D. Tech. Human Resources Management / The main purpose of this study was to develop a framework that could be used to build the capacity of academic staff to enhance teaching and learning in Ghanaian polytechnics. In order to achieve this objective, a central argument in the study is that building the capacity of academics is not only critical to successful teaching and learning, it should also be the starting point for the on-going transformation in the polytechnic system in Ghana. The approaches to capacity building of employees in organisations were analysed critically and justified. To provide a strategic context to the study, four capacity building factors, namely institutional training and development, performance and professional development, academic competence, and a learning and developmental environment, were identified and clarified and their strategic contributions toward developing a capacity building strategy were outlined.

Based on widespread perceptions and short-term reports that most research masters and doctoral students at the University of Ghana spend unusually long durations to complete their studies due to their inability to complete and submit their theses on time and unduly long waiting periods for thesis results, the researcher decided to investigate these phenomena to identify the root causes. The aim of the study therefore, was to establish empirical basis for this problem and to recommend ways of strengthening postgraduate study delivery at the University of Ghana, based on input from past students, faculty, and the University‟s external publics who have a stake in promoting postgraduate studies and research. To achieve this aim, the researcher set out the framework within which the study should be conducted in Chapter One, and reviewed literature on the theories and concepts of throughput and student throughput in particular as well as global student throughput trends and postgraduate candidature models in Chapter Two. To fully appreciate the delivery of postgraduate studies and throughput trends at the study institution, Chapter Three was devoted to the review of the University of Ghana‟s postgraduate study delivery system, and its enrolment and output statistics compared with similar trends in other African Universities. The research design was explained in Chapter Four, and, guided to adopt the mixed methods approach because of its efficacy in rendering research findings credible and reliable, a number of past masters and doctoral students who extended their candidatures while at the University of Ghana provided data by completing questionnaires. Thesis supervisors and examiners selected on the basis of experience also provided data by completing questionnaire, heads of departments, past deans and thesis schedule officers and the Ghana Education Trust Fund Secretariat provided information through interviews. To further unravel specific cases of the phenomenon, which might not be obtained by means of questionnaire and interviews, relevant information were extracted from selected case files that typify cases of delayed candidature and non-completions. In Chapter Five, Quantitative data were analyzed statistically, qualitative data were analyzed using the open coding method, and documentary data were analyzed using content analysis. The findings and recommendations from the study were reported in Chapter Six. The findings confirmed the perceptions and reports and the major factors responsible for delayed completion and non-completion, including other unpopular factors were identified and discussed. Recommendations were made to address the findings, with particular reference to the role of each stakeholder in strengthening postgraduate study delivery to ensure high throughput at the University of Ghana. In the end, three models were developed for improving candidature durations for masters and doctoral candidates, and for ensuring timely examination of theses. The researcher hopes that, if implemented, the recommendations would help to improve postgraduate study delivery and throughput at the University of Ghana. / Educational Leadership and Management / D. Ed. (Education Management)

