The focus of the study was to improve upon cooperative learning with the use of Jigsaw technique in Basic six of Holy Child Practice Primary School. Action research design was used in addition to a Case study design to conduct the study. The research instruments were observation and questionnaire. The researcher employed the Jigsaw technique as the intervention. The sample size used was 40, made up of 30 pupils and 10 teachers from the same institution. Responses gathered from both the observation and the administration of the instruments indicate that some of the causes of pupils poor performance in school were poor teaching methods during lessons and the inability of teachers to vary teaching techniques. It was observed during the research period that pupils had problems in actively participating in lessons. More so pupils did not know how to learn in groups. It also came to light that lack of understanding of collaborative and cooperative learning was the pupils' deficiency. The study therefore empowered both teachers and pupils to resort to the use of collaborative learning due to its immense benefits.

Child labour is one of the contemporary issues that has attracted the attention of many researchers. Most school children all over the world are engaged in child labour. This research investigates the effects of child labour on children academic activities in the Krachi East District in Ghana. The research adopted the mixed method. The purposive and snow ball sampling technique were used to select one hundred and sixty (160) victims of child labour. The questionnaire was the main instrument used for data collection. The questionnaire was edited by experts in child labour and this helped to achieve validity. Data were analysed using tables and figures. It was realized that 68.7% of the children were engaged in agricultural activities and the major reasons for their plight include large household size, parental illiteracy and poverty.  Child labour leads to low academic performance. The study recommends that government should support children from poor homes.

Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers' in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.

This study examined leadership behaviours and leadership styles of students and tutors of colleges of education in Western and Central Regions of Ghana. Four specific leadership behaviours were discussed. These include: Team work, Discipline and Loyalty, Working relationships and Attitudes to welfare issues. Traditionally known leadership styles such as "Democratic"; "Autocratic" and Laissez faire were discussed in relation to both students and tutors. Percentage views of both students and tutors were taken about the leadership behaviours and leadership styles, then an independent sample T-test of male and female teacher trainees" views about the four thematic leadership behaviours were computed and discussed. The study also revealed that there is a correlation between students" participation in decision-making and their levels. There is also a correlation between Principals" leadership styles and the number of years spent in College. Recommendations made include: Measures should be put in place by College authorities to create democratic, open and transparent administration to ensure that both students and tutors operate without fear of being maligned or discriminated against in the performance of their duties.

This study sought to find out the state of the structures of quality assurance practices in Colleges of Education in Ghana. It specifically explored the sociological variables and the challenges associated with ensuring quality assurance practices in the management of the Colleges of Education. The design for the research was   non experimental descriptive survey and data were gathered through the use of questionnaires. There were 3 sets of questionnaires one for each group namely principals, tutors and students of five colleges of education. Each of the questionnaires were validated and their reliability tested with a Cronbach’s co efficient alpha of 0.829 for the students and 0.914 for the tutors. The results were an indication of good reliability estimate. In all, 5 principals, 180 tutors and 1,153 students were given the questionnaires. Findings from the study suggested that students admitted to the Colleges enter with poor grades. The libraries are also not well-equipped for students and tutors to support quality teaching and learning. The study also found out that the professional experience of tutors in the Colleges was excellent. Based on the findings, it is recommended that, firstly, admissions should be based on the Ghana Tertiary Education (GTEC) requirements for tertiary institutions. Secondly, principals should be encouraged to attend institutional management courses to improve upon their management styles. Thirdly, adequate financial resources should be allocated to the Library so that current books, journals and reference books can be purchased to improve teaching and learning. Fourthly, quality assurance units should be established in the Colleges to ensure quality.