Articles

Background:</b> Electronic cigarette (e-cigarette) use among adolescents is a growing public health concern, particularly in low-income and Black communities. However, little is known about how social determinants of health shape e-cigarette perceptions in this population. <b>Aims:</b> This study examined social determinants associated with perceptions of e-cigarette safety among Baltimore high school students. <b>Methods:</b> A cross-sectional survey (CEASE Youth: School Survey) was conducted with 604 Baltimore high school students aged 14–20. Participants completed a questionnaire assessing perceptions of e-cigarette safety, as well as parental education, race/ethnicity, parental employment, household composition, and community tobacco use. <b>Results:</b> Higher parental education was associated with lower perceived e-cigarette safety among students. Students in higher grades also reported lower perceived e-cigarette safety. In contrast, male students—particularly those in upper grades—were more likely to perceive e-cigarettes as safe. Race/ethnicity, household composition, parental employment, and community tobacco exposure were not associated with perceived e-cigarette safety. <b>Conclusion:</b> Higher parental education, female gender, and being in higher grades were associated with perceiving e-cigarettes as unsafe. These findings highlight the need for targeted interventions to address vaping perceptions among youth in urban settings.

This study aimed to examine students' perceptions of the usefulness of formative feedback in mathematics lessons at Sagnerigu Municipality in the Northern Region of Ghana. Quantitatively, this study employed a descriptive non-experimental survey design. The population comprises all pupils of public Junior High Schools in the Sagnerigu Municipality. A purposive sampling technique was used to select the Junior High School students for the study. The criterion purposive sampling technique was used to select 518 final-year students for the 2022 Basic education certificate examination from 14 schools in Sagnerigu Municipality. The chosen schools comprised 291 students from high-performing schools and 227 students from low-performing schools. The primary tool for the study was the Student Feedback Perception Questionnaire (SFPQ), administered to the student participants. The Descriptive statistical tool was used to analyse the mean and standard deviation of the data. The study's examination of students' perceptions of feedback revealed a moderate level of perceived usefulness. This emphasises the importance of feedback as a tool for student growth and development. However, the findings also suggest the need for further support and guidance to optimise the impact of feedback on student learning outcomes. The findings also suggest that students value feedback that helps them improve their skills and strategies in Mathematics and keeps them on track to succeed. It also highlights the importance of providing different types of feedback to cater to the diverse learning needs of students. Educators can create a conducive environment that promotes student engagement and achievement by equipping teachers with effective feedback techniques, emphasising constructive comments and avoiding grades.

The COVID-19 pandemic has had a significant impact on individuals worldwide, affecting not only their educational futures but also their mental health. This paper aims to explore college students' perceived barriers to accessing mental health services during the pandemic. The study finds that there is a significant difference between stigma-related and non-stigma-related barriers, with non-stigma items being rated higher on average. The most commonly reported non-stigma barriers include wanting to solve the problem independently, financial constraints, and the belief that the issue will resolve itself. Stigma-related barriers include feeling embarrassed or ashamed, concern about having a mental health problem on medical records, and fear of being seen as crazy or weak. This research sheds light on the challenges students face in seeking mental health care during the pandemic and highlights the need to address these barriers.

Qualitatively, the study focused <i>constructivist</i><i> </i>research paradigm. A case study research design was adopted for the study. The study population comprised all six (6) Social Studies teachers, the headmaster and the School Improvement Support Officer (SISO). Purposive and convenient sampling techniques were used to select the participants for the study. The main instrument for data collection was a semi-structured interview guide and observation protocol. The data were analysed using the interpretative technique based on the themes arrived at during the data collection from the semi-structured interview. The study revealed that multimedia usage is a quality enhancer in educational settings for teaching Social Studies concepts. It also indicated that teachers perceived their incompetence when using technology as they feel less in control of their classes and are unlikely to explore new possibilities that utilise technology when planning their lessons. They learn the theoretical aspect and practice and perceive the teacher’s role in the classroom changes from an instructor to a facilitator, which changes the teaching method to student-centred (constructive methodology) which aids content absorption by the learner through learning by doing. The study also indicated that teachers perceived their incompetence when using technology as they felt less in control of their classes and were unlikely to explore new possibilities that utilised technology when planning their lessons. It is recommended that the Ministry of Education and National Teaching Council collaborate with Ghana Education Service to set up Social Studies training centres in all the district capitals equipped with competent staff to periodically organise in-service training for teachers to build their capacity on how to pedagogically incorporate multimedia resources in their instructions to improve students learning outcomes.

