergartners' reading and writing skills assessed by kindergarten teachers in the Atwima Kwanwoma district, Ghana. A descriptive survey design was employed for the study. A sample of 131 trained early childhood teachers were drawn from a target population of 438 for the study. The sample size was determined using Yamene's (1967) formula. Simple random sampling technique was used to select the 131 respondents for the study. This was done using the rand function in Microsoft excel. Descriptive statistics was used to analyse the data. A questionnaire and checklist were employed for data gathering. The study revealed that kindergarteners Could perform certain reading and writing skills. Most kindergarteners exhibit skills in print awareness, directionality, phonemic awareness and reading fluency. Again, almost every aspect of the kindergartener's reading and writing skills ought to be assessed are usually assessed by teachers. In particular, results showed that aspects such as oral language skills, pupils' alphabetic principles, phonemic awareness, phonics knowledge, reading fluency and the handwriting legibility of learners are usually assessed by teachers. The study recommends that the Atwima Kwawoma District education directorate should motivate kindergarten teachers within their district to maintain the positive work they have been doing in respecting to assessing the area of concern to kindergarteners reading and writing skills. Specific motivational packages in form of funding for refresher courses and study leave should be instituted for such teachers to frequently update their knowledge on reading and writing skills assessment.

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Aspects of kindergartners' reading and writing skills assessed by kindergarten teachers in the Atwima Kwanwoma District, Ghana

This study examined aspects of kindergartners' reading and writing skills assessed by kindergarte... more This study examined aspects of kindergartners' reading and writing skills assessed by kindergarten teachers in the Atwima Kwanwoma district, Ghana. A descriptive survey design was employed for the study. A sample of 131 trained early childhood teachers were drawn from a target population of 438 for the study. The sample size was determined using Yamene's (1967) formula. Simple random sampling technique was used to select the 131 respondents for the study. This was done using the rand function in Microsoft excel. Descriptive statistics was used to analyse the data. A questionnaire and checklist were employed for data gathering. The study revealed that kindergarteners Could perform certain reading and writing skills. Most kindergarteners exhibit skills in print awareness, directionality, phonemic awareness and reading fluency. Again, almost every aspect of the kindergartener's reading and writing skills ought to be assessed are usually assessed by teachers. In particular, results showed that aspects such as oral language skills, pupils' alphabetic principles, phonemic awareness, phonics knowledge, reading fluency and the handwriting legibility of learners are usually assessed by teachers. The study recommends that the Atwima Kwawoma District education directorate should motivate kindergarten teachers within their district to maintain the positive work they have been doing in respecting to assessing the area of concern to kindergarteners reading and writing skills. Specific motivational packages in form of funding for refresher courses and study leave should be instituted for such teachers to frequently update their knowledge on reading and writing skills assessment.

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Attitude of Teachers Towards Children with Disabilities in Early Childhood Centres in the Sissala West District

International Journal of Innovative Science and Research Technology (IJISRT), 2022

The study investigated the attitude of teachers towards children with disabilities in early child... more The study investigated the attitude of teachers towards children with disabilities in early childhood centres in the Sissala West District. The sequential exploratory mixed-method design was used in this study. With this, the qualitative data was used to augment initial quantitative results. The sample size for the study consisted of 118 kindergarten teachers. The sample was selected from an accessible population of 168. They were selected using a systematic sampling technique. 8 teachers were selected for interview using the homogenous sampling technique. Questionnaires and interviews were instruments used to collect data for the study. The study revealed that teachers in the Early Childhood Centres in Sissala West District exhibited positive attitudes toward children with disabilities. It also emerged that teachers in the Early Childhood Centres in Sissala West District can handle children with disabilities though they do not have much knowledge of these groups of learners. The study recommends that Teachers in Early Childhood Centers in the Sissala West District must be required to take periodic refresher courses and training. These courses and training should focus on developing personalized learning approaches for all students as well as the necessary values, attitudes, skills, and competencies to manage inclusive classes.

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Perceptions of Teachers Towards Inclusive Education: The Case of Early Childhood Centres in Sissala East District

International Journal of Research and Innovation in Social Science

The study investigated teacher perception towards inclusive education in Early Childhood Centres ... more The study investigated teacher perception towards inclusive education in Early Childhood Centres in Sissala East District in Upper West Region, Ghana. The study adopted a sequential explanatory mixed-methods design. A sample of 150 teachers in the Early Childhood Education centres were selected using census and homogeneous sampling techniques. Questionnaires and interviews were used for data collection. Descriptive statistics were used to analyse the quantitative data while qualitative data were analysed in themes. The study found that: most early childhood teachers in the Sissala East District had a positive perception of inclusive education. It was also evident that most early childhood teachers in the Sissala East District believe that factors such as lack of teacher training; insufficient resources; limited administrative support; teachers’ attitudes; large class sizes and poor building infrastructure influence their perception of inclusive education. The study concluded that te...

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Perceptions of Teachers Towards Inclusive Education: The Case of Early Childhood Centres in Sissala East District

International Journal of Research and Innovation in Social Science (IJRISS), 2022

The study investigated teacher perception towards inclusive education in Early Childhood Centres ... more The study investigated teacher perception towards inclusive education in Early Childhood Centres in Sissala East District in Upper West Region, Ghana. The study adopted a sequential explanatory mixed-methods design. A sample of 150 teachers in the Early Childhood Education centres were selected using census and homogeneous sampling techniques. Questionnaires and interviews were used for data collection. Descriptive statistics were used to analyse the quantitative data while qualitative data were analysed in themes. The study found that: most early childhood teachers in the Sissala East District had a positive perception of inclusive education. It was also evident that most early childhood teachers in the Sissala East District believe that factors such as lack of teacher training; insufficient resources; limited administrative support; teachers' attitudes; large class sizes and poor building infrastructure influence their perception of inclusive education. The study concluded that teachers in early childhood centres within the Sissala East District have a positive view of inclusive education. However, variables such as a lack of teacher training, insufficient resources, limited administrative support, teachers' attitudes, large class numbers, and inadequate building infrastructure impact their perspective of inclusive education. Based on the key findings, the study recommended that teachers in early childhood centres in Sissala East District should be motivated by early childhood coordinators and headteachers to have positive perceptions of inclusive education. Again, the ministry of education should offer enough and consistent teacher support services, such as teaching assistants, and continuous professional development programmes to improve the efficacy of inclusion and minimise teacher stress.

