This study was intended to find out how effective and efficient the use of games are in teaching spelling in order to develop the spelling abilities of pupils in primary four of Kormanstse Methodist primary 'A'. This study aimed at highlighting the benefits of using spelling games as strategies for teaching spelling. The collection of data was done using the instruments teacher made tests and an interview. The research design comprised of two pretest, four intervention and posttests as an action research study. The pretests was administered to diagnose and assess the knowledge level of pupils on the topic (spelling). The intervention consisting of various spelling games was conducted to develop pupils' ability to spell new words without struggle. After the intervention, a posttest followed. This posttest proved that the use of spelling games had a positive impact on the pupils thereby contributing significantly to pupils' spelling abilities. Intervention applied made a great difference in the pupils' spelling ability. The study was also recommended that teachers should be encouraged to use different games and strategies to teach spelling so that it will enhance interactive and interesting spelling lessons for better performance.

This study explored the differences in the writings produced by both male and female students in colleges of education in Ghana with respect to syntactic complexity. The study was based on a corpus of two hundred examination essays which were collected from two hundred students in Assin Fosu, Wesley and Presbyterian colleges of education who took the English language Studies course (FDC 211) in 2018/2019 academic year. The study adopted a descriptive design, involving qualitative and quantitative methods. The analysis showed that the male students were more syntactically complex than the female students in their writings. The study established clear variations in the areas of length of production unit, sentence complexity, amount of subordination and coordination and particular structures. It has therefore upheld the difference version of gender and language theory as compared to the discursive theory. Implications and areas for further research are also discussed.