Networking has become more common in recent years because it provides structural support and consistent avenues for contact among experts. The purpose of the study was to examine tutors’ and students’ perceptions and sustenance of networking in Food and Nutrition education in the Colleges of Education of Ghana. Quantitatively the study employed a cross-sectional survey research design. The population of the study comprised tutors and students in the Colleges of Education in Ghana offering Food and Nutrition. Purposive, stratified and simple random sampling techniques were used to select colleges of education, 16 tutors and 256 students for the study. The main instrument used for data collection was a questionnaire. The data collected were processed and analysed with the aid of Statistical Package for Social Sciences (SPSS) version 23.0. All statistical analyses were tested at a 5% level of significance. <i>Levene's Test for Equality of Variances</i> was computed to determine the significant difference in the perception of networking in Food and Nutrition education between tutors and students. It can be concluded that both tutors and students are in favour of networking in Food and Nutrition education. The tutors and students believed networking education can foster collaboration, help implement new ideas to improve the quality of teaching, create an environment conducive to teaching and learning; and help students in sharing vital information. Since there is a positive perception on the use of networking, it is recommended that the tutors should foster collaboration, and create a conducive environment to enhance the positive perception and smooth implementation of networking in Food and Nutrition education at Colleges of Education in Ghana. The study indicated that in order to sustain networking education, teachers need to be more cognizant of their interactions and the influence they have on students. It is therefore recommended that teachers maintain contact with students, and ensure a spirit of unity in diversity among the students.

The purpose of the study was to examine Colleges of Education students’ attitudes toward the teaching and learning of Social Studies in the Ashanti region. Quantitatively, descriptive survey research design was employed for the study to examine the attitudes of Colleges of Education students toward the teaching and learning of Social Studies in the Ashanti region. The population for the study comprised all the second year (form 2) Social Studies students from the four (4) selected Colleges of Education in the Ashanti Region. Purposive and simple random sampling techniques were used to select four (4) Colleges of Education (St. Louis, Wesley, St. Monica's and Offinso Colleges of Education), and two-hundred seventy-seven (277) second year Social Studies students for the study. The main instrument used for data collection was questionnaire. The quantitative data obtained was coded into Statistical Product for Service Solution (SPSS) (version 26.0) and analyzed using descriptive statistics involving tables, frequencies and percentages for each item. “Strongly Agree”, “Agree”, “Strongly Disagree”, “Disagree” were all used in the analysis for easy presentation and understanding. The study revealed that students were able to dedicate much time to studying the subject in order to acquire relevant knowledge, positive attitudes and skills as well as solve societal problems stems from their ability to have good perception of the subject. The study also concludes that varying techniques of teaching is a key factor in enabling students to develop keen interest in Social Studies. It arouses and sustain students’ interest in the subject, they must not neglect employing methods that are student-centered. It is recommended that teachers should vary their methods of teaching to focus more on the use of child-centered techniques of teaching. It is also recommended that, teaching universities and colleges of education should collaboration with Ministry of Education, T-TEL and other Non-governmental educational organizations to organise workshops, and seminars to help Social Studies teachers on the use of vary teaching techniques in evaluating students learning.

The rapid spread of COVID 19 outbreak has put a heavy burden on human society and is a great challenge for health care workers. The present study aims to assess the perceptions of nursing personnel regarding challenges in usage of PPE during COVID 19 pandemic and to find out the association between severity of physical symptoms and selected personal variables of nursing personnel. A quantitative approach with descriptive survey research design was used for the study. Web based self-administered questionnaire, rating scale and checklist were developed and distributed among study participants in the “Google forms”. A total of 134 participants were included in the study. Out of the 134 participants, 85(63.4%) nursing personnel were working in the government sector and 49(36.6%) of nursing personnel were working in the private sector. The top five challenges in the usage of PPE ranked based on self-reported data were; 1. difficulty to meet the basic needs such as food and fluids, 2. difficulty to meet elimination needs, 3. Unable to relax, 4. difficulty to meet hygienic needs and 5. disconnected with friends and family during working hours. Analysis of physical symptoms experienced by the nursing personnel showed that 41(30.6%) had mild symptoms, 54(40.3%) had moderate symptoms and 39(29.1%) had severe symptoms experienced owing to PPE usage. The most common physical symptoms reported by nurses were heat stress 124(92.5%), head ache 120(89.6%), exhaustion 117(87.3%) and dryness in throat (86.6%). There were no significant association between physical symptoms of nursing personnel and selected personal variables at 0.05 level of significance.

