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The purpose of this study was to identify the status and challenges of online distance education programs in post-secondary institutions in Ghana. This study was a replication of a similar study conducted in Kenya in 2009, at the University of Nairobi and Kenyatta University. This present study was conducted with an online survey using Google survey assessment. The survey requested responses from six post-secondary institutions in Ghana. Out of a total of 450 projected student responses, 309 responses were received with a 69% participation rate. A total of 14 responses were received for instructors out of a projected 30 resulting in 47% participation rate. And for administrators, 8 responses were received out of a projected 12 resulting in a 67% participation rate. Overall the study revealed that Ghana post-secondary institutions have established and incorporated online distance education into their programs, offering both online and blended courses. Some of these institutions established regional centers across the country and incorporated foreign instructors into their programs. The survey also revealed that students were satisfied with the overall online distance education program in their institutions which included the level of instruction, feedback and evaluation. However, there were still challenges revealed from the study that included the high cost of education, frequent power outages, school stoppages as a result of instructor strikes and the need to restructure courses to include projects.

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Abstract is in English, Zulu and Xhosa / In Ghanaian primary schools, music is a compulsory study area which is taught by generalist teachers. However, information is deficient on the strategies teachers use to implement the music curriculum. The aim of this study was to determine how teachers organise musical learning experiences in terms of developmentally appropriate practice (DAP) for lower primary school pupils. DAP is an educational concept which refers to teaching strategies that consider children’s age, abilities, interests and experiences, to help them achieve challenging and achievable goals. The study was underpinned by the concept of teaching within the context of constructivist theory. Qualitative Interpretative Phenomenological Analysis and ethnographic research methods were used to find answers to the research questions. Data were collected by means of observations, interviews and document analysis. Singing, movements and the playing of improvised instruments (although they constitute only a part of the planned music curriculum in the Creative Arts syllabus) dominate the music activities provided in the schools. In fact, unplanned music activities dominate planned music lessons due to teachers’ perceived lack of adequate training to teach music, the non-application of ICT in teaching, a lack of teaching and learning materials, unsuitable physical conditions for teaching, lack of motivation and support to teach, and lack of time to teach music because of the emphasis on meeting the targets of teaching and assessment in core subjects. Strategies the teachers adopt to overcome the challenges they encounter in teaching music include collaboration with their colleagues in planning, teaching and integrating music into most classroom activities and drawing on pupils’ expertise in teaching and learning. It is recommended that teachers be given in-service training, that specialist teachers be used, and that adequate teaching and learning materials be provided, as well as support for teachers to integrate ICT in teaching music. Limitations associated with the study make generalisation of the findings impossible. A larger sample from various primary schools within the Ashanti region of Ghana should be considered for further research. Functional integration of music in the other subject areas within the Ghanaian context should also be explored and further studies should be conducted about the application of developmentally appropriate practice in teaching music in the lower-primary classroom. / Ezikoleni zamabanga aphansi zaseGhana, umculo uyindawo eyimpoqo yokufunda efundiswa ngothisha abajwayelekile. Kodwa-ke, ulwazi