Articles

The purpose of this study was to examine Religious and Moral<b> </b>Eduction teachers’ usage of the flipped classroom model Model and its Influence on JHS Students’ Academic Performance in the Nzema-East Municipality of Ghana.The study adopted the quasi-experimental research design. The population for this study comprised all JHS Religious and Moral Education students and teachers within the Nzema-East Municipality of the Western Region. With the help of the Krejcie and Morgan’s sample determination table, a sample of 110 comprising 10 teachers and 100 students were selected for the study through multi-stage sampling. The instruments used for data collection were tests and questionnaires. The study indicated that, the flipped classroom is a very potent method of teaching RME. This is so because the study provides enough evidence that the flipped classroom significantly improves the performance of learners more than the traditional approaches to teaching. This is even more appropriate in a technological era such as ours. The study also revealed that, teachers have a positive view of the use of the flipped classroom in teaching RME. Junior High School RME teachers are ready to adopt the flipped classroom model in their teaching provided challenges students face are eliminated. It is recommended that, School Improvement Support Officers and Headteachers should ensure that teachers use the flipped classroom to bring variations in lesson delivery so as to improve the academic achievements of learners. It is also recommended that government should provide technological devices to schools and teachers and ensure that teachers employ the various technological devices at their disposal to the benefit of their students.

This study aimed to examine the pedagogical knowledge base of Religious and Moral Education teachers in assessing students’ academic performance. The research design used for this study was the correlational research design. 159 basic schools were selected to participate in the study. The population of the study comprised Religious and Moral Education (RME) teachers and second-year students in basic schools in the Komenda Edina Eguafo Abirem Municipality in the Central Region of Ghana. Purposive and random sampling techniques were used to select basic schools, Religious and Moral Education (RME) teachers, and students for the study. In all one hundred and seventy-five (175) RME teachers and three hundred and fifty-seven (357) students were selected for the study. The main instruments employed in the study were questionnaires and observation. The data was analysed through the computation of frequencies, percentages, mean of means distributions, and the calculation of correlation coefficient. Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables. This was done with the use of computer software called Statistical Product for Service Solutions (SPSS). The study concluded that teachers possessed adequate knowledge about the use of pedagogy or instructional methods when it comes to the teaching of RME. However, as observed, teachers use of the existential approach and the life theme approach only, and, teachers did not make use of the concept cracking approach to teaching RME probably because they lacked adequate information about how to use them. It is recommended that the Ministry of Education, Ghana Education Service, and the National Council for Curriculum and Assessment should organise in-service training for teachers to be abreast with some of these contemporary pedagogies for the teaching of RME in Basic Schools and also make modules available for use at the Colleges of Education to train our upcoming teachers at the Basic Schools.

In modern times, a lot of light has been thrown on Information literacy by empirical studies due to its significant role in facilitating access to information and use as well as lifetime learning. It is one of the main factors responsible for the information explosion and a key determining factor for students’ success in academics. The study gauged students’ attitudes on the IL programmes of the University for Development Studies (UDS) using both qualitative and quantitative research approaches. The study discovered that students did not consider the library as a source of academic knowledge and information since their frequency of visiting was low. The study also showed that 43.1% of the respondents go to the library at least once a week while the majority (56.9%) of the respondents either visited the library once a month or not at all. Early Childhood and Basic Education, Development Education, Social Change Communication and Renewable Natural Resources, are the courses pursued by those who utilized the library every day. Alternatively, no student pursuing B. Ed Business Studies made use of the library daily and 48.6% of them did not enter the library at all. The majority (58%) of the respondents had not been oriented on the use of the library. It was realized that 49.8% were knowledgeable of the fact that electronic resources are available in the library. The remaining (50.2%) did not have any knowledge of electronic resources in the library and were unlikely to make use of them. The utilization of electronic resources also varied according to programmes of study. Students who had comparatively higher access to such resources were pursuing Early Childhood and Basic Education. The study also realized that students’ interest in participating in Information Literacy programmes in the university increased and this increased the quality of their information literacy skills. With their awareness and know-how in information literacy, they can use the internet to retrieve the necessary information for academic work. The study makes some recommendations, Principals and Deans should coordinate to organize more Information Literacy Programmes, increased staff participation in the teaching of the IL Programmes and lastly, implementation of Academic Board pronouncements on the IL Programme. This will go a long way to improve access and enhance the use of information in the university.