Article Per Year (5 Year)
p-Index From 2021 - 2026
1.126
P-Index
This Author published in this journals
All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum EDUCATIO : Journal of Education Journal of Honai Math Asatiza: Jurnal Pendidikan Studies in Learning and Teaching International Journal of Environmental, Sustainability, and Social Science Sukma: Jurnal Pendidikan
Agyeman, Nana Yaw Brenya
Unknown Affiliation
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Mathematics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Deep learning in high schools: exploring pedagogical approaches for transformative education Agyeman, Nana Yaw Brenya
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 24 No. 2 (2024): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v24i2.71350

Abstract

In today's ever-changing education landscape, fostering deep learning is paramount for transformative education. Teachers play a pivotal role in this endeavor by implementing effective pedagogies that guide students beyond surface-level understanding toward profound learning experiences. This study aimed to explore the effective pedagogical approaches used in schools to promote deep learning within a transformative educational setting. Adopting a qualitative approach with a case study design, the study focused on a single school to investigate these approaches. The study population comprised teachers and learners, with a purposive sample of eight participants, including four teachers and four learners. Data collection utilized semi-structured interviews with predetermined questions for the participants. Thematic analysis was employed to systematically distill meaningful themes and patterns from the collected data. The findings indicated that pedagogical approaches significantly contribute to both deep learning and transformative education, emphasizing active student participation. As a result, schools should adopt effective pedagogical approaches such as group discussions, presentations, and projects to enhance students' learning experiences. The study therefore recommends that learner-centred pedagogies, teaching methods and strategies should be used in schools to foster deep learning of learners. 
Teachers' perspectives on the challenges of teaching mathematics in South Africa Agyeman, Nana Yaw Brenya; Thami Isaac Makhoba; Nomxolissi Mitsi; Avela Ngqungunza; Lunglwa Nqoma; Shakespear Chiphambo
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.865

Abstract

This study addresses the persistent challenges encountered by South African teachers in mathematics instruction at the intermediate phase level. It specifically explores teachers' perceptions of the factors that hinder effective mathematics teaching in intermediate-phase schools within the Chris Hani District. The primary objective of the study was to examine teachers’ perspectives and the contextual conditions influencing instructional practices, with the aim of informing targeted interventions. A qualitative research approach was employed, utilizing a phenomenological design to explore the lived experiences of the participants within their cultural and social contexts. Purposive sampling was used to select eight participants with substantial experience in teaching at the intermediate phase level. Data were collected through semi-structured interviews, which provided a balance between flexibility and depth, allowing for the exploration of participants’ insights. Thematic analysis was conducted to identify recurring themes and patterns within the data. One of the key findings was that teachers struggled to meet the individual learning needs of students. Participants also expressed concerns about the unrealistic demands of the curriculum and emphasized the urgent need for curriculum reform. These challenges highlight the necessity of implementing strategies to enhance the quality of mathematics teaching. The study recommends increased investment in professional development programs focused on mathematics education and calls for curriculum reform initiatives led by educational authorities to address teachers’ concerns, particularly regarding workload. In addition to improving instructional practices, these reforms should address broader systemic issues that impede effective mathematics instruction. Overall, this study contributes to the growing body of knowledge on the challenges facing mathematics education in South Africa and underscores the need for contextually responsive policy interventions.
Traversing the Interconnected Dynamics of Climate Change And Food Security in Sub-Saharan Africa AGYEMAN, Nana Yaw Brenya; DAMOAH, Benjamin; Manu, Elijah Osei
International Journal of Environmental, Sustainability, and Social Science Vol. 6 No. 2 (2025): International Journal of Environmental, Sustainability, and Social Science (Mar
Publisher : PT Keberlanjutan Strategis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v6i2.1363

Abstract

Globally, Climate change adversely impacts people's lives. Climate change has not spared Sub-Saharan Africa in terms of farming and food security. Sub-Saharan Africa's overdependence on agriculture and farming adversely impacts the standard of living and quality of life. This study explored secondary data analysis of global institutions' reports to examine the impact of climate change on food security in Sub-Saharan Africa. The paper synthesizes themes and patterns to comprehend the effects of climate change on food supply. The data was analyzed through a thematic analysis to identify patterns and themes from the secondary data. The findings established that climate change reduces farming productivity, which causes food shortages and increases the vulnerability of farming. Food security can be improved by adopting climate-change agricultural practices and increasing investment in agricultural infrastructure. The paper concludes that climate change impacts food security. This paper recommends that the government and global institutions support Sub-Saharan African farmers. It contributes to raising awareness of measures to improve food security in Sub-Saharan Africa.
ENHANCING INSTRUCTIONAL OUTCOMES THROUGH THE TRANSFORMATIONAL- INSTRUCTIONAL LEADERSHIP MODEL Agyeman, Nana Yaw Brenya; Aphane, Vanessa
SUKMA: Jurnal Pendidikan Vol. 9 No. 1 (2025)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/09105.2025

