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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

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.

Psycho-Philosophical Dimensions of Language Education: Mixed-Methods Exploration of Russian to Ewe Linguistic Skills Transfer Fenuku, Samson Dodzi
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11398

Formal education relies heavily on effective teaching methods and styles, which are particularly crucial in language education. The transfer of linguistic skills between Russian, a Slavonic language, and Ewe, a Niger-Congo language, presents a complex challenge due to their structural and cultural differences. This study delves into the complexities of transferring skills from Russian, a language from the Slavic branch of the Indo-European family, to Ewe, a language of the Niger-Congo family, focusing on the interplay between teaching methodologies, psychological factors, and philosophical perspectives. The primary objectives were to evaluate the effectiveness of various teaching methods, analyze the psychological influences on language education, and understand how philosophical viewpoints shape language teaching practices. Utilizing a mixed-methods approach, the research combined quantitative survey data from 60 participants with qualitative insights from interviews with 15 educators. The findings highlighted a preference for interactive and technology-assisted methods, with a strong emphasis on communicative techniques. The psychological assessment indicated high levels of motivation and adaptability among learners, favouring interactive and collaborative learning environments. Thematic analysis of philosophical perspectives revealed a diverse spectrum of ideologies that inform teaching practices. The study concludes that a pedagogical approach embracing interactivity, technological integration, and philosophical diversity is essential for effective language education. It calls for professional development that equips educators to employ a range of teaching methods and to effectively use technology. The research underscores the need for a learner-centred, adaptable educational paradigm that caters for diverse learner needs and preferences, advocating a more inclusive approach to language teaching.

Institutional Factors Influencing Bilingual Education: A Primary School Perspective from Ghana Fenuku, Samson Dodzi
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 1 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i1.783

This study examines the institutional factors influencing the effectiveness of bilingual education in primary schools within the Ledzokuku Municipality of Accra, Ghana. This study uses a mixed methods approach, and the research explores the interplay between teacher training, resource availability, administrative support, and community involvement in the success of bilingual education programs. A case study at Adom Primary School provides in-depth insights into the experiences of educators, administrators, and parents, while a survey of 200 educators and administrators offers a broader perspective. Qualitative findings emphasize the need for comprehensive teacher training and the critical role of community support in supplementing school resources. Teachers desire more extensive training to deliver instruction confidently in a second language. The case study reveals the significant impact of community involvement in overcoming resource limitations, suggesting local engagement as a strategic asset for bilingual education. Quantitative results corroborate these insights, showing significant positive correlations between teacher training hours, resource availability, and program effectiveness. Regression analysis indicates that teacher training and resource availability are significant predictors of program effectiveness, underscoring the need for targeted investments in these areas. The study identifies challenges such as a shortage of qualified bilingual teachers, resource scarcity, and the complexity of aligning language policies with community expectations. Recommendations include developing robust teacher training programs, increasing resource allocation, and fostering community-school partnerships. This research contributes to the literature by providing a nuanced understanding of the institutional factors impacting bilingual education in a Ghanaian context, with implications for educational policy and practice.

The Impact of Standardized Teaching Methodologies on Student Learning and Teacher Autonomy in Ghanaian Schools Fenuku, Samson Dodzi; Akpaku, Ernest
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 2 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i2.774

This study examines the impact of standardized teaching methodologies on student learning and teacher autonomy within the Ghanaian educational context. A mixed-methods approach was employed, integrating quantitative analysis of student performance data from standardized tests with qualitative insights gleaned from semi-structured interviews and classroom observations of teachers and administrators, alongside a broader survey of teacher perceptions. Quantitative findings indicated that standardized teaching methodologies were associated with improved student performance on standardized assessments. However, qualitative data revealed a complex landscape where teacher autonomy and the ability to provide culturally relevant instruction were seen as potentially compromised by the structure of standardized curricula. The study's qualitative themes highlighted the dual-edged nature of standardization, with teachers expressing a need for both the guidance and constraints that standards provide. Professional development emerged as a critical factor, with teachers seeking ongoing support to effectively implement standardized teaching methodologies. The research underscores the importance of balancing the clarity and structure of standardized teaching with the flexibility necessary for teachers to meet the diverse needs of their students. It also emphasizes the need for culturally responsive teaching practices and the provision of continuous professional development opportunities for teachers. It suggests that while standardized teaching can enhance student performance, it must be implemented in a manner that supports teacher autonomy, adaptability, and professional growth to achieve the best outcomes for all students.

Psycho-Philosophical Dimensions of Language Education: Mixed-Methods Exploration of Russian to Ewe Linguistic Skills Transfer Fenuku, Samson Dodzi
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11398

Formal education relies heavily on effective teaching methods and styles, which are particularly crucial in language education. The transfer of linguistic skills between Russian, a Slavonic language, and Ewe, a Niger-Congo language, presents a complex challenge due to their structural and cultural differences. This study delves into the complexities of transferring skills from Russian, a language from the Slavic branch of the Indo-European family, to Ewe, a language of the Niger-Congo family, focusing on the interplay between teaching methodologies, psychological factors, and philosophical perspectives. The primary objectives were to evaluate the effectiveness of various teaching methods, analyze the psychological influences on language education, and understand how philosophical viewpoints shape language teaching practices. Utilizing a mixed-methods approach, the research combined quantitative survey data from 60 participants with qualitative insights from interviews with 15 educators. The findings highlighted a preference for interactive and technology-assisted methods, with a strong emphasis on communicative techniques. The psychological assessment indicated high levels of motivation and adaptability among learners, favouring interactive and collaborative learning environments. Thematic analysis of philosophical perspectives revealed a diverse spectrum of ideologies that inform teaching practices. The study concludes that a pedagogical approach embracing interactivity, technological integration, and philosophical diversity is essential for effective language education. It calls for professional development that equips educators to employ a range of teaching methods and to effectively use technology. The research underscores the need for a learner-centred, adaptable educational paradigm that caters for diverse learner needs and preferences, advocating a more inclusive approach to language teaching.

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