Journal of Education, Curriculum and Teaching Studies 2022-09-07T11:32:15+00:00 Managing Editor Open Journal Systems <p style="text-align: justify;"><strong>Journal of Education, Curriculum and Teaching Studies</strong> publishes peer-reviewed articles in education-related subjects which involve the enquiry and evaluation of various educational systems as those practised in different societies and countries in Africa and beyond. The journal welcomes researches that are aimed to: describe educational systems, processes and outcomes; help in the development of educational institutions at all levels, and practices in various countries; highlight the relationships between education and society; establish generalised statements about education that are valid the world over; curriculum designs, studies and development. These are aimed to bring research and knowledge to the widest possible audience in both developed and developing worlds.</p> Using language games to motivate teaching among students in Colleges of Education in Ghana: A comparative study 2022-07-01T16:36:16+00:00 Adu David Tuffour Joseph Akossah Sophia Efua Cobbinah Isaac Oduro Jerome Nketsiah <p>Gamification has been proposed as a way to make teaching and learning more engaging for students. Despite numerous research on the influence of gamification on learning, few empirical studies have attempted to use the concept in the teaching and learning of languages. This study investigated the effectiveness of gamification in the study of languages among students in colleges of education in Ghana. The study was conducted using the "Appiahene Gamification Model" (AGM). Using a sample of sixty (60) students, this study looked into the effects of incorporating gamification into language learning. The learners were randomly divided into two groups: an experimental group of thirty (30) students and a control group of thirty (30) learners. The results revealed that using gamification to improve students' writing and speaking of various languages had a positive influence on them. It was also shown that students who utilized gamification to help their learning in languages performed better on average than those who did not. The study suggested Gamification application would have implications for a wide range of teaching and learning scenarios, as well as opportunities for additional investigation. The research concept and findings can be utilized to provide recommendations for the design of gameful education in different fields of study.</p> 2022-07-01T00:00:00+00:00 Copyright (c) 2022 Adu David Tuffour, Joseph Akossah, Sophia Efua Cobbinah, Isaac Oduro, Jerome Nketsiah Evaluation of remote teaching and learning in Universities in Ghana during the COVID-19 pandemic 2022-04-08T09:33:21+00:00 Michael Akomea Ayishetu Pantah Fredrick Kuupille a James Adjabeng Asenso <p>COVID-19 prompted the closure of various schools throughout the world to prevent the virus from spreading. Many countries, including Ghana, have established an online learning system to encourage learning activities and ensure student continuity. The study looked into how Ghanaian students reacted to online learning in higher education. An online questionnaire was used to collect data using a descriptive survey methodology. A total of 675 students from various Ghanaian higher education institutions were used as a sample in the study. Percentage and frequency were used to analyze the data. Students responded positively to online learning, according to the study’s findings. The majority of them knew about e-learning and platforms like Google Classroom and Alison. For online learning, laptops and cell phones were utilized. They were, however, unprepared for online learning due to a lack of sufficient training, limited internet connection, and a lack of funds to purchase computers and cell phones. The study recommended that university administration should guarantee that students have access to materials that will allow them to assess their readiness for an online course and provide preparatory advice. Academic staff should also provide instructional support through instructional activities that can assist students in gaining the necessary skills for online learning, assessing their readiness, and considering using flexible teaching methods and deadlines to accommodate students with reliable WI-FI or broadband access challenges, as well as emotional support to ensure a smooth transition to emergency remote learning.</p> 2022-04-08T00:00:00+00:00 Copyright (c) 2022 Michael Akomea, Ayishetu Pantah, Fredrick Kuupille a, James Adjabeng Asenso Effect of knowledge and skills in the execution of public procurement processes on institutional effectiveness in public high schools in Nyanza Region of Kenya 2022-09-07T11:32:15+00:00 Thomas Nyaencha Zachariah Kosgei Joseph Lelan <p>The purpose of this study was to determine implementation of public procurement policies and their influence on institutional effectiveness in public high schools in the Nyanza Region of Kenya. The objective of the study was to evaluate the influence of knowledge and skills of procurement committee members on institutional effectiveness in a study anchored on the institutional theory. A mixed methods research design which adopted a cross-sectional survey approach was used to study school principals, deputy principals, teachers, students and Board of Management members (BoM) obtained through random sampling. We purposively sampled the respondents from national schools, extra-county schools, county schools, and sub-county schools. Simple random sampling design was used to sample procurement committee members, BOM members, and students. We obtained data via interviews and questionnaires which were analyzed descriptively, inferentially, and thematically. The major finding of the study is that knowledge and skills on procurement policies has a significant positive influence on school effectiveness. It is recommended that the ministry of education should build capacities of principals and BoMs of schools on essentials of procurement and on other critical functions.</p> 2022-09-07T00:00:00+00:00 Copyright (c) 2022 Thomas Nyaencha, Zachariah Kosgei, Joseph Lelan Social stratification in primary school in Morocco: Quantitative analysis of PIRLS 2016 data 2022-06-05T20:21:46+00:00 Rachid Ait Ben Assila <p>Primary education in Morocco is characterized by a stratification of their students: first, according to social, economic and cultural characteristics, in particular, the employment and education of parents, then, according to the diversified educational offer. Indeed, students from poor or deprived social strata do not objectively have the same chances of access to establishments offering favorable teaching conditions. They are condemned not only by their social origin but also and above all by a faltering education system which facilitates unequal treatment and the development of a marginalized school for children from poor families. The socioeconomic disparities of student families and the duality of the education sector most likely combine to explain the educational stratification of students in Morocco. This text analyzes the manifestation of this double duality in the primary education cycle through the analysis of the distribution of pupils according to the types of schools and their locality, showing to what extent the segregation of pupils is very marked, whether because of place of residence, economic factors or selection in the school system.</p> 2022-06-05T00:00:00+00:00 Copyright (c) 2022 Rachid Ait Ben Assila Examining the implementation of the disciplinary code and its impact on students’ behaviour in St. Teresa’s college of education 2022-02-08T16:16:58+00:00 Mary Dogbe Samuel Kwabla Segbefia Alice Aku Agbogli <p>Discipline is vital in human organisations. Order is vital to achieving institutional goals. School indiscipline is on the rise in Ghana. Order is slowly giving way to chaos. Many students seem to love disobedience. Students have embraced indiscipline. Daily, terrible situations like open confrontations, property destruction, vulgarity, drug misuse, exam malpractice, larceny, and defiance of school rules and regulations are reported in schools and by the media. Almost every P.T.A meeting has touched on this subject. It has become a source of concern, and everyone wonders why. So, this study looked at student misconduct at St. Teresa's College of Education in Hohoe. The study's major goal is to analyse the disciplinary code and student behaviour at St. Teresa's College of Education and give recommendations. To achieve this, a sample of first, second, and third-year students and tutors from St. Teresa's College of Education was chosen. This study employed a descriptive survey design. A questionnaire was used to obtain the data. The questionnaire was developed for tutors and students who couldn't respond instantly owing to their jobs or accessibility. We evaluated and examined the collected data to ensure its correctness. All responses were categorised for easier examination. The results were compiled to provide a visual representation of the findings. The study concluded that enforcing school rules and regulations is the best way to maintain school discipline. To avoid indiscipline and student riots, it was suggested that the college administration not only involve students in decision-making but also obtain consensus with students on allowance deductions.</p> 2022-02-08T00:00:00+00:00 Copyright (c) 2022 Mary Dogbe, Samuel Kwabla Segbefia, Alice Aku Agbogli