The use of social media and IT application tools as an alternative pedagogical approach in higher educational institutions of learning cannot be compromised. Considering their incalculable advantages especially, in these times of the COVID-19 pandemic where closure of schools characterised some of the mitigating factors which wedged pedagogy. Nonetheless, quite a few institutions have taken advantage of these technologically inclined resources to facilitate teaching and learning. Therefore, this study explores the perceived usage of social media outlets and IT application tools in the University of Cape Coast (UCC) as a means of pedagogy by the Academic Staff. The study employed a cross-sectional survey as result of which 102 Academic Staff were sampled. The findings disclosed that the use of social media (i.e., Twitter), online collaborative tool (i.e., Google Hangouts) as a means of pedagogy is conspicuously absent among the teaching staff. Whiles some IT application tools (i.e., Dropbox, Google Drive, OneDrive) were hardly used in the classroom context, although the participants revealed possessing the skills in the use of such social media outlets and the IT application tools at their individual level. However, the use of Presentation tools (i.e., Microsoft PowerPoint), Spreadsheets (i.e., Microsoft Excel) and Word Processing (i.e., Microsoft Word) were mostly used to facilitate teaching and learning. The study recommends the adoption and enforcement of these resources by the management of the university. Taking into cognizance, the numerical strength of the yearly enrollment of students into the University vis a viz its limited infrastructure.

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.

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.

Occupational stress has been the subject of numerous research studies conducted across the globe due to its impact on our daily life. For instance, it can have a negative impact on teachers’ psychological and normal functioning of the body at all levels as well as their performance. It can even impact adversely on their marriage and social lives as well. This study explored the relationships between occupational stress and marital contentment in the COVID-19 era. The current COVID-19 pandemic, which shook the foundations of labour, industries, and economies worldwide, has exacerbated the crisis of occupational stress among many people, including teachers. The demises, national lockdowns, and general unpredictability caused by the virus have disrupted workflow and made marriages more stressful. As a consequence, this study was based on the numerous sources of occupational stress and the association between occupational stress and marital contentment. With a sample size of 100 out of 132 married tutors from selected Ghanaian colleges of education, the research used a correlational descriptive research approach. The findings revealed that during COVID-19 married tutors faced stressful situations as a result of their expertise and talents not being fully exploited at work. Occupational stress and marital contentment were also found to be somewhat positively related (r=.28). The study also found that there were no gender variations in occupational stress (P=.156) and marital contentment (P=.108) among married tutors.

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.