| 1 |
Author(s):
Plaxcedia Mahundi (M.Ed), Lilian Manwa (Dr), Lokadhia Manwa (Dr).
Page No : 1-10
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Existence and Effective Use of Food Technology Specialised Resources for Exceptionally Gifted Learners at a High School in Mutare, Zimbabwe
Abstract
The study aimed at assessing the existence and effective use of Food Technology specialised resources for exceptionally gifted learners at high school level. The objectives of this study were to assess if Food Technology specialised resources existed for gifted children in the high school as well as to examine how specially gifted children can effectively use available provisions to facilitate learning of Food Technology. The qualitative study was a case of one selected high school in Mutare district, Manicaland province. Six teachers and two administrators (school head and head of department Food Technology) were purposively selected from a population of 32 high school teachers. In-depth interviews were the study instruments used to collect data. Data collected were thematically analysed and discussed. The major findings revealed that Food Technology specialised resources existed in very limited quantities for gifted children in the school. In some instances, these resources were hardly noticeable, thus making it difficult to effectively use available provisions to facilitate learning. In the few instances where exceptional learners were identified, they were not given any work different from the average or slow learners. Three major strategies were identified as ideal in helping exceptional learners. These were acceleration, enrichment and segregation/grouping. It is recommended that teachers and school administrators be continuously trained on correct handling of learners with exceptional abilities, especially in technical subjects. They can also develop and make correct use of available resources to help the learners reach their full potential. Contribution/Originality of study: This research article addresses aspects on how high school learners who are exceptionally gifted in the Food Technology discipline can be helped to realise their full potentials. The study contributes to the body of knowledge in Food Technology education which gives an insight to educationists and parents, that failure to adequately equip gifted learners with specialised resources may discourage their learning, thwart the great potential in them, thus depriving communities of great technological advancement.
| 2 |
Author(s):
Omeodu M. Doris (Ph.D), Fredrick F.C..
Page No : 11-17
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Effect of Game Teaching Method on Students’ Mathematics Retention in Aboh-Mbaise Local Government Area, Imo State
Abstract
The study examined effect of game teaching method on students’ retention in algebra (quadratic equation) in Aboh-Mbaise Local Government Area, Imo State. The specific objective was to determine the difference in retention scores of students taught quadratic equation using game teaching method and expository method. Quasi-experimental design was adopted in the study. Purposive sampling technique was used to select 120 students comprising 70 males and 50 females in four schools in Aboh Mbaise Imo State. The instrument used for collecting of data was Quadratic Equation Retention Test (QERT). Instrument was administered to before treatment (pre-test) and administered again after treatment in a alternated form after two weeks (delayed test/ retention test). The reliability coefficient of the instruments was established using Pearson’s product moment correlation. which resulted to 0.63. This value indicated that the instrument used for data collection was reliable. Data collected were analyzed using mean and standard deviation. The study found that students taught the concept of quadratic equation using game teaching method have high retention of the concept that those taught with expository method the study recommended that; in order to improve on the retentive capacity of the learners in mathematics game teaching method should be utilized in teaching certain concepts in mathematics especially algebra.
| 3 |
Author(s):
Richard Marfo, Jonathan Kwame Mensah, William Kwabena Nantwi.
Page No : 18-32
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Challenges and Supports for Pupils with Special Educational Needs
Abstract
The study was a descriptive survey which examined teachers, parents and administrators’ support for pupils with special educational needs (SEN) in inclusive schools within selected schools in the Cape Coast Metropolis. Views were sampled through a Likert-Type questionnaire from teachers, parents and administrators. The sample consisted of 132 respondents made up of 86 regular teachers, 40 parents and 6 administrators. The findings revealed that there are low levels of material or human support for pupils with special educational needs in inclusive classrooms. The study also showed that special educational support has a positive effect on pupils learning in inclusive schools. The study further revealed a number of challenges that confront classroom teachers in providing support to children with special educational needs. It is recommended that teachers should try as much as possible to provide more material or human support for pupils with special educational needs in inclusive classrooms to improve their academic work. The Ghana Education Service and administrators of schools must also make funds available to the schools for the purchase of teaching and learning materials and other resources so as to reduce the challenges teachers face in providing support for pupils with special educational needs in the classrooms.
| 4 |
Author(s):
Opoku-Nkoom Isaac, Daniel Dogbe (Ed.D).
Page No : 33-42
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Examining Pre-service Teacher Preparation for Inclusive Education in Ghana
Abstract
The study investigated the pre-service teacher preparation in terms of theoretical and practical experiences towards inclusive education in Ghana. This was premised on the argument that teacher preparation is a key consideration in the implementation of inclusive education. The study was a descriptive survey with a sample size of 300 student-teachers randomly selected from 3 Colleges of Education in Ghana. The instrument used for data collection was questionnaire. Percentages and frequencies were used as statistical indexes to analyse the result. The findings revealed that prospective teachers in the Colleges of Education in Ghana were aware of the concept of Inclusive Education (IE) and were also knowledgeable about some inclusive issues such as parental involvement. They also had the basic skills in identifying some learners with special educational needs (LwSEN) in regular classrooms during their teaching practice and also adapted the regular school curriculum to meet their needs. It was recommended that the Special Education Division of the Ghana Education Service (GES) should ensure that pre-service teachers are adequately prepared and equipped with simple strategies to identify, support and assist (LwSEN) in community neighbourhood schools. Additionally, pre-service teachers should be equipped with basic screening skills to be able to identify learners who are at-risk in regular schools and put in appropriate interventions to meet their needs.
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Author(s):
Sylvester Kofi Narh, William Kwabena Nantwi.
Page No : 43-57
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Creating a Conducive Learning Environment to Enhance Inclusivity: The Case of Knust Primary, Ghana
Abstract
The study used a qualitative research method to examine the learning environment in which teaching and learning take place at the KNUST Primary school in ensuring inclusivity. A convenience sampling technique was used to select the population with observation and interview as data collection instruments. It was revealed that the class sizes ranged from 40 to 50 in a class as against the normal 20-30 as recommended by Ghana Education Service. Again, teachers found it difficult to identify and manage pupils with learning difficulties. Some of the pupils exhibited writing, reading and spelling challenges. It was recommended that regular workshops and in-service training be organized for teachers to improve their knowledge on inclusive education and also cut down the class sizes so that pupils with learning difficulties can benefit from individualized teaching styles.