The purpose of the study was to assess the perceptions and challenges facing in the implementation process of the IN-IN-OUT programme in selected colleges of education in the Ashanti Region of Ghana. The descriptive cross-sectional survey was employed as the research design in this study. The population was made up of supervisors, mentors, and mentees from St. Louis and Wesley Colleges of education who have been posted to various communities in the Ashanti Region of Ghana to practice teaching. Purposive and random Sampling techniques were used to select tutors, teacher-trainees, mentors and assemblymen in the practicing communities. The study's main data collection tools were questionnaires and interview and classroom observation protocols. The data collected were scored and analyzed using the Statistical Package for Social Scientists (SPSS) computer software. Frequencies, percentages, and other measures of central tendencies were calculated. The study revealed that teacher-trainees, mentors, and assemblymen in the two (2) communities saw the IN-IN-OUT programme as useful to a large extent, even though they had varied opinions. While some say the program was merely useful, some see it as very useful and others saw the program as extremely useful. The study also revealed that the challenges faced by the various teacher trainees, mentors, and supervisors include social problems, financial difficulties, and time constraints. It is recommended that teacher trainees are posted to the rural and peri-urban communities, one can be sure that after their certification they will be fully prepared to face the challenges ahead of them. It is also recommended that the government and stakeholders should as a matter of urgency commit more money to this programme.

The purpose of the study was to examine the objectives and contents of Social Studies and its related challenges facing the Colleges of Education in Ghana The study adopted a quantitative research approach. The population comprises tutors and students of Social Studies in the three (3) Colleges of Education in the Central Region of Ghana. The purposive sampling technique was used to select the three Colleges of Education and twenty (20) Social Studies tutors. Krejcie and Morgan’s table was used to determine sample size two and forty-eight (248) students out of seven hundred (700) students. The main instrument for data collection was a questionnaire. The quantitative data entry and analysis were done using IBM SPSS Statistics software, version 22. Frequencies and percentages were used as statistical tools to analyse responses to all the research questions. The study revealed that students in the Colleges of Education of Ghana had had an understanding of the Social Studies programme in terms of objectives, content, and scope as well as the integrated nature of the subject and its usefulness in the resolution of social problems. . The study also indicated teachers who may not be well versed in specific topics in the subject and may either skip it or teach it anyhow. It is recommended that regular workshops and conferences be organised for Social Studies teachers of the Colleges of Education in order to update their knowledge on some topics especially current issues on the subject. It is also recommended that Social Studies teachers should be encouraged to engage the services of resource persons to support them teach unfamiliar or challenging topics to avoid polluting the pre-service teachers.

The study aimed at examining farmers’ perceptions on the impacts of climate change on food crops and the farming practices that contribute to climate change (CC) in Bibiani – Ahwiaso – Bekwai municipality of Western North Region of Ghana. Qualitative and quantitative methods were used for this study. The population of the study consisted of the number of households in six communities (Hwenampori, Wenchi, Tanoso, Awaso-Asempanaye, Kunkumso, and Sefwi Bekwai), officials from MoFA, GMA, and heads of households who are food crop farmers from the study area. Simple random and purposive sampling techniques were used to select respondents for the study. 231 respondents were selected and contacted for information to aid them in the study. The main instruments for data collection were the administration of questionnaires to farmers, organization of focus group discussions with key informants, the use of structured interview guides on MoFA directorates and direct observation of some farms. The primary and secondary data were sourced mainly from household heads from the study communities who are in the production of maize, cassava, and plantain. Pearson Chi-Square and Cross-tabulation of the IBM SPSS Version 20 were also used in performing descriptive statistical analysis. The study revealed that the output of maize, cassava, and plantain have all proved to be negatively impacted by changes in rainfall and temperature patterns with a more significant impact observed from maize responses to temperature. The study also indicated that the impact of climate change may affect the crops at any stage of the production process right from the land preparation to the maturity stage of crops but the more profound effect is observed at fruit development and maturation stages. The study indicated that changes in temperature affect crop yield, especially during the fruit/seed development stage. The study revealed that most farmers (about 92.2%) have observed climate change in the study area and indicated events like unpredictable rainfall patterns, excessively high temperatures and strong winds. It is recommended that capacity building and awareness creation should be enhanced by GMA and MoFA through the media to ensure that communication about climate change and food security is meaningful. This means that education on diversification of farming methods has not been enough if there is any at all in the area. Awareness creation, therefore, allows people to make informed and responsible decisions toward sustainable farming practices which will lead to food security and also environmental sustainability.

