LANGUAGE PERFORMANCE AND MATHEMATICS/SCIENCE PERFORMANCE: A CORRELATIONAL CASE STUDY OF JHS STUDENTS IN SEKONDI/TAKORADI AND SHAMA DISTRICTS

This paper is a correlational study aimed at finding out the relationship between language (English and Fante - a Ghanaian language) performance and mathematics and science performances. The main hypothesis tested in the study was whether there is a positive correlation between performance in language (English and Fante) and mathematics and science and whether it is significant or not. The data used for the study involved Basic Education Certificate Examination results of 740 Junior High School students from 10 schools in two district; Shama and Sekondi-Takoradi. The statistical tool used in testing the hypotheses was the Spearman Correlation (t-test) of the SPSS (a statistical package for social sciences). The study identified that there was strong positive correlation between language (Ghanaian language - Fante and English) performance and that of mathematics and science. The correlation between Ghanaian language and mathematics (r = 0.803) and between Ghanaian language and science (r = 0.809), and the correlation between English and mathematics (r = 0.850) and the correlation between English and science (r = 0.873) (a = .05) were found

Proverbs in marriage: Counselling role and implications

The Akans of Ghana perceive marriage as an important ritual and an aspect of their socio-cultural life. Because of the importance attached to marriage and due to the fact that it is a preserve for the matured in society, the language used for its contraction is sophisticated and infused with proverbs. In recent times, the role of proverbs as a marriage-counselling tool has been overlooked in contemporary counselling. This paper, from a Pragmatic and Relevance Theory (RT) perspective, looked at the counselling role Akan proverbs play in marriage contraction. This descriptive qualitative study purposively selected proverbs in three episodes in different contexts of marriage contraction to see how they were used as counselling tools. The analysis of the data indicated that proverbs play a major counselling role in marriage.  The counselling roles concentrated on themes like patience, co-operation, respect, sex, self-denial, hard work, faithfulness, loyalty, humility, child bearing and caring, and love. The implication is that contemporary professional marriage counsellors and priests should employ proverbs in their counselling sessions because proverbs portray what the Akan cherish as their worldview and an embodiment of their soul. This will ensure a clear understanding of the complexities of marriage

Developing Critical Thinking Skills Of Pre-service Teachers In Ghana: Teaching Methods And Classroom Ecology

The study sought to answer these questions: How do the teaching strategies employed by Ghanaian initial teacher educators and the classroom ecology they create affects the thinking skills of pre-service teachers? And what can be done to improve pre-service teachers’ thinking through teaching methods and classroom ecology? The study employed a qualitative case study approach to investigate the problem at Akatakyiman Teacher Training College (a pseudonym) in Ghana. Teachers in science, mathematics and social studies and students were interviewed and observed

Readability of comprehension passages in Junior High School (JHS) English textbooks in Ghana

Understanding what is read is essential to academic success in general and literacy development in particular. The aim of any textbook, especially English language textbooks for second language learners is to help readers improve their English language competence. This aim is defeated when students cannot read texts intended for them. One factor which makes a reading material unreadable is the complexity of the language used in relation to the reading ability of the reader. Research has shown that most materials meant for second language learners are difficult for the intended readers. It is therefore crucial to determine the readability of comprehension passages in Junior High School (JHS) English language textbooks used in Ghana and also to examine what can be done to improve L2 text writing in Ghana to make materials readable. This paper, therefore used The Gunning FOG Readability test, Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Index, Coleman-Liau and Automated Readability Index readability formulas to determine the readability of 48 comprehension passages purposively selected from four different sets of JHS 1-3 English language textbooks. It was found that most of the passages were above the age of learners and were therefore difficult for them to read and comprehend. The study through interviews examined ways that writing of JHS English textbooks can be improved to enhance readability.Key Words: readability formulas, comprehension passages, Junior High School, textboo

Living with negative attitudes towards the study of L1 in Ghanaian Senior High Schools (SHS)

The study and use of indigenous African languages in education have been viewed unfavourably by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language (Andoh-Kumi1997). In 1994, the study of Ghanaian languages as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in considerably reduced enrolment of students who study Ghanaian languages. Students offered a Ghanaian language as part of their SHS programs accept it reluctantly. It is therefore important to investigate this phenomenon in the SHS. This qualitative study used semi-structured interviews and observations as data collection strategies to investigate the negative attitude of Ghanaians towards the study of L1 in the SHS, and how SHS students studying their L1 are coping with the negative attitude. The study also examines ways that the negative attitude towards the study of L1 in SHS can be changed

The Use of English as Medium of Instruction at the Upper Basic Level (Primary four to Junior High School) in Ghana: From Theory to Practice

The language of education is crucial to learners’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana, because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system. Keywords: Medium of Instruction, Language Policy, Junior High School, L1 Instruction, L2 Instruction (English

The Youngest Victims: Children and Youth Affected by War

In 1989, the United Nation Convention on the Rights of the Child declared, “[state parties] shall take all feasible measures to ensure protection and care of children who are affected by an armed conflict.” In addition to attempting to secure the welfare of children in armed conflict, the Convention went on to ban the recruitment and deployment of children during armed conflict. Despite the vast majority of sovereign nations signing and ratifying this agreement, this treaty, unfortunately, has not prevented children and youth from witnessing, becoming victims of, or participating in political, ethnic, religious, and cultural violence across the past three decades. This chapter offers an “ecological perspective” on the psychosocial consequences of exposure to the trauma of war-related violence and social disruption

Incorporating Language Leaming Into the Academic Setting: A Practical Example at Harvard University

There has been a growing interest in the learning of African languages in US institutions in recent years. Students learn these languages for various reasons: to fulfill academic requirements, to connect with their heritage, to undertake academic research and learn to help them understand materials in an academic course they are taking. To make this process meaningful to learners, there is a need to integrate language learning into academic disciplines. However, this is one area which has received little attention in an African language syllabus at the university level. There abound areas in African language learning which can be made meaningful to its students within the university academic arena. This paper describes how the African Languages Program at Harvard University collaborated with a professor of Anthropology to teach the course Delimiting health disparities in the African Diaspora: A Laboratory for social Engagement. This involved twenty-two students in three African languages (Akan -Twi, Dinka, and W olof) as well as Haitian Creole

Language, Education and Linguistic Human Rights in Ghana

The use of the familiar language of learners as medium of instruction (MoI) promotes quality education. However, sixty years after independence, Ghana is still grappling with the issue of which language to use in education. Currently, the language policy of education in Ghana mandates the use of the child’s first language as MoI only up to Primary Three. This paper uses both primary and secondary sources to argue that the current language policy violates the Linguistic Human Rights (LHR) of the Ghanaian child. To end this violation, the paper argues for the addition of more L1s as MoI, the cultivation of a positive attitude towards the use of L1 as MoI, the constitutional provision on the obligatory use of L1 as MoI, the establishment of structures to monitor the implementation of the language policy and a sociolinguistic study of language representation in the lower primary classroom

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