Based on widespread perceptions and short-term reports that most research masters and doctoral students at the University of Ghana spend unusually long durations to complete their studies due to their inability to complete and submit their theses on time and unduly long waiting periods for thesis results, the researcher decided to investigate these phenomena to identify the root causes. The aim of the study therefore, was to establish empirical basis for this problem and to recommend ways of strengthening postgraduate study delivery at the University of Ghana, based on input from past students, faculty, and the University‟s external publics who have a stake in promoting postgraduate studies and research. To achieve this aim, the researcher set out the framework within which the study should be conducted in Chapter One, and reviewed literature on the theories and concepts of throughput and student throughput in particular as well as global student throughput trends and postgraduate candidature models in Chapter Two. To fully appreciate the delivery of postgraduate studies and throughput trends at the study institution, Chapter Three was devoted to the review of the University of Ghana‟s postgraduate study delivery system, and its enrolment and output statistics compared with similar trends in other African Universities. The research design was explained in Chapter Four, and, guided to adopt the mixed methods approach because of its efficacy in rendering research findings credible and reliable, a number of past masters and doctoral students who extended their candidatures while at the University of Ghana provided data by completing questionnaires. Thesis supervisors and examiners selected on the basis of experience also provided data by completing questionnaire, heads of departments, past deans and thesis schedule officers and the Ghana Education Trust Fund Secretariat provided information through interviews. To further unravel specific cases of the phenomenon, which might not be obtained by means of questionnaire and interviews, relevant information were extracted from selected case files that typify cases of delayed candidature and non-completions. In Chapter Five, Quantitative data were analyzed statistically, qualitative data were analyzed using the open coding method, and documentary data were analyzed using content analysis. The findings and recommendations from the study were reported in Chapter Six. The findings confirmed the perceptions and reports and the major factors responsible for delayed completion and non-completion, including other unpopular factors were identified and discussed. Recommendations were made to address the findings, with particular reference to the role of each stakeholder in strengthening postgraduate study delivery to ensure high throughput at the University of Ghana. In the end, three models were developed for improving candidature durations for masters and doctoral candidates, and for ensuring timely examination of theses. The researcher hopes that, if implemented, the recommendations would help to improve postgraduate study delivery and throughput at the University of Ghana. / Educational Leadership and Management / D. Ed. (Education Management)

The study examined Accounting teachers’ pedagogical communicative practices and the academic achievement Accounting students, focusing on the extent of its occurrence. Teachers’ pedagogical communicative practices are the language behaviours and discourse strategies employed by teachers in their instructional delivery. The study employed an embedded concurrent mixed methods design. A questionnaire, Accounting achievement test for students, interview and observation guides were used to collect data from 481 respondents (made up of two heads of schools, 54 teachers, and 425 students) selected from 34 senior high schools in the Ahafo, Bono and Bono East Regions of Ghana. The quantitative data were analysed into descriptive and inferential statistics by using the SPSS software while the qualitative data were analysed thematically in accordance with the research questions. The findings from the study revealed that the Accounting teachers use appropriate pedagogical communicative practices (which include speaking loudly and boldly enough and making close eye contacts with students during class contributions) to help students to assimilate concepts better in Accounting, and to promote a stimulating learning environment. The study also revealed that teachers considered their students’ maturity level, needs, motivation and readiness to learn in deciding which methodology to use for a lesson. The study further revealed that there is no significant influence of pedagogical communicative practices on student academic achievement. Pedagogical communicative practices need to form part of the training of teachers for the senior high schools in order to prepare the teachers adequately for their assignments. Finally, the conceptual framework proposed is characterised by a synthesis of pedagogy and instructional communication, and the influence that such a combination has on the academic achievement of Senior High School Accounting students. To date, there is paucity of information in the extant literature regarding this practice in Africa, specifically, Ghana and hence the need for the current research to fill the gap. / Curriculum and Instructional Studies / D. Phil. (Curriculum and Instructional Studies)

