See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/373990901

REVIEW ARTICLES

Article · September 2023

CITATIONS
0

1 author:

Francis Kipo
Kwame Nkrumah University Of Science and Technology
1 PUBLICATION 0 CITATIONS

SEE PROFILE

All content following this page was uploaded by Francis Kipo on 17 September 2023.

The user has requested enhancement of the downloaded file.

Review article by
KIPO FRANCIS

1. Transforming higher education in Ghana in times of disruption: flexible

learning in rural communities with high latency internet connectivity

2. Higher Education Students’ Ownership and Usage of Smart Phones and

Tablets: The Case of Kwame Nkrumah University of Science and Technology
(KNUST)

[Type the company name]

3. The Impact of Mental Health Predictors of Internet Addiction among Pre-
Service Teachers in Ghana

4. Technology-Induced Stress, Sociodemographic Factors, and Association with

Academic Achievement and Productivity in Ghanaian Higher Education
during the COVID-19 Pandemic

5. The relationship between the nomophobic levels of higher education students

in Ghana and academic achievement

6. Flipping the Classroom in Senior High School Textile Education to Enhance

Students’ Learning Achievement and Self-Efficacy

7. Sustainable Development Goal for Education: Teachers’ Perspectives on

Climate Change Education in Senior High Schools (SHS)

8. The impact of a virtual teaching assistant (chatbot) on students' learning in

Ghanaian higher education

9. Nomophobia among Preservice Teachers: a descriptive correlational study at

Ghanaian Colleges of Education
 Transforming higher education in Ghana in times of disruption: flexible learning in
rural communities with high latency internet connectivity

A study aimed to investigate the characteristics and potential effects of teaching and
learning through audio teleconferencing (dial-in) with cell phones, particularly in the context
of a 12-week postgraduate course. The COVID-19 pandemic has forced higher education
institutions to adapt to remote teaching and learning. This study explores the feasibility of
using audio teleconferencing as an alternative to video teleconferencing for students in rural
areas with limited internet connectivity. The main goal was to understand how audio
teleconferencing (AT) could benefit students in remote areas and whether it could be a
viable teaching modality.

The study used a cross-sectional survey design, conducted during the COVID-19 pandemic
when universities in Ghana transitioned to online education. It included 100 postgraduate
[Type the company name]

students who registered for a course and collected data through the System Usability Scale
(SUS) and a self-administered questionnaire.

From the findings, about 59% of students chose to attend synchronous online lectures via
audio teleconferencing. Students who had prior experience with audio communication were
more likely to opt for audio teleconferencing. There was a strong positive correlation
between individual adjective ratings and SUS scores among students in the audio
teleconferencing cohort. No significant difference was found in the achievement test scores
between audio teleconferencing (AT) and video teleconferencing (VT) students. Students
and instructors were satisfied with audio teleconferencing.

In all, Audio teleconferencing can be considered an alternative to video teleconferencing for

remote teaching, particularly in areas with poor internet connectivity. The study highlights
the importance of considering students' preferences and needs in remote education.
Training for instructors on how to effectively engage and motivate students through audio
teleconferencing is recommended. Addressing support services through training can help
more students benefit from AT in the future.

Reference

Essel, H. B., Vlachopoulos, D., Adom, D., & Tachie-Menson, A. (2021). Transforming
higher education in Ghana in times of disruption: Flexible learning in rural
communities with high latency internet connectivity. Journal of Enterprising
2 Communities: People and Places in the Global Economy, 15(2), 296-312.
Higher Education Students’ Ownership and Usage of Smart Phones and Tablets: The
Case of Kwame Nkrumah University of Science and Technology (KNUST)

This research focused on the ownership and usage of smartphones and tablets among
students at KNUST (Kwame Nkrumah University of Science and Technology) in Ghana.
Technology plays a significant role in various aspects of our lives, including education. The
study acknowledges the growing influence of digital technologies in higher education. The
main objective of the study was to identify the types of digital mobile devices owned by
KNUST students and how they use these devices.

The study found that a majority of students at KNUST own digital devices, with
smartphones being the most commonly owned. Some students also own multiple digital
devices. Android was the most commonly used operating system among the students, likely
due to its availability and cost-effectiveness in the Ghanaian market. Students reported

[Type the company name]

using their smartphones and tablets for various purposes, including research, checking class
assignments, taking notes, reading digital books, online banking, checking class schedules,
communication, and entertainment.