Abstract

School leadership as a discipline continues to recognise the important role of transformational and instructional leadership models (TILM) in enhancing teaching and learning in schools. This leadership model has proven effective in creating a supportive school environment, even in the face of challenges. This study aims to explore how TILM can improve instructional outcomes in schools. Using a qualitative approach and a case study design, the research gathered insights into the experiences and perceptions of participants. Eight individuals were purposively selected from a school, and data was collected through semi-structured interviews. Thematic analysis was employed to identify patterns and themes in the data. The findings indicate that transformational and instructional leaders establish and communicate clear visions and goals to foster collaboration and improvement. However, challenges such as resistance to change and increased workloads can hinder the achievement of these visions and goals. Additionally, while professional development and training empower educators, their effectiveness largely depends on how well they equip teachers to apply theory to practice. These findings highlight the significant role that transformational and instructional leadership plays in enhancing instructional practices within schools. The research suggests that schools should prioritise the implementation of the TILM model to improve teaching and learning outcomes. Ultimately, this study contributes to a deeper understanding of the TILM model's impact on enhancing learning outcomes in educational settings.
Enhancing teaching and learning in schools through instructional leadership: South African perspective Aphane, Venessa; Agyeman, Nana Yaw Brenya
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2261

Abstract

This qualitative case study examines instructional leadership's role in enhancing education quality in South African schools, where persistent learner underperformance reflects systemic challenges. Despite the Department of Basic Education’s reports highlighting widespread underperformance, limited research explores how school leaders address these issues. Focusing on a public secondary school, the study purposively sampled eight school leaders, employing semi-structured interviews to gather data. Thematic analysis revealed that effective instructional leadership strengthens curriculum alignment and resource allocation, with principals serving as pivotal actors. However, gaps persist in leadership practices, necessitating targeted improvements. Key strategies include adopting learner-centered pedagogies, fostering teacher autonomy, and cultivating supportive learning environments. The findings underscore the urgency of prioritizing instructional leadership to mitigate systemic inefficiencies and improve knowledge acquisition. This study contributes to the discourse on educational leadership in low-performing contexts, advocating for policy and practice reforms to address South Africa’s declining education outcomes.
The Impact of Continuous Professional Teacher Development on Teacher Engagement Levels in Private Family Schools in South Africa Masha, Anthony Kambi; Agyeman, Nana Yaw Brenya
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.588

Abstract

This was a case study that used a quantitative research approach to gauge educators’ perspectives on how management engages them in continuing professional teachers’ development (CPTD) in private family business schools (PFBSS). The study is set against the background that educators need to be engaged in their jobs for students to excel. However, literature suggests that engagement levels of educators are low in South Africa. A notable reason amongst them is the lack of CPTD. This ensures that schools provide education as a core building block in making South Africa a successful country. Without good schools that prepare young people for the world of work, the problems South Africa faces will remain intractable. Poor results impact the non-actualisation of the Millennium Development Goals, Sustainable Development Goals, National Development Plan, and the African Union’s Agenda 2063. This study examines the link between school-level support and engagement. This is an area that has received little attention in South Africa. The study utilised a non-experimental research design and a positivist paradigm to collect data through structured questionnaires and test the hypothesis using inferential statistics and non-parametric analysis techniques. The study revealed that CPTD predicts engagement levels of educators in PFBSS. The study recommended that educators should be exposed to CPTD sessions often to capacitate them. The study concluded that management in PFBSS should not ignore the human resources development aspect of CPTD.
The perception of Students about Teaching Practice in the Foundation phase in South African Schools Agyeman, Nana Yaw Brenya
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1800

Abstract

Teaching practice is a crucial program that provides aspiring student teachers with practical teaching experience to prepare them for the challenges of teaching in school settings. Teaching practice in the foundation phase is fundamental for the education and development of student teachers. Teaching practice enables them to apply their theoretical knowledge in real teaching scenarios. A recent study examined student teachers' perspectives during their practice in the foundation phases, revealing a range of responses. The study explored student teachers' perceptions of teaching practices using a qualitative research method with a case study design. Six student teachers were purposively selected and interviewed using semi-structured interviews. The findings highlighted the importance of dedicating enough time to teaching practice for professional development. Also, they shed light on the challenges teachers face, such as handling large classrooms and balancing university coursework with teaching practice. Furthermore, the findings underscored the need for improved classroom management and support systems. Schools must address student teachers' challenges during teaching practice while providing adequate support systems to help them maximise their experiences in teaching in the foundation phase. The study recommends that schools and teacher training institutions offer support and resources to help student teachers enhance their professional skills.
Co-Authors Aphane, Vanessa Aphane, Venessa Avela Ngqungunza DAMOAH, Benjamin Lunglwa Nqoma Manu, Elijah Osei Masha, Anthony Kambi Nomxolissi Mitsi Shakespear Chiphambo Thami Isaac Makhoba