This study explored students and teachers of Higher Educational Institutions perspectives on the potential of Blended Learning post-Covid-19. Using Shea’s 2007 Four-Model of Blended Learning and the framework of Complex Adaptive Blended Learning (BL) Systems, this paper investigated the correlation between Blended Learning (BL) and students learning outcomes in constructivists learning. The findings provided convincing support that Online Blended Learning offers some potential for teaching in higher institutions more than the stand-alone traditional face-to-face classroom. This is especially the case when teaching intends to enhance students reciprocal learning, students’ inquiry-based learning, learners posing questions and seeking answers on their own, as well as promoting cooperative/collaborative learning among students. Even though, the findings did not entirely dismiss the traditional face-to-face teaching, nevertheless, the results strongly suggest that blending face-to-face teaching with online teaching offers tremendous potential for inquiry-based and constructivist learning more than the traditional classroom face-to-face teaching alone. Additionally, BL creates both cohesive and effective learning environment overcoming geographical and physical barriers of traditional classroom teaching to promote self-paced critical learning among students, especially in institutions of higher learning.

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One of the most serious disciplinary issues is student truancy. Researchers in this study want to know how truancy affects academic achievement among Junior High School pupils in Ghana's Ashanti Mampong Municipality. The data was collected using descriptive and correlational research methodologies, as well as a questionnaire. A multi-stage sampling procedure was used to determine the sample size of 331, which included 206 pupils and 25 teachers. Teachers' attitudes, corporal punishment/bullying, lack of parental supervision, broken households, peer influence, and poverty are the primary predictors of truancy among Junior High School pupils, according to the study's findings. There is also a positive association between school environment and truancy in this study. The outcomes of this study, once again, show a favorable link between parental socioeconomic position and truancy. In terms of the study's hypotheses, the researchers were unable to accept or deny the first and second hypotheses, respectively, based on the findings. Based on these findings, pupils should be taught about the dangers of being a truant. Parents should be encouraged to address their children's physical and emotional requirements. Parents should also keep an eye on their children to ensure that they complete their homework and attend school on a regular basis. Again, education groups and the government should work together to ensure that every child of school age attend school.

This study reports the differential roles of teachers and parents at the level of Early Childhood Education in Ghana. Using random stratified purposive sampling of one hundred and forty respondents, the following were the key findings: a) parents and teachers showed differences and similarities in their over-all assessment of the perception of their respective roles; b) professional judgment of teachers on parental involvement indicated that teachers at the Early Childhood Education level expected parents to be involved in the homes and in the schools, but with the appropriate level of parental involvement in the latter; c) whether or not parents felt obliged to be involved was critically shaped by their attitudes which in turn were influenced by their background, especially educational attainment. Significant differences were observed. While parental responses suggested unequal dependencies in all key domains among rural and less educated parents, it was less so with urban educated parents.