BASIC SCHOOL TEACHERS’ ASSESSMENT PRACTICES IN THE SISSALA EAST MUNICIPALITY, GHANA

This study employed a sequential explanatory mixed-method design to examine basic school teachers’ classroom assessment conceptions in the Sissala East Municipality in the Upper West Region of Ghana. In particular, the study examined the classroom assessment practices of teachers and their demographic characteristics that influence their assessment practices. Quantitative data gathered from 203 respondents were analyzed using mean, standard deviations, t-test and ANOVA. In the follow-up qualitative phase, semi-structured interviews were undertaken with 12 participants and the data subjected to interpretive thematic analysis. The findings revealed that teachers mostly employ traditional assessment methods than alternative assessment tools Furthermore, gender, age, assessment training, teaching experience and class teaching level impacted the teachers’ use of assessment methods. It was recommended among other issues that regular in-service training in assessment be conducted for teachers for them to be up-to-date and also develop their skills and use of appropriate alternative classroom assessment practices.  Article visualizations

Obstacles to Women Representation and Participation in Local Governance: A Case Study of Sissala East District of Ghana

The study set out to investigate the obstacles to participation of women in local governance in the Sissala East District of Ghana. It covered 56 respondents made up of 11 assembly members, 30 Unit Committee members, six women group leaders, three female candidates in the 2015 District Level Election and six Non-Governmental Organization gender desk officers. Purposive and simple random sampling techniques were employed to select the respondents.  The main instrument used to gather data was semi-structured questionnaire using interview approach. The study showed that women’s participation in local governance was low as evident by the low representation of women in local governance. The factors that contributed to low women participation included cultural and male prejudices against women, low economic empowerment of women, the low self-confidence of women, low educational levels and excessive marital obligations. The study, therefore, recommended that civic education, economic empowerment, and leadership training should be embarked upon to improve women’s participation in local governance in the district. Key words: Local governance, District assembly, women participation, obstacles

Prospects and Enhancing Factors of Women Representation in Local Governance in the Sissala East District of Ghana

The study set out to investigate the prospects of women participation in local governance as well as factors enhancing election and appointment of women in local governance in the Sissala East District of Ghana. Fifty-six (56) respondents made up of 11 assembly members, 30 Unit Committee members, six women group leaders, three female candidates in the 2015 District Level Election and six Non-Governmental Organization gender desk officers. Purposive and simple random sampling techniques were used to select the respondents.  The main instrument used to gather data was semi-structured questionnaire using interview approach. The study revealed that the majority (76.8%) of the respondents were in favor of more women participation in local governance. Also, the majority (71.4%) of the respondents reported that female candidates had lower chances of getting elected as assembly members than their male counterparts. Factors that could enhance the election of female candidates were adequate financial resources for embarking on electoral campaign, party affiliation, experience and competence, active campaign and strong campaign message and educational qualification level. Similarly, the factors that appointing authority take in consideration when appointing female assembly members included party affiliation, experience and capability,  educational qualification, choice by local chiefs and elders, gender balance and ethnicity. Keywords: decentralisation, district assembly, women participatio

Factors Influencing Teachers Take-up of Continuing Professional Development: the Perspectives of Basic School Citizenship Education and Social Studies Teachers of Sissala West District, Ghana.

This study focused on the factors that influence take-up of CPD activities by Basic School Social Studies teachers and the relationship between teacher characteristics and teacher participation in CPD. The used of the mixed-method approach which involved two phases of quantitative and qualitative data. A total of 185 respondents were purposively sampled. Data on factors that support CPD take-up as well as the relationship between teacher characteristics and teacher participation were gathered using questionnaire and semi-structured interview. Qualitative responses were coded, categorized and analyzed into themes. Quantitative data were analyzed using frequencies and percentages. Most teachers felt that consultation, good content and organisation as well as delivery were the key factors which contributed to the success of CPD activities in the district. It could be concluded from the findings of this study that linear relationship existed between the variables (teacher qualification, teacher experience) and participation in CPDs. Keywords: Staff development, professional development, continuing professional development, participation of teachers

Evaluation of Side Effects of Anti-Seizure Drugs Among Sudanese Children with Epilepsy in Wad Medani Pediatric Teaching Hospital

Abstract: Background: Treatment of epilepsy with anti-seizure drugs (ASDs) for 2-5 years is important to control epileptic seizures.  Side effects of ASDs are well recognised and affect treatment outcomes if ASDs are severe. Methods: A cross-sectional descriptive hospital-based study was conducted on 67 children with epilepsy on follow-up visits at a neurology referral clinic in Wad Medani Pediatric Teaching Hospital, Central Sudan, from February 2022 to July 2022.  Side effects of ASDs were measured using the Pediatric Epilepsy Side Effects Scale (PESQs).  Data were entered into the Statistical Package of Social Sciences (SPSS) version 20, and descriptive analysis was done to calculate frequencies and percentages and chi-square test for association.  The P-value of < 0.05 was considered statistically significant. Results: Gender assessment showed that 36 (53.7%) of study patients were male.  43(64.2%) of participants had low severity of side effects, 14(20.9%) had low–moderate severity, and 8(11.9%) had no side effects. Significant associations were found between age and cognitive side effects (P-value .008); epilepsy type and cognitive side effects (P-value .026); seizure frequency and behavioural side effects (P-value .018); Type of ASD and behavioural side effects (P-value .000) and; type of ASD and neurological side effects (P-value .004)

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Tumu College of Education trainee teachers’ perceptions of mentors’ pedagogical knowledge

The study accessed the perceptions of final year students in the Tumu College of Education towards the Pedagogic Knowledge (PK) of their mentors. It also investigated whether statistically significant differences existed in terms of mentees’ gender and programmes of study regarding the pedagogic knowledge of their mentors. The study used a census method to collect data from respondents for the study by distributing a closed-ended five-point Likert scale on Perceptions of Knowledge and Skills in Teaching (PKST) Questionnaires to all 215 students pursuing Early Grade and Primary Programmes, with an 84.2% (181) return rate. However, 175 respondents’ data were used, as six of the questionnaires contained incomplete data. Findings of the study revealed that participants perceived their mentors as having a high measure of PK, with an overall mean value for the student teachers ‘perceptions of their mentors PK of 3.62 (SD =.77). The study also revealed that there was no statistically significant difference in the perceptions of student teachers towards the PK of their mentors in terms of gender or programme of study. However, the study revealed that participants perceived their mentors to be less competent in effectively incorporating information and communication technology (ICT) in the classroom. It is recommended that the Ministry of Education and Ghana Education Service organise capacity building workshops for teachers to improve their competencies in integrating ICT in their classrooms.