The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.
The research was necessitated due to the researcher's experience of the difficulty of pupils of Pepease Presbyterian Basic Six in the understanding of the human skeleton. The total number of thirty-three pupils in this class, Pepease Presbyterian Basic Six was the population of this study which employed an action research method. The study revealed that pupils performed better in a lesson on the human skeleton aided by the skeletal model designed by the researcher than when presented theoretically. The research instruments employed in this study were interview, test and questionnaire. The model of the human skeleton, designed teaching and learning material used served its purpose so well and this reflected in pupils' performance which had improved remarkably after the intervention. The present study, therefore, recommends intermittent in-service training for Science Teachers especially those in the remote areas on how to design improvised materials for the various topics in the Basic Schools Science Syllabus.
Academic success is the assessment of a learner's ability in a variety of academic areas. Classroom performance, graduation rates, and standardised test results are commonly used by teachers and education administrators to assess student accomplishment. This study, on the other hand, was conducted to assess the factors influencing students’ academic performance at a College of Education in Ghana. The research design employed was the quantitative research method, specifically, a cross-sectional descriptive survey research design. It mainly focused on level 200 pre-service teachers pursuing the B. Ed programme and level 300 pre-service teachers offering the Diploma in Basic Education programme as they are the seniors in their individual programmes. A total of 100 pre-service teachers participated in the study with 51 being females and 49 being males. From the results, some of the factors that influence the pre-service teacher’s academic performance were parents, friends, instructors and the use of teaching and learning materials.
This study aimed to investigate the antimicrobial susceptibility of diarrheagenic E. coli (DEC) in patients seeking medical attention at Ashanti Regional and St. Michael' s Hospitals. A total of 502 people in all were included in the study. To collect the data, a structured questionnaire was used. Participants' stool samples were examined using a biochemical technique to separate E. coli, and a two multiplex Polymerase Chain Reaction (PCR) was performed to distinguish DEC from the E. coli isolates. Out of the 502 participants, 222 tested positive for DEC. The EUCAST 2022 Breakpoint for the Enterobacterales was utilized to determine the antibiotic susceptibility pattern for each isolate of DEC using the Kirby Bauer disc diffusion method (Bauer, 1966). In all, 83% of the DEC isolates were discovered to be Multi drug resistance (MDR) With an index of 81% > 0.2. The findings of this investigation indicate a high level of antimicrobial resistance to tetracycline, ampicillin, and cotrimoxazole. In the study area, meropenem is suggested for the empirical care of DEC infections. It is advised that both the community and the two healthcare settings routinely screen for antibiotic susceptibility.
The purpose of this study was to examine Junior High School Social Studies teachers’ assessment practices in two districts in Ghana. The study was conducted in the Asuogyaman and Krachi East districts in the Eastern and Oti Regions respectively. The participants of the study were one hundred (100) Junior High School Social Studies teachers drawn purposively from the two selected districts. Data were collected through the administration of questionnaires, semi-structured interviews and observation. The study employed the mixed-method approach. Results of the study revealed that the Junior High School teachers preferred and actually used traditional assessment techniques in their teaching activities. Their assessment conceptions and practices are rooted in the traditional learning paradigm. It is recommended that Teacher Education Institutions (TEIs) should reconsider their curriculum and emphasise more on the teaching of alternative or contemporary approaches to educational assessments. It was also recommended that refresher courses should be organised for in-service teachers to up-grade their knowledge and skills in alternative educational assessment practices.
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