alwanele ngamasu othisha abawasebenzisayo ukwenza izifundo zomculo. Inhloso yalolu cwaningo kwakuwukuthola ukuthi othisha bahlela kanjani amava okufunda omculo ngokwendlela efanelekile yokuthuthuka (NET) yabafundi bezikole zamabanga aphansi. NET ingumqondo wezemfundo obhekisa kumasu okufundisa abheka iminyaka yezingane, amakhono, izintshisekelo kanye nezipiliyoni ezithile, ukuzisiza ukuthi zifeze izinhloso eziyinselele futhi ezingafinyeleleka.Ucwaningo lwalusekelwa ngumqondo wokufundisa ngokwengqikithi yethiyori yokwakha. Ukuhlaziywa Okufanelekile Kokuhunyushelwa Kokubukeka Kwabantu nezindlela zokucwaninga ngobuzwe zisetshenzisiwe ukuthola izimpendulo zemibuzo yocwaningo. Kuye kwaqoqwa imininingwane yolwazi ngokubheka okwenzekayo, izinhlolokhono kanye nokuhlaziywa kwemibhalo. Ukucula, ukunyakaza nokudlalwa kwezinsimbi ezithuthukisiwe (yize ziyingxenye nje kuphela zekharikhulamu yomculo ehleliwe kusilabhasi Yezobuciko Bokuzenzela) kulawula imisebenzi yomculo enikezwe ezikoleni. Empeleni, imisebenzi yomculo engahlelwanga ilawula izifundo zomculo ezihleliwe ngenxa yokungabi bikho kothisha abaqeqeshwe ngokwanele ukufundisa umculo, ukungasetshenziswa kwe- ICT/Ezobuchwepheshe ekufundiseni, ukuntuleka kwezinto zokufundisa nokufunda, izimo ezzibambekayo ezingafanelekile zokufundisa, ukungabi nogqozi nokusekelwa ekufundiseni, nokungabi nesikhathi sokufundisa umculo ngenxa yokugcizelelwa ekuhlangabezaneni nezinhloso zokufundisa nokuhlola ezifundweni ezibalulekile. Amasu othisha abawasebenzisayo ukunqoba izinselelo abahlangabezana nazo ekufundiseni umculo kufaka phakathi ukusebenzisana nozakwabo ekuhleleni, ukufundisa nokuhlanganisa umculo emisebenzini eminingi yasekilasini nokudweba ubuchwepheshe babafundi ekufundiseni nasekufundeni. Kunconywa ukuthi othisha banikezwe ukuqeqeshwa emsebenzini, ukuthi kusetshenziswe othisha abangochwepheshe, nokuthi kuhlinzekwe ngezinto ezanele zokufundisa nokufunda, kanye nokuxhaswa kothisha ukuze bahlanganise i-ICT/Ezobuchwepheshe ekufundiseni umculo. Ukulinganiselwa okuhambisana nesifundo kwenza ukuthi okwenziwa jikelele kokutholakale kungenzeki. Isampula elikhudlwana elivela ezikoleni ezahlukahlukene zamabanga aphansi esifundeni sase-Ashanti eGhana kufanele licatshangwe ukuqhubeka nocwaningo. Ukuhlanganiswa kokusebenza komculo kwezinye izindawo ezingaphansi komongo waseGhana nakho kufanele kuhlolwe futhi kufanele kuqhutshekwe nezifundo ezimayelana nokusetshenziswa kwenqubo efanelekile yentuthuko ekufundiseni umculo ekilasini lamabanga aphansi. / Kwizikolo zaseGhana zamabanga asezantsi, kusisinyanzelo ukufundisa umculo, kwaye oku kwenziwa ngabafundisi ntsapho okanye ootitshala abafundisa yonke into. Noxa kunjalo, akukho lwazi lwaneleyo ngamacebo asetyenziswa ziititshala ekufundiseni ikharityhulam yomculo. Injongo yesi sifundo kukuqwalasela ukuba iititshala zikulungiselela njani ukufundisa ngendlela yophuhliso olufanelekileyo (iDAP) kumabanga asezantsi. Le DAP nesisishunqulelo sesiNgesi sebinza elithi developmentally appropriate practice, yingcinga yezemfundo emalunga namacebo okufundisa athathela ingqalelo ubudala bomntwana, izinto akwaziyo ukuzenza, umdla namava akhe, ukuze ancedwe ekufezekiseni iinjongo ezicela umngeni nezinokufikeleleka. Esi sifundo sisekelwe yingcinga yokufundisa ephuma kwimeko yengcingane yokuzakhela ulwazi. Iimpendulo zophando zifunyenwe ngokusebenzisa iindlela zophando ngokuxoxa nokutolika iimeko ezahlukeneyo (Qualitative Interpretative Phenomenological Analysis) kunye nokuqwalasela inkcubeko. Iinkcukacha zolwazi okanye idatha, ziqokelelwe ngokujonga okuqhubekayo, udliwano ndlebe nokuphengulula imibhalo ekhoyo. Ukucula, ukushukuma nokudlala izixhobo zomculo ezingoozenzele (nangona ziyinxalenye yekharityhulam ecetywayo yobuGcisa Bokuzenzela) kudlala indima eyongameleyo kwimisebenzi yomculo eyenziwa ezikolweni. Xa sithetha inyaniso, into eyenzekayo ekufundiseni umculo yimisebenzi engacetywanga ezifundweni ngenxa yokuba ootitshala abaqeqeshekanga kakuhle ekufundiseni umculo, abusetyenziswa ubuchwepheshe ekufundiseni umculo, azikho izixhobo zokufundisa nokufunda umculo, iindawo ekufundiselwa kuzo azifanelekanga, inkxaso nenkuthazo yokufundisa umculo iyasilela kwaye lincinci ixesha lokufundisa umculo ngenxa yokuleqa ukufezekisa imiqathango yokufundisa nokuhlola kwizifundo ezingoondoqo. Ekulweni