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Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District

by SETH BADU and Enock YENG

British Journal of Education, 2022

his study sought to assess the effectiveness of supervision in public basic schools in Lambussie-... more his study sought to assess the effectiveness of supervision in public basic schools in Lambussie-Karni District of the Upper West Region of Ghana. The descriptive survey design was adopted, where quantitative data was collected and analyzed. The multi-stage sampling with the use of stratified random sampling and convenience sampling techniques were used to select 234 participants for the study. Structured questionnaire was used as instrument for data collection. Version 25 of the Statistical Product for Service Solution was used to analyze the data. The mean and standard deviation were used to analyze the data. The study revealed that clinical supervision was dominantly practiced than training and guidance supervision, collegial supervision and traditional supervision. Also, participants perceived all the components and well as the overall supervision as very effective in promoting effective teaching and learning. The challenges to effective supervision included unhealthy relationsh...

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Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District

by SETH BADU and Anthony Woode-Eshun

ASSESSMENT OF SUPERVISION IN PUBLIC BASIC SCHOOLS IN NORTHERN GHANA: THE CASE OF LAMBUSSIE-KARNI DISTRICT, 2022

This study sought to assess the effectiveness of supervision in public basic schools in Lambussie... more This study sought to assess the effectiveness of supervision in public basic schools in Lambussie-Karni District of the Upper West Region of Ghana. The descriptive survey design was adopted, where quantitative data was collected and analyzed. The multi-stage sampling with the use of stratified random sampling and convenience sampling techniques were used to select 234 participants for the study. Structured questionnaire was used as instrument for data collection. Version 25 of the Statistical Product for Service Solution was used to analyze the data. The mean and standard deviation were used to analyze the data. The study revealed that clinical supervision was dominantly practiced than training and guidance supervision, collegial supervision and traditional supervision. Also, participants perceived all the components and well as the overall supervision as very effective in promoting effective teaching and learning. The challenges to effective supervision included unhealthy relations...

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THE ROLE OF FIRST LANGUAGE (L1) AND SECOND LANGUAGE (L2) IN THE LITERACY DEVELOPMENT OF EARLY GRADE LEARNERS

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ASSESSMENT OF SUPERVISION IN PUBLIC BASIC SCHOOLS IN NORTHERN GHANA: THE CASE OF LAMBUSSIE-KARNI DISTRICT

by Anthony Woode-Eshun and SETH BADU

ASSESSMENT OF SUPERVISION IN PUBLIC BASIC SCHOOLS IN NORTHERN GHANA: THE CASE OF LAMBUSSIE-KARNI DISTRICT, 2022

This study sought to assess the effectiveness of supervision in public basic schools in Lambussie... more This study sought to assess the effectiveness of supervision in public basic schools in Lambussie-Karni District of the Upper West Region of Ghana. The descriptive survey design was adopted, where quantitative data was collected and analyzed. The multi-stage sampling with the use of stratified random sampling and convenience sampling techniques were used to select 234 participants for the study. Structured questionnaire was used as instrument for data collection. Version 25 of the Statistical Product for Service Solution was used to analyze the data. The mean and standard deviation were used to analyze the data. The study revealed that clinical supervision was dominantly practiced than training and guidance supervision, collegial supervision and traditional supervision. Also, participants perceived all the components and well as the overall supervision as very effective in promoting effective teaching and learning. The challenges to effective supervision included unhealthy relationship between supervisors and supervisees, lack of regular inservice training, lack of funds, and follow-up activities. It was recommended that regular in-service training should be organized by Ghana Education Service (GES) for supervisors and teachers to update their knowledge and skills, and to be abreast with the changing trends in supervision in schools.

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ASSESSMENT OF SUPERVISION IN PUBLIC BASIC SCHOOLS IN NORTHERN GHANA: THE CASE OF LAMBUSSIE-KARNI DISTRICT

British Journal of Education, 2022

This study sought to assess the effectiveness of supervision in public basic schools in Lambussie... more This study sought to assess the effectiveness of supervision in public basic schools in Lambussie-Karni District of the Upper West Region of Ghana. The descriptive survey design was adopted, where quantitative data was collected and analyzed. The multi-stage sampling with the use of stratified random sampling and convenience sampling techniques were used to select 234 participants for the study. Structured questionnaire was used as instrument for data collection. Version 25 of the Statistical Product for Service Solution was used to analyze the data. The mean and standard deviation were used to analyze the data. The study revealed that clinical supervision was dominantly practiced than training and guidance supervision, collegial supervision and traditional supervision. Also, participants perceived all the components and well as the overall supervision as very effective in promoting effective teaching and learning. The challenges to effective supervision included unhealthy relationship between supervisors and supervisees, lack of regular inservice training, lack of funds, and follow-up activities. It was recommended that regular in-service training should be organized by Ghana Education Service (GES) for supervisors and teachers to update their knowledge and skills, and to be abreast with the changing trends in supervision in schools.

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