The study examined how female staff of the College of Distance Education (CoDE), University of Cape Coast (UCC) balance work, family and personal life roles, amidst their busy work schedules. A 21-item well-structured questionnaire was developed to collect primary data. Using the convenient sampling technique, 32 female staff was selected for the sample. Statistical tools such as percentages, mean, standard deviation as well as regression analysis were used to examine the relationship between organizational, family and personal life roles of the respondents. The findings of the study revealed that female staff of CoDE is not able to balance work, family and personal due to situational roles and their busy work schedules. The study also show that the university does not support female staff with policies and programmes that would assist them in this regard. The urgent need for the university to enact institutional policies and to show commitment in establishing a work-family friendly environment was recommended. This is important since the female staff at CoDE work 15 h on the average daily, which far exceed their contractual working period of 8 h.
The goal of Distance Education in Ghana is to make quality education, especially at the tertiary level, more accessible and relevant to meeting the human resource needs of the country. This is to improve performance as well as the quality of lives of Ghanaians. This dream can only be realised if students enrolled on the programmes graduate on schedule. Students' enrollment on the Distance Education Programme at the University of Cape Coast (UCC) currently is over 24,000. However, not every student enrolls on the programme graduates on schedule for various reasons. This paper examines tutors' and students' perception on the attrition rate of distance learners. Survey research method was used to gather data and analysis done using frequency count, simple percentages, mean and standard deviation. Factors identified as causes of attrition and measures to reduce the problem were significant as perceived by tutors and learners. However, this paper concludes that the complexity of causes of attrition and measures to reduce it allow for few practical or readily applied solution. Most of the significant causes were evolutionary issues that can be resolved as time goes on through improvement in technology, effective course designing, better understanding of learner characteristics and appropriate learner support systems. Some recommendations were made as interim measures to help reduce the high attrition among UCC distance learners.
Teaching as inquiry (TAI) is described as a component of effective pedagogy that has significant impact on learning outcome. Based on this premises, the study sought to examine TAI and its implications for teaching and learning in the Cape Coast Metropolis, Ghana. The descriptive survey design was adopted for the study and a sample of 160 basic school teachers was selected from three circuits within the Cape Coast Metropolis. A questionnaire and an interview guide were used in collecting the data for the study. Data obtained from the questionnaire were analyzed using descriptive statistics (frequency count, percentages and means and standard deviations) whereas the interview data was transcribed and presented by doing thematic analysis. The study revealed that majority of the respondents had knowledge about TAI. In addition, the study showed that the teachers engaged in TAI practices such as reflecting and questioning their methods of teaching, identifying the academic needs of students before planning instruction and engaging in projects and research concerning the subject and content to be delivered. Findings from the study showed that teachers who participated in the study have embraced the concept of TAI very well and considering how they can mentor and lead others. It was recommended that the Cape Coast Metropolitan education office should organize intermittent workshops and training for teachers on TAI to help teachers build specific skills and refinements for reflection and action and planning strategies to support learners to learn specific things (content or skills) that teachers can specifically monitor in terms of student outcomes.In every society, education has importance for the growth and development of the society. It is an instrument of
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