The paper examines the multi-tasked role of women in caregiving and career during the COVID-19 partial lockdown in Ghana. One hundred fifty three mothers with careers within the Accra Metropolis participated in the study through purposive and snow balling sampling methods of non-probability sampling technique. To observe the COVID-19 protocols of social distancing, the research instrument was designed using Google forms and distributed to respondents via social media platforms (emails and WhatsApp). The results revealed that caregiving mothers generally reported to work late from home than if there were in the office and were less effective and productive working from home but were assured of job security because they mostly worked in the public sector. Hours used for domestic activities rose steadily during the lockdown period and social support from non-relatives in caregiving increased. The paper's finding suggests that mothers working from home are faced with difficult and conflicting roles which puts more pressure on women during the pandemic period. Women who are unable to access social support continue to be stressed and burdened in an attempt to combine family, care giving, and career roles which ultimately affect their overall wellbeing.
This study was designed to assess reading difficulty dynamics and develop the corresponding interventions for students in the Banka Community Senior High School within the Asante Akyem South Municipality of Ghana. The study used multiple research designs and research methods in soliciting data for the analysis. Both semi-structured questionnaires and interview guides were used for data collection. A 100-worded paragraph was taken from the introductory page of the Integrated Science Textbook for Senior High Schools to assess the reading difficulty of students using the One-Minute Administration of Reading Passages (OARP) protocol. Three sessions of readings were done; the first without intervention, and the subsequent readings with teacher interventions. The results of the study show that majority of the respondents had text recognition accuracy (TRA), text pronunciation accuracy (TPA) and reading speed (RS) problems. Thus, TRA, TPA, and RS scores were below the 80% benchmark in the first reading (without intervention). Nevertheless, TRA, TPA, and RS scores increased above the 80% benchmark for the second and third readings (with teacher interventions). Four causative factors for the reading difficulties (RDs), three locational dynamics, four durational dynamics, four reading frequency dynamics and four periodic dynamics of RDs were identified. The study concludes that RD reduces with teacher interventions. The findings of this study is not a generalization of reading difficulty dynamics and intervention in all community schools in Ghana but rather presents contributions to an emerging academic problem which could have implications on SDG 4 in the near future within community schools. Hence, the need for setting up reading clubs in community schools towards reducing reading difficulties among students.
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