The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

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The study examines senior high school students' understanding and attitudes toward information on their health in the Kumasi Metropolis. Multiple sampling techniques (convenient and simple random sampling techniques) were used in the study. A questionnaire was used to collect data from 391 respondents for the study. Frequencies and percentages were used to analyze the sociodemographic data. Again, the study used Pearson's correlation coefficient to show the degree of relationship between the level of knowledge of health information and attitudes toward seeking and sharing health information. The study found students' knowledge of the causes and symptoms of malaria, cholera, and Sexually Transmitted Infections (STIs) to be appreciably high as a result of readings from textbooks and health professionals. Again, the study found that the students preferred sharing their health information with friends than their parents and schools' authorities. The study further found that the major sources of students' health information included health professionals and textbooks. Lastly, even though some of the students claimed internet sources to their health information, it was not a major source to the student body at large. The study recommends strong health systems on the campuses of senior high schools as they have become communities on their own as a result of the emergence of the free senior high school program. The monitored positive peer-counseling group should also be encouraged by the schools' management and by extension the counseling units for the students to share views on themselves, particularly on health issues where they deem fit.

This study is aimed at comparatively analyzing solid waste management practices and challenges in urban and rural senior high schools in the Ashanti region of Ghana. Multiple sampling techniques (simple random, stratified sampling, convenience sampling, stratified proportionate sampling, etc.) were used to sort 370 samples. Independent Sample t -test was used to compare solid waste management practices in rural and urban senior high schools. Mean and standard deviation were further used to examine the challenges the schools faced in managing waste. The study found that both rural and urban senior high schools had waste management practice systems in place but they were dissimilar. However, in both urban and rural senior high schools, the issue of inadequate resources for effective waste management was ubiquitous challenge confronting both set of schools in managing waste. Further, while poor student attitude towards waste management was a major constraint for rural schools, the urban schools had a challenge in terms of poor waste collection routine. Formation of environmental education clubs by school authorities among student can be a sine qua non for effective waste management practices among students, particularly for the rural folks. Again, waste management policies by the District Assemblies should not be exclusive to only the communities, as senior high schools have been experiencing population explosion with the introduction of the free senior high school policy.