The phenomenon of students traversing the globe in search of higher education has increased over the past decade. They travel from every region of the world to institutions of higher learning - to colleges and universities - that accept them. Altogether, countries in Africa welcome thousands of students into their various colleges and universities. Ghana, where this study is based, boasts of well over 140 state-run and privately - run universities. Over the past two decades, these institutions have experienced significant increases in their admission numbers in their international student population. Some of the research on the academic experiences of international undergraduate students shows that they do not perform well during their first years on campus and that they experience what is defined as adjustment issues. The thesis research uncovers and examines adjustment issues experienced by international students (between ages 17-29) pursuing undergraduate degrees at a small, co-educational, private university college (XUC) in Ghana. Located within Ghana’s capital city, Accra, this four-year college annually admits thirty to forty international students and accommodates nearly three thousand students who are at various stages of their study. During the academic year 2017-2018, the college had enrolled 126 international students. In this study, the researcher focuses on the effect of adjustment issues on the academic performance of international students. The researcher posits that there is a correlation between adjustment levels and Grade Point Averages (GPAs). Therefore, international students who have high adjustment levels to student life and life at XUC, Ghana experience average to high Grade Point averages. Conversely, international students who experience low adjustment levels to student life and life in XUC, also experience low Grade Point Averages. / Educational Management and Leadership / Ph. D. (Education Management)

The study investigated the strategies used in teaching geometry in primary six as well as the perception of teachers on geometry vocabulary teaching, how geometry vocabularies were taught and, lastly, how the teaching of geometry vocabulary influenced primary six learners’ performance in geometry. The Van Hiele Theory of geometrical thinking and the Constructivist Theory of learning guided the study. The study conveniently sampled 250 primary 6 learners and 7 primary 6 mathematics teachers from three privately-owned primary schools in the Greater Accra Region of Ghana. It combined quantitative and qualitative approaches, using O1–X–O2 design. Data collection instruments were 5-point Likert type scale questionnaires (one for teachers, one for learners), a pre-test and post-test of basic geometry, and a semi-structured one-on-one audio-recorded interview of a selected number of learners and all seven teachers. An intervention was carried out in-between the pre-test and post-test, where the researcher taught geometry vocabulary to participants. Quantitative data were analysed using tables, charts, and simple tests while the qualitative analysis involved the transcription of interviews that were coded, categorised and themed. The study found that geometry vocabularies were not taught and that the most commonly used strategy for teaching geometry was the drawing of 2-D shapes and models of 3-D objects on the board. The pre-test and post-test scores were analysed using a paired t-test and the results indicated that the intervention had a positive effect. The qualitative and quantitative results confirmed that the teaching of geometry vocabulary improved learners’ performance in geometry. The study developed a prototype lesson plan for teaching 3-D objects, a geometry vocabulary activity sheet, a sample assessment for prisms and pyramids and recommends a curricular reform to inculcate the teaching of geometry vocabulary in the curriculum with a geometry vocabulary list for learners in each year group, as contribution to knowledge in mathematics education. The study recommends further research to investigate the effect of geometry vocabulary teaching on learners’ performance in geometry across all year groups in the primary school. / Dyondzo a yi lavisisa maendlelo lawa ya tirhisiwaka ku dyondzisa geometry ya tidyondzo ta le hansi ta ka ntsevu, mavonelo ya vadyondzisi eka madyondziselo ya marito ya geometry, tindlela leti tirhisiweke ku dyondzisa marito ya geometry xikan’we ni ndlela leyi madyondziselo ya marito ya geometry ya khumbheke matirhelo ya vadyondzi va tidyondzo ta le hansi ta ka ntsevu. Dyondzo ya ndzavisiso yi leteriwile hi ehleketelelo ra Van Heile ra maehleketelelo ra ndlela ya geometry ni ndlela yo dyondzisa leyi pfumelelaka vadyondzi ku vumba vutivi ku nga ri ntsena ku teka vutivi ku suka eka mudyondzisi. Dyondzo ya vulavisisi yi hlawurile vana va 250 va tidyondzo ta le hansi ta ka ntsevu na 7 wa vadyondzisi va tnhlayo ta tidyondzo ta le hansi ta ka ntsevu