Development and evaluation of diagnostically supported teaching strategies to reduce school failure in Ghana [Elektronische Ressource] / von Ebenezer Francis Godwyll

Heckan

Sujets

• Psychologie
• Education

Informations

• Publié par: padagogische_hochschule_heidelberg
• Publié le: 01 janvier 2003
• Nombre de lectures: 44
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Development and Evaluation of Diagnostically Supported Teaching
Strategies to Reduce School Failure in Ghana
Von der Pädagogischen Hochschule Heidelberg
zur Erlangung des Grades eines
Doktors der Erziehungswissenschaft (Dr. paed.)
genehmigte Dissertation
von
Ebenezer Francis Godwyll
aus
Sekondi-GhanaErstgutachter: Prof. Dr. Reimer Kornmann
Zweitgutachterin: Prof. Dr. Ingrid Dietrich
Fach: Sonderpädagogik
Tag der mündlichen Prüfung: 10. Juli 2003ACKNOWLEDGEMENT
A car had this inscription: “ if you can read this thank a teacher”. This short statement is
pregnant with a lot of meaning. It sums up the entire work of a teacher. In other words the
ability to read or become literate was created by the inputs made by the teacher in the life
of the individual. Thus no literate regardless of his social standing can ignore the role
teachers have played in getting him to where he is.
In the light of the above I render my heart felt gratitude to all my teachers at the various
stages of my educational career. Without their inputs I would not be where I am to
contribute to knowledge. I wish to state without any equivocation that my respect for my
teachers past and present grows everyday as I learn more about the complex work of
teaching.
First of all I wish to thank the (DAAD) German Academic Exchange Service who
provided me with a scholarship that covered the entire period of my doctoral studies
without which this dissertation would not have materialized. Their ever-supportive
‘Referats’ were prompt to assist in any way possible to ensure that my stay in Germany
was as comfortable as possible.
I wish to acknowledge Prof. Dr. Reimer Kornmann my doctor father. He was indeed a
father in every sense of the word. He contributed in no small way in encouraging me
both directly and indirectly. He showed complete confidence in my abilities and that was
a big morale booster. His support and guidance served as a benchmark I always strived
not to fall below. He supported me, promoted me, encouraged me, recommended and
corrected me. What I was able to achieve within the space of time I was working on my
dissertation, which included book publications and conference presentations were largely
due to his motivation and thoroughness. He made me pay attention to detail and strive for
excellence. In a new culture where ones social status is totally submerged, diffused and
sometimes negated, without people believing in your abilities, ones self concept can
seriously suffer. In great personal distress he was there to support. I “dof my cap for him”
and thank him from the bottom of my heart.
IProf. Wolf Rüdiger Wilms also deserves thanks. As the other professor I interacted
directly with during my doctoral studies, he showed deep understanding for my special
situation. Apart from providing me with academic direction, he even took steps to assist
me in some personal issues that provided me the necessary peace of mind to concentrate
on my studies. His hands-on approach to research deepened my search to seek linkages
between theory and practise. Without such people in a far away country life could be
unbearable at times and I am indeed grateful.
My gratitude also goes to my father post-hummusly. He was my example of a good
teacher, administrator educationist and a leader. The opportunities he offered me to travel
along with him as he visited schools and educational centres provided me with deep
insights into educational problems in Ghana. Another challenge he gave me that
developed my analytical skills was the opportunity to pre-write his speeches. He would
always give me the topic and the type of audience and give me a time frame within which
to complete the task. He would later sit with me and go over the ideas I had put across.
Though he almost always ended up re-writing the entire speech because of his peculiar
style they were nonetheless invaluable periods of training for me. Your toils have been
immortalized in this work.
I cannot forget my mother whose constant reminder and morale support as well as
prayers kept me through very difficult periods of my life.
I wish to acknowledge my wife Lawrencia and my two children who had to go through
some deprivation to ensure that my work succeeds. I wish to say that your sacrifices have
not gone unnoticed.
I wish to say a big thank you to my brother Bede Etrue Godwyll Jnr. and the family.
Their support and encouragement in the face of uncertainties and sometime near
disillusionment, have kept my head above waters.
I must not forget to thank my other siblings, Paschal, Rev. Jake and Yacoba and their
families for their undying support and prayers. I wish to say that all your help has not
gone unnoticed. I will be eternally grateful.
III must not forget to say thank you to all my field assistants, their parents and family
members who released them to work with me. I also recognize the teachers of the
selected schools, head teachers, pupils in the sample, district office officials and all others
who in diverse ways helped with the fieldwork.
To the management and staff of Prima Business Systems in Cape Coast who handled all
the logistics of the fieldwork I say thank you. They were always ready to make copies of
the instruments and support in all ways possible anytime the need arose. Special mention
needs to be made of Kofi Boakye a former student of mine whose support in the coding
phase of the work was invaluable.
The list of people to acknowledge can go on indefinitely but space will not allow that.
For all who in diverse ways assisted me to enable me get to where I am I say a big thank
you.
To conclude it will be “a gap in nature” if a fail to acknowledge the contribution of Miss
Alberta Andoh who spent sleepless nights assisting me with typing and type-setting of
parts of this work.
To my friends Lene and Ewuraesi I say thank you for your constant encouragement that
kept me going.
IIICONTENT
DEUTSCHE ZUSAMMENFASSUNG ......................................................................01
OVERVIEW .................................................................................................................08
CHAPTER ONE: INTRODUCTION .......................................................................14
1.1 Background to the Problem .....................14
1.2 Crystallisation of the Problem .................23
1.3 The Focus of the Study ............................................................................................27
1.4 Significance of the Study ........................28
CHAPTER TWO: A LOOK IN THE GHANAIAN CLASSROOM ......................30
2.0 Introduction ..............................................................................................................30
2.1 The Ghanaian Traditional Philosophy of the Child and its Implications for
Teaching ..................31
2.2 A Case Study Classroom Account ...........................................................................34
2.2.1 Critique on Case Study .................... 40
2.2.2 The Objectives ................................................................... 42
2.2.3 The Introduction 44
2.2.4 Time Management ............................................................................................ 44
2.2.5 Questioning Technique .................................................... 45
2.2.6 Calling out Behaviour (Credibility) ............................... 46
2.2.7 Sequential and Logical Flow ........................................................................... 47
2.2.8 Teaching Learning Materials .......................................... 47
2.3 Narrative Accounts of Some Ghanaian Classrooms ................................................48
2.3.1 Research Question ............................................................................................ 49
2.3.2 Research Question 52
2.3.3 Research Question 53
2.3.4 Research Question ............................................................................................................................ 57
2.4 The Complexity of the Classroom .........61
2.4.1. Classrooms Are Complex ................................................................................................................ 61
2.4.2 Teacher Knowledge .......................... 63
2.4.3. Teachers’ Perceptions of Their Classroom Behaviour .............................................................. 64
2.4.4 Teacher Domination of Classroom Communication ................................... 66
2.4.5 Lack of Emphasis on Meaning ....................................... 66
2.4.6 Overuse of Factual Questions ......................................... 66
2.4.7. Few Attempts to Motivate Students .............................. 67
2.4.8 Effects of Seat Location and Grouping ......................................................................................... 67
2.4.9 Over Reliance on Repetitive Seatwork .......................... 68
2.4.10 Differential Teacher-Student Interaction ...................... 69
2.4.11. Student’s Achievement .................................................................................................................... 69
2.4.12 Student’s Gender .............................. 70
IVCHAPTER THREE: THE THEORETICAL BASIS FOR ABIMUS MODEL OF
SCHOOL FAILURE