Almost all pre-service teachers from Colleges of Education in Ghana, whether from the regular or distance mode, teach in the basic schools. This research employed survey to examine pre-service teachers' evaluation of teaching (ET) on teaching and learning in the regular and distance modes of teacher education in Ghana. The analytical cross-sectional survey design was adopted for the study. Four hundred and fifty-five (455) pre-service teachers of Accra College of Education and the College of Distance Education at Papafio Hills, both of University of Cape Coast were used as the sample for the survey. Questionnaire of Cronbach's alpha coefficient (α) of 0.81 was used to solicit views regarding students' evaluation of teaching and learning. Frequency and percentages were used to describe the data. They have the belief that tutors are competent in subject matter knowledge, pedagogy and assessment. Empirically, tutors' knowledge of subject matter was rated 'good' by majority of distance (89.57%) and regular (51.17%) students. Organization of lessons by the college tutors was also judged as good by majority of the distance (73.07%) and regular (61.67%) students. Teacher assessment by college tutors was rated "good" and constructive by majority (66.0%) of the distance students, and a few regular students (36.8%). Similarly, pre-service teachers in the two colleges have positive self-efficacy in learning. Evidence from the study shows that, majority of the male (64.56%) and female (53.25%) students in the distance mode as well as female students in the regular mode (52.25%) did not find it stressful using mathematics and science textbooks to work on homework, except a few male students (48.41%) in the regular mode. Pre-service teachers have the belief that College of Education tutors in Ghana are competent in subject matter knowledge and pedagogy to teach in both regular and How to cite this paper: Narh-Kert, M. (2021).

This Study explored the usage of the internet and its impact on the academic performance of Senior High School (SHS) students in the Cape Coast Metropolis. A questionnaire was used to gather data from 105 second-and third-year students through random sampling and was then analyzed using descriptive statistics and an independent samples t-test. The result revealed that Internet outlets for SHS students include school ICT labs, mobile phones, internet facilities for families, and public internet cafes. Furthermore, internet access influences academic standards among students, as those with internet access have shown a higher improvement in academic performance than those without. Different internet use, on the other hand, has no impact on academic performance, as revealed by the results. Similarly, the presence of several sources of internet connectivity does not guarantee immediate access to all of them. Therefore, it was recommended that the Heads of Institutions should liaise with other stakeholders to provide internet facilities with management support. It was also recommended that to support student research, the School ICT Laboratories should be well equipped with internet facilities and students should be taught how to use search engines to search online for academic materials. This is vital because the provision of school internet facilities plays a very important role in enhancing academic performance.

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