kusuka eka swikolo swinharhu swo ka swi nga ri swa mfumo e Greater Accra etikweni ra Ghana. Yi hlanganisile qualitative na quantiutative aapproach, yi tirhisa O1–X–O2 design. Switirhisiwa swo hlengeleta data a swi ri swivutiso hi muxaka wa 5-point scale(yin’we ya vadyondizi, yin’we ya vadyondzi), xikambelwana xo rhanga na xo hetelela xa geometry ya masungulo, xikan’we na nkandziyiso wa mburisano wa vanhu vambirhi eka nhlayo ya vadyondzi ni vadzyondzisi hinkwavo va nkombo. Ntirho wo nghenelerisa wu endliwile exikarhi ka xikambelwana xo rhanga ni xo hetelela laha mulavisisi a nga dyondzisa marito ya geometry eka vanhu lava ngheneleleke. Quantitative data yi hleriwile hi ku tirhisa matafula, ti charts ni swikambelwana swo olova kasi vuhleri bya qualitative byi nghenise kutsariwa ka miburisano leyi hundzuluxiweke yi nyika tinhlamuselo leti tumbeleke. Leti vekiweke hi ku ya hi mintlawa ni maendlelo ya tona. Dyondzo ya ndzavisiso yi kume leswaku marito ya geometry a ya dyondzisiwanga ni leswaku maendlelo yo toloveleka ya ku dyondzisa geomeyry i ya drawing ya xivumbeko xa 2-D ni mfanekiso wa nchumu wa 3-D eka bodo. Mbuyelo wa Xikambelwana xo sungula na xo hetelela wu hleriwile hi ku tirhisa t-test (xikambelwana xa T) lexi hlanganisiweke naswona mbuyelo wu komba leswaku maendlelo himkwawo ya vile ni xiave lexinene. Mbuyelo wa Qualitative na Quantitative wu tiyisisile leswaku ku dyondzisiwa ka marito ya geometry swi antswisa matirhelo ya vadyondzi eka dyondzo ya geometry. Dyondzo ya vulavisisi yi antswisile kumbe ku kurisa prototype lesson plan ya ku dyondzisa 3-D objects, sheet ya migingiriko ya marito ya geometry na ku bumabumela circular reform ku dyondzisa madyondziselo ya marito ya geometry eka kharikhulamu leyi ng na nxaxamelo wa marito ya geometry ya vadyondzi eka ntlawa wa lembe na lembe, ta ni hi mpfuneto wa vutivi eka dyondzo ya tinhlayo. Dyondzo ya vulavisisi yi bumabumela leswaku vulavisisi byi ya emahlweni ku lavisisa xiave xa madyondziselo ya marito ya geometry eka matirhelo ya vadzyondzi eka geometry eka malembe ni mintlawa hinkwayo exikolweni xa le hansi. / Thuto ye e nyakisisitse ditsela tseo di somiswago go ruteng ga geometry go mphato wa bo tshelela, temogo ya barutisi go ruteng tlotlontsu ya geometry, tsela yeo ditlotlontsu tsa geometry di rutilwego ka gona go akaretswa le, sa mafelelo, ka mokgwa wo thuto ya tlotlontsu ya geometry e tutueditsego mabokgoni a barutwana ba mphato wa bo tshelela go dithuto tsa geometry. Thuto ya van Hiele ya geometrical thinking le ya constructivist theory of learning di hlahlile thuto ye. Thuto ye e somisitse ga bonolo mohlala wa barutwana ba 250 ba mphato wa 6 le barutisi ba dipalo ba supa ba go ruta mphato wa 6 go tswa dikolong tsa tlase tse tharo tsa go ikema seleteng sa Greater Accra Region of Ghana. Thuto ye e kopantse mekgwa ya bontsi/dipalopalo (quantitative) le boleng (qualitative), go somiswa tlhamo ya O1-X-O2. Didiriswa tsa kgobaketso ya boitsebiso e bile 5-point Likert Type Scale Questionnaire (ye tee ya barutisi, ye tee ya barutwana), moleko wa pele le moleko wa morago wa geometry ya motheo, le poledisano yeo e gatisitswego ya tlhamego ya sewelo (semi-structured) ya barutwana bao ba kgethilwego ga mmogo le barutisi ka moka ba supa. Thekgo e ile ya phethagatswa/fiwa magareng ga moleko wa pele le moleko wa morago moo monyakisisi a rutilego tlotlontsu ya geometry go batseakarolo. Boitsebiso bja bontsi (quantitative data) bo sekasekilwe ka go somisa ditafola, ditshate, le teko e bonolo mola ditshekatsheko tsa boleng (qualitative analysis) di akareditse go ngwalolla dipoledisano tseo di thulagantswego, tsa hlophiwa le go beakanywa ka sehlogo. Thuto ye e itullotse gore ditlotlontsu tsa geometry ga se tsa rutwa ebile mekgwana yeo e somisitswego ya setlwaedi go ruta geometry ebile go thala dibopego tsa 2-D le mehlala ya didiriswa tsa 3-D letlapeng. Dintlha tsa moleko wa pele le moleko wa bobedi di sekasekilwe ka go somisa mokgwa wa go phera moleko wa t (t-test). Dipoelo di supeditse gore thekgo yeo e filwego e bile le khuetso ye botse. Dipoelo tsa bontsi le boleng di netefaditse gore go ruta tlotlontsu ya geometry go kaonafatsa mabokgoni a barutwana dithutong tsa geometry. Nyakisiso ye e tsweleditse lenaneothuto la go dira diteko go ruteng didiritswa tsa 3-D le papetlatshomelo ya tlotlontsu ya geometry gape le go kgothaletsa mpshafatso ya lenaneo-thuto go tsenyeletsa thuto ya tlotlontsu ya geometry ka gare ga lenaneo-thuto gammogo le lelokelelo la tlotlontsu ya geometry ya barutwana go dihlopha tsa mengwageng ka moka. Se e tla ba e le tlaleletso ya tsebo go thuto ya dipalo. Thuto ye e kgothaletsa dinyakisiso tsa go ya pele go nyakolla mafelelo a go ruta tlotlontsu ya geometry go tiro ya, goba dipoelo tsa, barutwana go thuto ya geometry go dihlopha tsa mengwaga ka moka tsa sekolo sa tlase. / Mathematics Education / Ph. D. (Mathematics Education)