The study objective was to assess the perceptions of Junior High School (JHS) Social Studies teachers in the Yilo Krobo Municipality of the Eastern Region of Ghana on teachers’ Pedagogical Content Knowledge (PCK). The study adopted Shulman's theory of Pedagogical Content Knowledge (PCK) as its theoretical framework. The philosophical approach upon which the study is hinged on is the ideology of interpretivism and positivism, in other words, pragmatism. The study used a mixed methodological approach as well as a descriptive survey design. A random sampling technique was used for the study. The study participants were JHS social studies teachers in Yilo-Krobo Municipality, Ghana. Eighty (80) out of the one hundred and two (102) representing 78.43% JHS Social Studies teachers were selected from the fifty-four JHSs in the Municipality. Both Questionnaire and interview guide were used for data collection. The survey data was analyzed using descriptive statistics and the interview data was analyzed using content analysis. The study indicated that at the heart of the PCK concept is the idea that 'deep knowledge' of content is essential for effective teaching and cannot be taken for granted; that it has a significant bearing on teaching and student learning, and that it is used as a cadre to define professional teaching knowledge. PCK also provides the uniquely necessary knowledge for the transformation of the different types of knowledge required for Social Studies teaching and evolves over time due to the progressive awareness of students' needs, while a wealth of content knowledge is imperative for the development of a comprehensive pedagogical content knowledge. The paper recommends that the Ghana Education Service (GES) should conduct regular in-service training for teachers on the enhancement of their PCK, to enable them select appropriate TLMs and pedagogical approaches that foster meaningful learning for students.

The purpose of the study was to investigate the effect of computer-assisted instruction approach to the teaching and learning of photosynthesis on the performance of second year Senior High School (SHS 2) Biology students in science. The design for the study was a quasi-experimental research. This study was carried out in Sefwi Wiawso SHS and Asawinso SHS all at Sefwi Wiawso Municipal Assembly in the Western North Region of Ghana. They are all mixed institution. The purposive sampling techniques was used to schools, classes and students for the study. One-hundred one (101) electives biology participants were purposively selected, they consist of SHS 2 Science of (55) fifty-five students from Sefwi Wiawso SHS and SHS 2 Home economics of (46) forty-six students also from Asawinso SHS. The third years were not selected because they were preparing to write their WASSCE. The main instrument for data collection was questionnaire. The study collected only quantitative data and employed quantitative method of data analysis. Data obtained from participants in both experimental and control groups on the Test 2 were analysed statistically using independent-measures t-test. The independent-measures t-Test was used to investigate whether any differences existed between experimental and control groups’ mean scores on the Test 2. The study further revealed that computer-assisted instructions gives feedback to learners to have the opportunity to master computer-assisted instructional package tool used. It is recommended that, computer-assisted instruction method should be encouraged in many Biology classes in Wiawso Municipal Assembly, since it gives students opportunity to see links between concepts, summarise and organise their works, thoughts logically and sequentially. Both genders must be encouraged to use computer-assisted instruction method to studying Biology.

The purpose of the study was to examine the perceptions and effective implementation of peace education in Senior High Schools in Ekumfi District in the Central Region of Ghana. The study was underpinned by the Integrative Theory of Peace Education (ITPE) [1]. The study adopted the mixed methods approach where the exploratory sequential mixed method design was employed. The convenience and stratified random sampling techniques were used to select 20 and 350 participants for the qualitative and quantitative stages of the study respectively. Semi-structured interview guide and questionnaire were the main tools used to collect data for the study. The qualitative data were analyzed through the thematic approach with the help of NVivo 12 Plus while the quantitative data were analyzed using descriptive statistics like mean, frequency, and standard deviation with the aid of SPSS version 20. The study indicated that peace education in the schools is relevant in mentoring students who would be advocates of peace in their respective communities, preparing future leaders who are required to uphold peace and espouse peaceful attributes in their dealings with the publics as well as championing the path of national development. The study also revealed that teachers needed to be trained on the principles, knowledge, and skills required to effectively deliver peace education in the schools. The point is made that when these challenges are tackled, it will pave the way for the smooth implementation of peace education in the schools. It is recommended that peace education should be accorded the needed importance in the school curriculum. It is also recommended that the management of the schools should design and implement co-curricular programmes that are tailored towards the delivery of peace education to the students. It is further recommended that the National Council for Curriculum and Assessment (NaCCA) of the Ghana Education Service should incorporate peace education as a topic in the Social Studies curriculum as part of the curriculum reforms for the Senior High Schools in Ghana.