Students faced challenges related to data cost, internet speed, and erratic power supply,
which can hinder their effective use of digital devices for academic purposes. The study
suggests exploring the possibility of adopting a "Bring Your Own Device" (BYOD) policy at
KNUST to facilitate effective teaching and learning in the 21st century. The use of digital
devices like smartphones and tablets is common among KNUST students, supporting their
learning experiences. Addressing challenges related to connectivity and data cost is essential
to further enhance the use of these devices for educational purposes.

The study mentions limitations, such as the small sample size and the need for further
exploration of students' and tutors' perceptions regarding the incorporation of digital
technologies in teaching and learning.

Reference

Essel, H. B., Nunoo, F. K. N., Tachie-Menson, A., & Amankwa, J. O. (2018). Higher
Education Students' Ownership and Usage of Smart Phones and Tablets: The Case of
Kwame Nkrumah University of Science and Technology (KNUST). International
Journal of Educational Technology, 5(1), 20-28.

3
 The Impact of Mental Health Predictors of Internet Addiction among Pre-Service
Teachers in Ghana
This study focused on examining the prevalence of addictive Internet behavior and its
connections with mental health among pre-service teachers in Ghana. The study
acknowledges the growing importance of the Internet in daily life and its role in
communication, information exchange, and various activities. It also highlights the need to
understand the relationship between Internet addiction and mental health. The research
followed a descriptive correlational design and involved 405 pre-service teachers from
colleges of education and a public university in Ghana. The participants completed surveys
related to Internet addiction, loneliness, life satisfaction, depression, and self-esteem.

The study found that 36.3% of the pre-service teachers exhibited signs of Internet addiction,
while 63.7% reported normal Internet use. This suggests a moderate level of Internet
addiction among this group. The study identified several factors associated with Internet
[Type the company name]

addiction, including gender, academic level, residence, data package ownership, and more.
For instance, students residing on campus had higher depression scores. The research
revealed significant relationships between Internet addiction and various mental health
factors. Loneliness, depression, self-esteem, and life satisfaction were all linked to Internet
addiction. A model was constructed to explain Internet addiction among pre-service
teachers. Loneliness was found to be the most influential factor contributing to Internet
addiction, while life satisfaction and self-esteem had negative influences on addiction.

The study suggests that teacher education programs should address the mental health and
Internet addiction issues of pre-service teachers. It recommends awareness campaigns and
extracurricular programs to improve mental health.

The study acknowledges limitations, including its focus on correlational data, limited
geographical scope, and the need for further qualitative research to gain deeper insights.

In all, this research highlights the prevalence of Internet addiction among pre-service
teachers in Ghana and its associations with mental health factors. It emphasizes the
importance of addressing these issues in teacher education programs and suggests
directions for future research and intervention programs.

Reference

Essel, H. B., Vlachopoulos, D., Nyadu-Addo, R., Tachie-Menson, A., Baah, P. K., &
4 Owusu-Antwi, C. (2022). The Impact of Mental Health Predictors of Internet
Addiction among Pre-Service Teachers in Ghana. Behavioral Sciences, 13(1), 20.
Technology-Induced Stress, Sociodemographic Factors, and Association with
Academic Achievement and Productivity in Ghanaian Higher Education during the
COVID-19 Pandemic

Examined the impact of the COVID-19 pandemic on university students in Ghana, focusing
on technostress during the transition to emergency remote teaching (ERT). The study
highlights that the COVID-19 pandemic forced universities in Ghana to transition to
emergency remote teaching (ERT) to continue education, which led to various challenges for
both students and faculty.

The study followed a correlational, non-experimental design, employing surveys to

investigate the prevalence of technostress among 525 university students at Kwame
Nkrumah University of Science and Technology (KNUST). It also examined the associations
between technostress, digital literacy, technology dependence, and academic outcomes.

[Type the company name]

The study found that technostress prevalence among university students was moderate.
Female students reported higher levels of technostress than males. Older students (above
20 years) experienced higher levels of technostress than younger students. Postgraduate
students also experienced higher technology-induced stress compared to undergraduates.
Students with more ICT experience were prone to higher technostress, particularly
concerning techno-insecurity and techno-complexity. Impact on Academic Achievement
and Productivity: The study revealed that technostress had a significant negative impact on
both academic achievement and academic productivity. This suggests that students who
experienced higher technostress tended to have lower academic performance and
productivity.

The study contributes to the understanding of technostress in the context of emergency

remote teaching during the COVID-19 pandemic. It emphasizes the need for further
research, including longitudinal studies and qualitative interviews, to explore this
phenomenon in more depth.

