Browsing by Author "Tsekpo, Peace Akosua"

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    Gender Difference in Academic Performance among Learners in Basic Design and Technology Sewing: A Case Study of Ashanti-Mampong Municipality
    (JETIR, 2023-10) Tsekpo, Peace Akosua; Ondigi, Samson; Oludhe, David
    A crucial part of the curriculum is Basic Design and Technology (BDT), which gives students practical knowledge in a variety of areas, including sewing. It is essential for encouraging students' creativity and invention while preparing them for professions in design and technology-related fields in the future. In numerous educational settings around the world, gender inequalities in academic achievement have been a topic of curiosity and concern. Designing successful educational practices and guaranteeing fair chances for all students require an understanding of these variances. In the Ashanti-Mampong Municipality, this case study seeks to identify the gender differences in academic performance among BDT sewing students. A descriptive survey that combines qualitative and quantitative methodologies was employed in the study. Various sampling techniques (stratified, purposive, and plain random) were used to determine the population and sample size. The researcher employed questionnaires, sewing proficiency exams, interviews, and a checklist for observing classes to obtain data. This aided in establishing the link between practical-based learning and its effect on students' academic progress. The majority of teachers employ practicalbased teaching and learning techniques less frequently than the other teaching strategies mentioned in this thesis, according to the findings.
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    Practical-Based Teaching and Learning and Its Influence on Academic Performance in Sewing among Junior High Schools Learners in Mampong-Ashanti Municipality, Ghana: A Review of Challenges Teachers Face in Implementing Practical-Based Teaching in BDT Sewing
    (IJNRD, 2023-09) Tsekpo, Peace Akosua; Ondigi, Samson; Oludhe, David
    The study made the claim that the use of practical-based teaching modes can improve students' learning experiences and result in academic success using pragmatism and ecological systems theory. A descriptive survey that combines qualitative and quantitative methodologies was employed in the study. Various sampling techniques (stratified, purposive, and plain random) were used to determine the population and sample size. The researcher employed questionnaires, sewing proficiency exams, interviews, and a checklist for observing classes to obtain data. This aided in establishing the link between practical-based learning and its effect on students' academic progress. The majority of teachers employ practical-based teaching and learning techniques less frequently than the other teaching strategies mentioned in this thesis, according to the findings.