UDSspace Collection:http://hdl.handle.net/123456789/152026-06-24T04:50:06Z2026-06-24T04:50:06ZPARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE OF ADOLESCENTS IN THE SAGNARIGU MUNICIPALITYASANA, I.http://hdl.handle.net/123456789/47132026-06-23T12:20:53Z2024-01-01T00:00:00ZTitle: PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE OF ADOLESCENTS IN THE SAGNARIGU MUNICIPALITY
Authors: ASANA, I.
Abstract: The study aimed to examine the effects of parental participation on the academic
performance of adolescents in school. The study specifically analysed the effects
of home-based involvement on the academic performance of adolescents; the
effects of school-based involvement on the academic performance of adolescents;
the effects of home-school communication on the academic performance of
adolescents; and analysed the effects of parental involvement on the academic
performance of adolescents. The study employed a quantitative approach and a
correlational research design. The sample size of 256 was obtained using the
Krejcie and Morgan (1970) sample determination table from the population
students, teachers and parents. Questionnaire was the instrument used to collect
data for the study. Descriptive statistics and multiple regressions tools were used to
analyse the hypotheses. Results showed that all three dimensions of parental
involvement when employed had the greatest impact on the academic performance
of the adolescents with a Beta value of 0.970, followed by home-school
communication participation with a Beta value of 0.963, followed by school-based
participation with a Beta of 0.934. Both school-based and home-school
communication revealed a very strong and significant effects on academic
performance of the adolescents. The study concluded that academic work of
adolescents is enhanced if parents take active interest and involvement in curricular
and co-curricular activities of their children. The study therefore recommended
that, parents must be sensitized through PTA meetings to actively participate in
their children’s academic both at home and in school in collaboration with teachers
and school administrators.
Description: AWARD OF MASTER OF PHILOSOPHY (MPhil) IN BASIC EDUCATION2024-01-01T00:00:00ZINFLUENCE OF SENIOR HIGH SCHOOL TEACHERS’ MOTIVATION ON PARTICIPATION IN PROFESSIONAL DEVELOPMENT ACTIVITIES IN SAGNARIGU MUNICIPAL ASSEMBLYADAM, A.http://hdl.handle.net/123456789/47122026-06-23T12:17:43Z2025-01-01T00:00:00ZTitle: INFLUENCE OF SENIOR HIGH SCHOOL TEACHERS’ MOTIVATION ON PARTICIPATION IN PROFESSIONAL DEVELOPMENT ACTIVITIES IN SAGNARIGU MUNICIPAL ASSEMBLY
Authors: ADAM, A.
Abstract: This study investigated the influence of senior high school teachers' motivation on their participation in
Professional Development (PD) activities within the Sagnarigu Municipality. Using a quantitative
approach and cross-sectional descriptive survey design, the study randomly selected 405 teachers from
four government-assisted senior high schools to participate in the study. A pre-tested questionnaire was
used. Descriptive statistics and chi-square tests were utilized to analyzed the study, with logistic
regression identifying significant predictors of PD attendance. The findings revealed that motivation has
strong influence on high PD participation. Multivariate analysis confirms that teachers with high intrinsic
and extrinsic motivation, as well as those engaged in additional business activities are more likely to
attend PD sessions. The findings also indicate that age, gender and marital status significantly affect PD
attendance, while ethnicity, education level, and teaching experience do not. In view of this, the study
recommended that the GES should motivate teachers by instituting motivation packages for them as this
would increase teachers’ engagement and also foster a sustained participation in professional
development activities.
Description: AWARD OF MPHIL IN TRAINING AND DEVELOPMENT2025-01-01T00:00:00ZEXPLORING QUALITY OF INSTITUTIONAL SUPPORT SERVICES ON ACADEMIC ACHIEVEMENTS OF STUDENTS IN DISTANCE LEARNING ENVIRONMENTS: A CASE OF THREE LEARNING CENTRES OF UNIVERSITY FOR DEVELOPMENT STUDIESANANSAH, B.http://hdl.handle.net/123456789/47112026-06-23T12:02:23Z2025-01-01T00:00:00ZTitle: EXPLORING QUALITY OF INSTITUTIONAL SUPPORT SERVICES ON ACADEMIC ACHIEVEMENTS OF STUDENTS IN DISTANCE LEARNING ENVIRONMENTS: A CASE OF THREE LEARNING CENTRES OF UNIVERSITY FOR DEVELOPMENT STUDIES
Authors: ANANSAH, B.