The study acknowledges limitations, such as the use of self-reported data, which may be
subject to memory recall and social desirability biases. Future research should consider
additional factors like online facilitators' roles and students' learning styles and self-efficacy.

Reference

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Ebeheakey, A.
K. (2021). Technology-induced stress, sociodemographic factors, and association
with academic achievement and productivity in Ghanaian higher education during 5
the COVID-19 pandemic. Information, 12(12), 497.
 The relationship between the nomophobic levels of higher education students in
Ghana and academic achievement

This study investigated the prevalence of nomophobia (fear of being without a mobile
phone) among 670 university students in Ghana. The study found a high prevalence of
nomophobia among university students in Ghana, with 96.7% of participants exhibiting
some level of nomophobic behavior. This indicates that the fear of being without a mobile
phone is widespread among this student population. The research also explored the
association between nomophobia and academic achievement. While there was no
significant correlation between academic achievement and nomophobia for the entire
sample, there was a marginal relationship observed for students with severe nomophobia.
The study did not find statistically significant variations in nomophobia prevalence based on
gender. However, the majority of participants were female. It suggests that nomophobia
[Type the company name]

affects both genders but does not disproportionately impact one over the other.

The principal anxiety among students was found to be related to the fear of not being able
to communicate without a mobile phone. This is consistent with findings from similar
studies and highlights the central role of smartphones in communication for students. The
study suggests that academic administrators and policymakers should consider
implementing smartphone use policies for learning and teaching within universities.
Managing smartphone use during students' stay on campus may help address nomophobia-
related issues.

Further research is recommended to explore the effects of increased smartphone usage

among university students and to investigate additional sociodemographic variables that
may be associated with nomophobia. This research reveals a high prevalence of
nomophobia among university students in Ghana and emphasizes the need for awareness
campaigns and strategies to address the potential consequences of excessive smartphone
use on academic success and mental well-being.

Reference

Essel, H. B., Vlachopoulos, D., & Tachie-Menson, A. (2021). The relationship

between the nomophobic levels of higher education students in Ghana and academic
achievement. PLoS One, 16(6), e0252880.

6
Flipping the Classroom in Senior High School Textile Education to Enhance
Students’ Learning Achievement and Self-Efficacy

This study analyzed the impact of the flipped classroom (FC) approach on weaving
experience, self-efficacy, and students' learning achievement among first-year senior high
school students in Ghana. The FC group showed higher achievement levels compared to the
control group using traditional teaching methods. Additionally, students in the FC group
reported increased engagement, interactivity, and satisfaction with the approach. The study
recommends adopting the FC approach for teaching studio-based Visual Art subjects.

The study involved 44 students, with 21 in the experimental (FC) group and 23 in the control
group.

The findings showed a significant difference in learning achievement and motivation

[Type the company name]

between the two groups, with FC students performing better.

The study also revealed an increase in self-efficacy and learning achievement among FC
students in textile weaving.

The research highlights the need for more studies on FC in senior high school textile
education and suggests potential benefits for larger groups.

Despite its limitations, this study contributes to the understanding of the effectiveness of
the FC approach in practical subjects like Textile Weaving.

Reference

Boateng, A. A., Essel, H. B., Vlachopoulos, D., Johnson, E. E., & Okpattah, V. (2022).
Flipping the classroom in senior high school textile education to enhance students’
learning achievement and self-efficacy. Education Sciences, 12(2), 131.

Sustainable Development Goal for Education: Teachers’ Perspectives on Climate

Change Education in Senior High Schools (SHS)

This study aimed to assess the perspectives of senior high school (SHS) teachers in two
districts of Ghana’s Bono region regarding climate change education and their willingness to
include it in their classes. It also examined the extent to which climate change topics were 7
incorporated into the syllabi of various disciplines. The study included 100 SHS teachers
from 10 out of 15 schools in the study area. The majority of respondents were male (76%),
and most were between the ages of 20 and 30.
 Teachers reported learning about climate change from various sources, including
textbooks, manuals, training modules, and specific web-based lessons. Textbooks and
instructor guides were identified as primary sources. The study found that teachers’
readiness to teach about climate change was influenced by the subjects they taught.
Subjects that were not science-based provided less information on climate change to
teachers. Climate change topics were incorporated into subjects like Integrated Science and
Social Studies, and it was considered a core topic for all students. However, subjects that
were not science-based provided limited coverage of climate change. The study suggests
that climate change education should be integrated into all Colleges of Education curricula
to better prepare pre-service teachers. Additionally, efforts should focus on policy
development and interdisciplinary professional development to enhance the delivery of
climate change instruction.

