Article Per Year (5 Year)
p-Index From 2020 - 2025
0.562
P-Index
This Author published in this journals
All Journal Journal of Pedagogy and Education Science
Fosu, Gabriel Obed
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Evaluating Pedagogical Strategies for Pedestrian Safety Education Among High School Students Aninwaa, Matilda; Fosu, Gabriel Obed; Lawer, Emmanuel; Sakyi-Yeboah, Emmanuel
Journal of Pedagogy and Education Science Vol 4 No 01 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jpes.v4i01.751

Abstract

Pedestrian-related accidents are a significant public health concern, particularly in sub-Saharan Africa, where pedestrian fatalities among young people continue to rise. In Ghana, the absence of targeted pedestrian safety education in senior high schools contributes to these fatalities. This study aims to assess the knowledge of pedestrian safety among senior high school students and evaluate their preferred learning strategies for safety education. Using a descriptive survey design, data were collected from 103 students in the Ashanti Region of Ghana. Quantitative methods, including descriptive statistics and regression analysis, were employed to analyze the data. The results revealed that while 75.7% of students demonstrated adequate knowledge of pedestrian signs, only 35% had sufficient knowledge of pedestrian safety rules. Students expressed a clear preference for active learning strategies, with outdoor practical exercises and roleplay rated as the most effective methods. No significant relationship was found between students’ gender and the effectiveness of these strategies, suggesting that interactive teaching methods are universally effective across demographic groups. The findings highlight the need to integrate student-centered, experiential learning methods into the national curriculum to enhance pedestrian safety education.
Assessing Teaching Methods to Improve Traffic Education in Ghanaian Pre-Tertiary Schools Lawer, Emmanuel Kofi; Fosu, Gabriel Obed; Sakyi-Yeboah, Emmanuel; Aninwaa, Matilda
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jpes.v4i02.895

Abstract

Road traffic accidents are a leading cause of death among young people in Ghana, emphasizing the urgent need for effective traffic education in pre-tertiary schools. This study evaluates the pedagogical strategies employed in teaching traffic education in the Kumasi Metropolis, focusing on the perceptions and experiences of educators and identifying key barriers to implementation. Utilizing a convergent parallel mixed-methods design, data were collected from 114 teachers through surveys combining quantitative and qualitative approaches. The results indicate that traditional lecture-based instruction, although frequently used, is perceived as the least effective in engaging students. In contrast, interactive methods such as role-playing, multimedia presentations, and field trips, though less frequently employed, were rated as significantly more effective in fostering student understanding and engagement. However, challenges such as inadequate resources, curriculum gaps, and limited teacher training hinder effective implementation. The study calls for targeted interventions, including curriculum integration and enhanced teacher support, to optimize traffic education in Ghanaian schools.
Assessing the Effectiveness of Traffic Education Programs on Driving Practices in Ghana Sakyi-Yeboah, Emmanuel; Fosu, Gabriel Obed; Aninwaa, Matilda; Lawer, Emmanuel Kofi
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001168

Abstract

Traffic education is crucial in enhancing driver skills, improving road safety, and reducing traffic-related accidents. This study investigates the impact of traffic education on driver behavior, focusing on differences between private and commercial drivers and the influence of driving experience across key content areas, including Traffic Laws and Regulations, Basic Driving Skills, Hazard Awareness, and Road Courtesy. The study employed descriptive and inferential statistical analyses to assess participation rates and the effectiveness of traffic education programs. The results show that Basic Driving Skills emerged as the most frequently engaged and effective content area, while Road Courtesy and Impaired Driving training received little attention. Significant disparities were observed in participation, with private drivers engaging more consistently in structured educational programs than their commercial counterparts. The analysis also indicates that drivers with fewer years of experience report higher impacts from traffic education, underscoring the importance of early and continuous engagement in training programs. Notably, the study found no significant difference in the effects of traffic education based on years of driving experience, highlighting the need for a comprehensive revision of traffic education programs to address these gaps and improve road safety outcomes.
Co-Authors Aninwaa, Matilda Lawer, Emmanuel Lawer, Emmanuel Kofi Sakyi-Yeboah, Emmanuel