The Sars-Cov-2 pandemic has ravaged societies at their very core and deepened pre-existing inequalities. Meanwhile, persons with disabilities (PwDs), the most oppressed group in Ghana that live in poor and deplorable conditions are most like to be negatively impacted by the Sars-Cov-2 crisis. Therefore, the aim of this study is to explore how the Sars-Cov-2 pandemic is influencing access to healthcare by PwDs in the Sekondi-Takoradi Metropolis (STM). We collected data from 17 participants, nine from the Ghana Blind Union (GBU), five from Ghana Society for the Physically Challenged (GSPC), and three from the Ghana National Association of the Deaf (GNAD). An interview guide containing 25 items was used to gather data from the participants and we employed Phenomenological Analysis (PA) approach in making sense of the data. PWDs encounter many different barriers like; i) stigma and discrimination, ii) cost and availability of transport, iii) poor attitude of healthcare staff, iv) poor communication, v) hospital environment and equipment, vi) handwashing and sanitizing facilities, vii) unsuitable washrooms, viii) cost of healthcare, ix) registration and renewal of NHIS cards, and x) loss of income as they attempt to seek healthcare during this Covid-19 era in the STM. Covid-19 pandemic has widened the disproportionate and inequality gaps against PWDs in the STM when they attempt to seek healthcare. in the face of this, STM may lead Ghana to lag in achieving the Sustainable Development Goal (SDG) 3.8, which entreats nations to provide quality healthcare for all persons including PWDs. PWDs need education and empowerment to enable them demand for their rights when accessing healthcare. The findings highlight existing gaps in the implementation of the disability law by healthcare facilities in STM and, re-focus the attention of hospital managers in STM to the healthcare needs of PWDs in STM.
Instructional cues (IC) regularly occur in physical education (PE) practical lessons. However, not much research has been conducted into the effectiveness of these cues in teaching and learning environment. It is also noted that students generally exhibit low interest in netball activities, not only in the colleges of education but across all levels of education in Ghana. The study was based on pedagogical research in PE setting where we investigated teacher's utilization of instructional cues in teaching shooting skill in netball. We also investigated issues relating to supervision and the frequency of pre-service teachers' participation in netball activities. A total of 81 participants were randomly sampled for the study. They were composed of four PE teachers and 77 pre-service teachers from the first-year group of three selected Colleges of Education (CoE) in the Volta Region, Ghana. The study was descriptive in nature. A Senior University Lecturer with vast experience in research inspected self-developed data collection instrument and approved its capability of collecting data for the study. Frequency and percentage analyses of data were performed and presented in tables, graphs and charts. Major findings of the work revealed low level of supervision of pre-service teachers in netball activities. Participation level in netball activities and knowledge of basic netball skills were also found to be low among pre-service teachers. However, in the 60 minutes video-taped lesson, the rate per minute of constructive instructional cues (CIC) were higher than the rate per minute of destructive instructional cues (DIC), indicating that PE teachers were largely able to control destructions during utilization of instructional cues (IC) in teaching practical lessons involving netball shooting skill.
Often, children draw inspiration from teachers who participate in regular physical activity for health and wellbeing. In this study, we examined 1) teachers' self-rated participation level in physical activity and perception of the value of physical activity for enhancing health and wellbeing 2) teachers' gender and class level differences in participation of physical activity and perception of the value of physical activity for enhancing health and wellbeing and 3) the correlation between teacher participation in physical activity, perception of the value of physical activity and the frequency at which physical education lessons were taught. The study adopted a cross-sectional survey with a sample of 172 subjects out of estimated population of 300 in six randomly sampled educational circuits in the Volta Region, Ghana. Self-structured questionnaire was validated by means of expert opinion and was found dependable for data collection. Pre-data analyses were performed to screen and clean data from probable errors. Data analyses were performed using Statistical Package for Social Sciences (SPSS for Windows, Version 17). The study found that the extent to which most public primary school teachers participated in physical activity was generally low. To great extent, teachers perceived positively the value of physical activity for enhancing health and wellbeing. The study did not show statistically significant differences in gender and class level participation of teachers in regular physical activity and perceptions of the value of physical activity for enhancing health and wellbeing. Positive correlation was found between teachers' participation in regular physical activity and the frequency at which physical education lessons were taught in public primary schools.
Questioning is one of the pedagogical strategies that ensures that students appropriately engage in relevant activities in teaching and learning environment. Questioning plays a critical role in refreshing memories of learners on their previously acquired knowledge or in the acquisition of new knowledge while a lesson is in progress. Regular questioning of students is a good practice to help learners think for themselves instead of being "spoon-fed" by the teacher. However, over concentration on lower-order questions has a dire consequence on the thinking skills of students. In this study, we used a descriptive approach to examine proportions and rate per minute of questions that occurred in a theory physical education (PE) lesson. The study involved a class of 38 students of a College of Education and one teacher (intern) of a University in Ghana. The PE lesson was video-recorded. Self-developed event recording instrument was used to collect data on questioning behaviours of both the teacher and students. Data collection instrument was validated by an expert in research (senior university faculty). Descriptively, data were analysed and presented in tables and figures. Intra-observer results of classroom events relating to questioning behaviours of the teacher and students were evaluated. Findings revealed that the proportion of lower-order questions was generally larger than higher-order questions that occurred during the lesson. Findings also showed that a total of 36 questions were asked by the teacher during the 35 minutes interaction. Specifically, the rate per minute of questions asked by the teacher at various question levels was 0.38 for knowledge, 0.35 for understanding, 0.2 for synthesis, 0.25 for evaluation, and zero for application and analysis questions. No question was asked by any of the students in the entire 35 lesson duration. We recommend that teachers should make conscious efforts to create opportunities for learners to ask questions in every teaching and learning environment.
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