Climate change education should be taught using an interdisciplinary approach, recognizing

[Type the company name]

that it’s not solely the responsibility of science teachers. All disciplines can contribute to a
comprehensive understanding of climate change. To improve climate change instruction,
regular in-service training and refresher courses for teachers should be considered.

In all, this study highlights the importance of climate change education in Ghana’s high
schools and the role of teachers in delivering this education. It underscores the need for a
multidisciplinary approach and professional development to enhance climate change
instruction.

Reference

Opuni-Frimpong, N. Y., Essel, H. B., Opuni-Frimpong, E., & Obeng, E. A. (2022).

Sustainable Development Goal for Education: Teachers’ Perspectives on Climate
Change Education in Senior High Schools (SHS). Sustainability, 14(13), 8086.

The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian

higher education

This study focused on the impact of a virtual teaching assistant (chatbot) on undergraduate
students' academic performance. The research employed a pretest-posttest design with 68
8 participating undergraduate students, randomly assigned to experimental and control
groups. Students who interacted with the chatbot performed better academically compared
to those who interacted with the course instructor. The learners interacting with the
chatbot reported higher levels of motivation.

There was no significant difference in learning achievement related to gender, age,

experience with WhatsApp, academic performance, and the post-test scores of the
experimental cohort. Years of experience using WhatsApp did not significantly affect
students' post-test scores, possibly because WhatsApp is widely used in Ghanaian higher
education. Students were satisfied with the chatbot's use, especially because it provided
instantaneous feedback without delays.

The study primarily focused on fourth-year students in one university department, limiting
its generalizability. Future research could explore chatbot impacts in different academic
contexts. Future studies could investigate the chatbot's longitudinal influence on student
engagement, motivation, and postgraduate supervision activities. Future research could
delve into the acceptance and usage behavior of the experimental cohort using technology

[Type the company name]

acceptance models. This study suggests that chatbots can be valuable in higher education,
particularly in contexts with high student-instructor ratios, as they can enhance academic
performance and student motivation. However, further research is needed to understand
their effectiveness in different academic disciplines and among students at various levels of
their education.

Reference

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K.
(2022). The impact of a virtual teaching assistant (chatbot) on students' learning in
Ghanaian higher education. International Journal of Educational Technology in
Higher Education, 19(1).

Nomophobia among Preservice Teachers: a descriptive correlational study at

Ghanaian Colleges of Education

This study aimed to investigate the prevalence of nomophobia (fear of being without a
smartphone) among 345 preservice teachers in Ghana. The key findings include. The
majority of preservice teachers exhibited mild to severe nomophobia, with the most
significant anxiety related to the inability to access information and communicate.

Factors like gender, sleep hours, subjective economic status, and technology-related
9
variables (number of smartphones owned, smartphone ownership duration, active internet
service) significantly influenced nomophobic behavior among preservice teachers. The
 study provides preliminary support for the prevalence of nomophobia among Ghanaian
preservice teachers and suggests the need for awareness and education about nomophobia,
especially in educational institutions. Recommendations for future research include
exploring the impact of smartphone use patterns on academic productivity and extending
the age group analysis to better understand the effect of age on nomophobia. The research
employed a quantitative approach, specifically a descriptive correlational design, to assess
the relationship between various factors and nomophobia among preservice teachers. The
study was conducted in April 2021 in five affiliate Colleges of Education associated with the
Kwame Nkrumah University of Science and Technology (KNUST) in Ghana.

It was found that all preservice teachers in the study exhibited some degree of nomophobic
behavior, with 22% showing mild nomophobia, 54.8% indicating moderate nomophobia,
and 23.2% having severe nomophobia. The study revealed that the inability to access
information and communicate via smartphones was a major source of anxiety for preservice
[Type the company name]

teachers.

Gender, age, active internet service, and smartphone ownership were identified as factors
significantly associated with nomophobic behavior among the participants. The research
suggests that teacher education institutions should take proactive measures to educate and
provide support to preservice teachers regarding nomophobia and its potential impacts on
their personal and professional lives.

Reference

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Nunoo, F. K. N., & Johnson, E. E.
(2022). Nomophobia among Preservice Teachers: A descriptive correlational study at
Ghanaian Colleges of Education.Education and Information Technologies, 27(7),
9541-9561

10

View publication stats