Abstract: The study sought to explore the quality of institutional support services on academic achievements
of students in distance learning environments of three learning centres of the institute of distance
and continuous learning, University for Development Studies. The correlation and descriptive
survey designs were employed to conduct the study. Out of a population of 950 students in the
second year at the Yendi, Bimbilla, and Tamale study centres, a total of 342 students were sampled
using purposive, stratified as well as simple random sampling procedures. Questionnaire and test
scores (standardized quiz items) were used as data collection instruments. Pearson Product
Moment Correlation as well as multiple regression analysis procedures were used to analyze the
data for the study. The results of the study show that face-to-face element adds an opportunity for
distance students to bond, develop social linkages and an added value being able to gain insight
from other students. Findings of the study also show that the use of instructional materials (course
modules) help in the attainment of teaching and learning objectives as well as the development of
learners’ intellectual abilities. Based on the findings of the study, it is recommended that the
Institute of Distance and Continuous Learning, University for Development Studies, should
continue to see to it that face-to-face contact sessions are conducted in a manner that satisfies the
needs of distance education learners and ensuring the process of continuous improvement of the
distance education programme. Secondly, tutors must undergo retraining to conduct in-person
tutorial sessions consistently and with a shared knowledge of expectations. The main emphasis of
the training should be on techniques for improving teacher proficiency in the course material.
Description: AWARD OF MASTER OF PHILOSOPHY IN TRAINING AND DEVELOPMENT2025-01-01T00:00:00ZFREE SENIOR HIGH SCHOOL POLICY AND RESOURCE UTILIZATION IN GHANAIAN SECONDARY SCHOOLS: A STUDY AT SAGNARIGU MUNICIPALITYMAJEED, Y.http://hdl.handle.net/123456789/47102026-06-23T11:55:53Z2025-01-01T00:00:00ZTitle: FREE SENIOR HIGH SCHOOL POLICY AND RESOURCE UTILIZATION IN GHANAIAN SECONDARY SCHOOLS: A STUDY AT SAGNARIGU MUNICIPALITY
Authors: MAJEED, Y.
Abstract: This research investigates the implications of Ghana's Free Senior High School (FSHS) policy on
educational resource utilisation, focusing on its impact within the Sagnarigu Municipality.
Employing a cross-sectional survey design, the study integrates qualitative and quantitative
methods to collect data from 206 participants across four mixed public senior high schools. The
sampling strategy included purposeful sampling for qualitative results from key stakeholders and
stratified sampling for quantitative data (Ankamah et al., 2023; Ghana Education Service, 2024).
The findings show four significant findings regarding the demographic characteristics of
participants, indicating a gender imbalance, with males representing 57.28% and females 42.72%.
The age distribution shows a predominance of younger educators, with 35.9% aged between 25
34 years, suggesting that many are early in their careers and may have varied perspectives on the
FSHS policy's effectiveness (Government of Ghana, 2021). Significantly, 100% of participants
reported that the FSHS policy had affected their workload, with 68.9% indicating increased
teaching hours. These increased responsibilities have raised concerns regarding teacher fatigue and
declines in educational quality (Tawiah & Addai-Mensah, 2023). Regarding resource allocation,
a substantial majority (72.8%) of participants felt that teaching and learning resources were
insufficient to meet the demands of the FSHS policy. This inadequacy poses challenges for
effective implementation and may hinder academic performance (Abdul-Rahaman et al., 2018).
Furthermore, while 83.5% prioritized procurement of teaching materials, only 36.9% believed
financial resources were adequate, highlighting significant concerns about funding sufficiency
under the FSHS initiative (Shamo, 2023). Based on these findings, the study recommends:
Increased government investment in educational resources to support effective FSHS policy.
Strategies to manage teacher workload, such as recruitment of additional staff or workload
redistribution, to maintain instructional quality.
Description: AWARD OF MASTER OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT AND PLANNING2025-01-01T00:00:00Z