nemingeni yokufundisa umculo, ootitshala babhenela ekusebenzisaneni nabanye ekwenzeni amacebo okufundisa nokubandakanya umculo kwimisebenzi yeklasi nasekusebenziseni ulwazi lwabafundi. Kucetyiswa ukuba ootitshala bafumane uqeqesho lo gama besebenza, kusetyenziswe ootitshala abaziingcali zomculo kwaye kufumaneke izixhobo ezifanelekileyo zokufundisa nokufunda, kuxhaswe ootitshala ekusebenziseni ubuchwepheshe xa befundisa umculo. Ukunqaba kolwazi okungqonge esi sifundo kwenza kube nzima ukugqiba jikelele ngokufunyanisiweyo. Mhlawumbi kunokuthathwa isampulu yophando enkulu kwingingqi yaseAshanti eGhana ukuze kwandiswe olu phando. Okunye okunokwenziwa kukuhlanganisa umculo nezinye izifundo ngokwemeko yaseGhana, kwaye kufuneka kuqhutywe izifundo ezithe chatha malunga nokusebenzisa iindlela zokufundisa ezinophuhliso olufanelekileyo ekufundiseni umculo kwiklasi yamabanga asezantsi. / Art History, Visual Arts and Musicology / Ph D. (Music)

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 objectives, curriculum, pedagogy, teachers, and students are components of entrepreneurship education, perceived as challenges for its implementation and growth. Consequently, most research and discussions have focused on measures to improve them even though little is known about how they constrain entrepreneurship education. Not much is also known about any positive attributes they might have. This study sought to address this gap in literature by exploring the attributes of these educational components, and how they impacted on teaching and learning in a higher education institution in Ghana. Adopting the qualitative case study research approach, data was collected from two classroom sessions, 20 students, four teachers and a programme coordinator, using observation, focus groups and face to face interviews respectively. The study found the educational components had positive and negative attributes that impacted favourably and adversely on teacher decisions and behaviour, and on teaching and learning. The findings points to the need for a more holistic examination of the educational components by researchers and practitioners, to also focus on their merits, to help fashion out more effective and sustainable policies and strategies for entrepreneurship education. The study contribute to literature by shedding light on some merits of the educational components and how they enhance teaching and learning and support the aims of entrepreneurship education. Further research to replicate this study or aspects of it in other contexts and populations is recommended. / Educational Management and Leadership / Ph. D. (Education Management)

Ill-discipline behaviour has become a canker that threatens the moral fibre of institutions. The purpose of this study was to explore how discipline measures and practices were viewed by teacher trainees and college managers alike. Furthermore, to determine what comprehensive counselling approaches were in place to manage ill-discipline behaviour acts in colleges of education in Ghana. A qualitative discourse analysis study design was employed in the study. In all, 25 participants were purposively selected from five colleges of education for the study using a semi-structured interview guide. Data collected was transcribed, coded, categorized and qualitatively analysed under themes that emerged from the analysis using the thematic approach. The study revealed that several illdiscipline behaviour acts exist in colleges of education, with perversion being the most prevailing ill-discipline behaviour act. The study also revealed that tertiarization of colleges is the major cause of ill-discipline behaviour among students in the colleges of education and poor academic performance being the major negative effect of ill-discipline behaviour in the colleges of education. The study recommended that the college council and management should put adequate measures in place to strengthen Guidance and Counselling units in the colleges of education. The study also recommended that college counsellors should be equipped to use appropriate counselling approaches and techniques to counsel students to desist from indulging in ill-discipline behaviour acts. / Educational Management and Leadership / D. Phil. (Education Management)