Journal of Advocacy, Research and Education

65-77

Authors: Dorris Goodness Mathebula, Onoriode Collins Potokri

The study investigated barriers female teachers face when applying for promotional positions and their consequential impact on their teaching responsibilities. In this study, female and women are interchangeably used. The study was based on a qualitative multiple-case study research design and approach. Purposive sampling was used. In line with the design and approach, the sample consisted of five teachers from five different schools. An unstructured interview method was used to collect data, and the data collected were analysed by means of the thematic analysis method. The findings of this study revealed several barriers to management positions. These include domination by men, lack of leadership and management skills, lack of self-confidence, corruption in the schools, discrimination, and women not wanting to work far from their children or homes. These barriers burden women teachers because they become demoralised, demotivated, and bitter. Mitigation strategies that could help female teachers with their experience regarding promotional barriers also emerged as part of this study’s findings. Based on the findings, conclusions and recommendations were made.

86-92

Authors: Stephen Appiah, Charles Essiam

This quasi-experimental study explored the effectiveness of CAI in a Biology classroom at Adisadel College in Ghana. The study participants were 80 second-year Biology students who were conveniently sampled from the Green Track and the Gold Track of students in the school. The experimental group consisted of 40 students and was engaged in using CAI for five consecutive weeks. The students in the control group were taught by the conventional method. Students in both groups were exposed to the same content for the same period. The same pre-test and post-test were conducted on both groups, and the responses were analyzed using a t-test. A 10-item Likert-scale questionnaire was administered to the experimental group after the treatment to assess the impact of the CAI on their learning. The study’s findings revealed that students exposed to CAI performed significantly better than their counterparts taught with conventional instruction. The students also support the use of CAI in their classrooms. The Physics Education Technology (PhET) simulations used during the study improved students’ understanding of the concepts and thus reflected in their performance in the post-test. Science teachers are encouraged to employ PhET simulations in their teaching.