Article Per Year (5 Year)
p-Index From 2020 - 2025
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This Author published in this journals
All Journal Indonesian Journal of Teaching in Science International Journal of Educational Innovation and Research SocioEdu: Sociological Education
Bunbun, David Uwumborlame
Unknown Affiliation
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Preservice Teachers’ Perspectives on the implementation of Inclusive Education Bunbun, David Uwumborlame; Owusu, Teddy Afriyie
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.6808

Abstract

The study sought to explore preservice teachers’ perspective on the implementation of inclusive education in the university of Education, Winneba, specifically, the department of Special Education. The study employed a phenomenological design. Semi-structured interviews were used to gather data for the study. The population of the study comprised preservice teachers in their final year. The purposive sampling technique was used to select the participants. The sample size of the study was 21 preservice teachers within the department of Special Education. Majority of the respondents perceived that, the implementation of inclusive education is a movement away from segregation, it is a tool for effective inclusive teaching. The study recommends that, Policy makers such as the Ministry of Education should make available copies of the inclusive education Policy book to preservice teachers. This would enable preservice teachers to have indebt knowledge on the policy and as well as its practice. It is also recommended that, the University of Education, Winneba should organize and schedule frequent workshop trainings on inclusive education professional development for preservice teachers.
CLASSROOM ENVIRONMENT SUPPORT OF COMMUNICATION FOR DEAF STUDENTS Bunbun, David Uwumborlame; Owusu, Teddy Afriyie; Asare, Dora Anokye
SocioEdu: Sociological Education Vol. 4 No. 2 (2023): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v4i2.1176

Abstract

This study employed a case study design to explore classroom environment support for communication for deaf students at the University of Education, Winneba. The study sampled 20 participants which comprised ten deaf students, five interpreters, and five lecturers. A one-on-one semi-structured interview was used to collect data from participants. Data was analyzed using themes. Findings from the study revealed that classroom environment support for communication for deaf students involves, the relationship among deaf students, interpreters, and lectures about communication at the lecture hall; the student's participation at the lecture hall. Based on the results from the study, it was recommended that the management of the University of Education, Winneba, and the Department of Special Education should collaborate to ensure a supportive environment for effective classroom communication for deaf students. The Department of Special Education should facilitate continuous professional development seminars and in-service training for lecturers and interpreters on the education of deaf students to enable them to come up with more innovative ways of communicating with deaf students.
The Effects of Digital Media Instruction on Senior High School Students’ Performance in Organic Chemistry Nomenclature Ghartey, William; Kumi, Nelson Adjei; Bunbun, David Uwumborlame; Fenuku, Samson Dodzi; Ghartey, Kwaku Bondzie
Indonesian Journal of Teaching in Science Vol 4, No 1 (2024): IJOTIS: March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v4i1.68763

Abstract

The objectives of the study were to determine the effect of digital media instruction on students’ academic performance in expressing organic chemistry nomenclature and to assess its effect on the male and female experimental groups of students’ performance in expressing organic chemistry nomenclature. The study adopted the non-equivalent quasi-experimental research design using the pre-test and post-test design. The sample consisted of 103 students, with 48 from Potsin Senior High School forming the control group, and 55 from Winneba Senior High School forming the experimental group, including 31 males and 24 females. A pre-test was administered to all the participants to determine their academic performance. During the study, the experimental group (Winnesec) received treatment through digital media, while the control group (Postin) was taught using traditional teaching methods. These teaching approaches were implemented over four weeks. After the treatment, a post-test was administered to both groups. The tests (pre-test and post-test) were analyzed using Microsoft Excel 2019. The results revealed that digital media was found to be more effective than the traditional method of teaching. Furthermore, results revealed that there was no differential effect of digital media on male and female students’ performance in organic chemistry nomenclature.
Co-Authors Asare, Dora Anokye Fenuku, Samson Dodzi Ghartey, Kwaku Bondzie Ghartey, William Kumi, Nelson Adjei Owusu, Teddy Afriyie