The purpose of the study was to assess the socioeconomic status and levels of parental involvement on the academic performance of Junior High School Students in the Upper West Akim District in Ghana. The study adopted the quantitative approach and specifically used the descriptive survey design. Simple random sampling and purposive sampling techniques were used for the selection of schools and respondents for the study. The main instrument used for data collection was questionnaire. The Statistical Product and Service Solutions (SPSS) software version 22 was used for analysis of data gathered. The study concluded that, parents' socioeconomic status specifically; education, occupation and income levels, is an important factor that determines the academic performance of students in the Upper West Akim District. The educational and income statuses have a positive relationship with the academic performance of students. The findings from the study also revealed that, parents who ensure that their children study at home, provide their educational needs, discuss their progress with their teachers and attend PTA meetings regularly have children who perform better academically as compared to children whose parents do not see to it that their children study at home, provide the educational needs of their children, discuss their children's learning with teachers and attend PTA meeting regularly. It is recommended that, Considering the strong positive relationship between parental involvement and academic performance, it is recommended that government through the National Commission for Civic Education (NCCE) should educate parents, teachers and school managers on the relevance of parental involvement in the education of the child and the need for the school to create an atmosphere that would involve parents in the education of their wards. It is also recommended that, adult literacy should be enhanced by government to improve the level of education of parents in the Upper West Akim District which will go a long way to improve participation of parents in children's education and hence improve their academic performance.

The Ghana government proposed to implement school-based assessment (SBA) in all pre-tertiary education institutions to replace the continuous assessment in 2007. However, any research is yet to be conducted in Biakoye District to find out the benefits of school-based assessment in the teaching and learning of Social Studies. This study examined the benefits of school-Based Assessment as an innovation in Ghanaian educational system in the learning of Social Studies. The descriptive survey was adopted by the study. A total of 40 Social Studies teachers from Biakoye District were purposively selected for the study. It was found that even though the majority of the Social Studies teachers have never attended workshop on the use of SBA, they implemented it in assessing students. The Social Studies teachers used for the study also indicated that the SBA has a lot of benefits in the teaching and learning of Social Studies. The study recommends that workshops should be organized for teachers on SBA so that they could use it effectively.

This paper seeks to create awareness on the perception of the people of Akyem Abuakwa about the usefulness of chieftaincy Institution in Ghana today. In pre-colonial Ghana, the chieftaincy institution was the main system of governance and adjudication of justice. It is the oldest form of government in Ghana. The institution equally in present times is ripped with a number of violent conflicts. With this development, some people are of the opinion that the institution has outlived its usefulness in contemporary Ghanaian society. There is the argument on the issue of chieftaincy institution and its usefulness in the Ghanaian society. Probing the situation, 200 indigenes from the Akyem Abuakwa state in the Eastern Region of Ghana were selected through quota and purposive sampling techniques in a cross-sectional study. The article found that few people in the traditional area believed that the institution is a potential source of conflict and violence while the majority of the people believed the institution is a blessing to the society because it brings about peace, stability and development in Ghana.

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 was designed to assess the readability level of Ghana Education Service (GES) approved Social Studies textbooks that are currently in use in Junior High Schools (JHS) in Ghana. The sample of the study consisted of the GES approved Social Studies textbooks for JHS 1-3 currently in use. Thirty different texts (ten from each textbook) were randomly selected for the readability test. The instrument used for data collection was textbook readability test. The data were analysed using free online readability test. The results of the findings showed that the GES approved Social Studies textbooks were difficult, compared to their grade level. The study recommended that Social Studies textbooks should be assessed to see their readability level before they are given to students. This is necessary because readable textbooks motivate students to read and learn better.