UniMAC Digital Repository

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The UniMAC Digital Repository is a digital service and an open-access electronic archive that maintains and preserves digital copies of scholarly publications of faculty, administrators and and students of UniMAC

  • The Repository archives other digital resources of the university such as reports, manuals, policies and more.
  • The Repository is hosted and managed by the UniMAC Library IT Unit.
  • The Journal of Communications, Media and Society (JOCMAS) is also replicated on the Repository.

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Communities in UniMAC Digital Repository

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Now showing 1 - 4 of 4
  • Journal of Communications, Media & Society (JOCMAS)  56
    Journal of Communications, Media and Society (JOCMAS) is a multidisciplinary academic research platform focusing on communications in the broadest sense of the words. The Journal provides an opportunity for the academic community and industry players in Africa and beyond to publicise their research findings in the above-mentioned field and also access similar information.
  • Lectures & Speeches  2
    This Community contain Speeches delivered by Principal Office holders of the University of Media, Arts and Communication at important occasions.
  • Research Publications  235
    Showcases the Research publications of Faculty and Staff of the University to promote and grant extra visibility to such research output.
  • Theses / Dissertations  502
    This Community share the theses/dissertations of past students of the University. Dissertations and theses here are ONLY those at the Masters' and Doctoral levels and are strictly for consultation and guidance purposes. Users are encouraged to properly acknowledge and cite them when they are used.

Recent Submissions

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    Assessment of Kindergarten Teachers’ Use of Learning Activities and Instructional Resources in the Implementation of the Curriculum in Central Region, Ghana
    (International Journal of Innovative Research and Development, 2018) Abroampa, Winston Kwame
    The study assessed kindergarten teachers’ use of learning activities and instructional resources in Central Region, Ghana. A descriptive cross-sectional survey which allowed the use of the convergent parallel approach of the mixed method paradigm was employed. Both quantitative and qualitative data were therefore gathered from 1413 using questionnaires, while 10 of them were observed and interviewed. The teachers were randomly selected from ten districts in the Central Region of Ghana. Data were analysed using descriptive statistics. It came to light that KG teachers taught content and used learning activities and resources fairly well. It was however realized that teachers restricted themselves to the use of a few activities due to inadequate materials. The provision of appropriate resources, periodic in-service training and posting of teachers with a background in early childhood education to …
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    Early Childhood Educators’ Self-efficacy and Instructional Experiences in the Central Region, Ghana
    (African Journal of Interdisciplinary Studies, 2017) Abroampa, Winston Kwame
    The study assessed kindergarten teachers’ use of learning activities and instructional resources in Central Region, Ghana. The concurrent explanatory approach was employed. Both quantitative and qualitative data were gathered from 1413 KG teachers using questionnaires adapted from the Ohio Teacher Efficacy Scale, while 10 of them were observed and interviewed. The teachers were randomly selected from ten districts in the Central Region of Ghana. Quantitative data were analysed using means and standard deviation. It came to light that KG teachers had high self-efficacy in engaging learners, using instructional strategies, managing classrooms and involving parents. However, the qualitative data suggested that teachers had challenges with inadequate resources and large class sizes without support teachers. It was recommended that adequate relevant resources and support teachers should be provided. More teachers with background in early childhood education should be deployed to kindergartens to teach.
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    Sources of Efficacy as Predictors of Early Childhood Pre-Service Teachers’ Self-Efficacy in Ghanaian Teacher Education Universities
    (Asia-Pacific Journal of Research in Early Childhood Education, 2017) Abroampa, Winston Kwame; Rotimi, Williams Okunloye; Asante, Joyce Nsiah
    The thrust of the study was to determine the extent to which sources of efficacy predicted and explained early childhood preservice teachers’ self-efficacy in Ghana. The study employed a survey design that selected 164 regular final year student teachers pursuing a Bachelor of Education degree in Early Childhood Education in two public universities in Ghana. The teacher self-efficacy scale and the sources of efficacy scale consisting of 60 items were used to gather data. Data was analysed using means and standard multiple regression. The study revealed that student teachers have high selfefficacy. Their self-efficacy beliefs is significantly predicted by the overall sources of efficacy. Specifically, mastery experiences significantly predicted preservice teachers self efficacy. When the effect of the various sources of self efficacy of the preservice teachers’ self-efficacy was explored separately, it came to light that vicarious experiences predicted preservice early childhood educators’ self-efficacy in engaging learners and using instructional strategies while enactive mastery experiences predicted their self-efficacy in managing classrooms and involving parents in their children’s education. It was recommended among others that pre internship, internship and post internship seminars should be well structured for students to have enough practice sessions and observations; there should be regular supervision from lecturers and post teaching conferences to provide appropriate feedback to build student teachers’ confidence and self-efficacy.
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    Early Childhood Education Pre-Service Teachers’ Pedagogical Content Knowledge in Teaching Psychosocial Skills Across the Kindergarten Curriculum in Ghana
    (Asia-Pacific Journal of Research in Early Childhood Education, 2016) Kankam, George; Abroampa, Winston Kwame
    The study sought to assess Early Childhood Education Pre-service Teachers’ Pedagogical Content Knowledge in Teaching Psychosocial skills across the kindergarten curriculum in Ghana. A mixed method approach was used. The study comprised 123 conveniently selected regular final year preservice teachers pursuing a degree in early childhood education in a public university in Ghana, who have completed their internship programme. Questionnaires were administered after which five students were selected for a focused group discussion. Data were analysed using means, standard deviation and narratives. The study showed that Pre-service teachers had enough knowledge in achieving two goals of the KG curriculum and were also more familiar with the use of fieldtrips and demonstration. They also had enough knowledge in the use of observation and conversation among others. A thorough examination of the KG curriculum by pre-service teachers during pre and post internship was recommended.
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    Teachers’ Self-efficacy on School Improvement: A Comparative Analysis of Private and Public Junior High Schools in the Takoradi Metropolis, Ghana
    (US-China Education Review, 2013) Abroampa, Winston Kwame; Nkum, Wilson Kwesi
    One construct of teachers’ belief that has consistently been associated with the numerous qualities of an effective teacher, is teacher efficacy. Varying studies conducted have established relationships between teacher efficacy and motivation, learners’ outcomes and job performance. More so, studies conducted have attributed the differences in the performance of public and private schools to supervision, school climate, availability of teaching, and learning materials among others. However, not much has been studied about the teachers’ belief in these two working environments. The study therefore sought to examine teacher efficacy in public and private basic schools and how it influenced the general improvement of their schools. A correlational design was employed for the study. The stratified and simple random sampling techniques were used to select 15 public and private schools; a total of 134 teachers comprising 90 public and 44 private basic school teachers respectively. A standard questionnaire for measuring teacher efficacy was used in gathering data. The study revealed that, among other things, though, there are more professional teachers in public schools than private schools, teachers in the latter have a slightly higher efficacy. More so, there was no relationship between teacher qualification and teacher efficacy. Thus, it was recommended that, in the short term, circuit supervisors and heads of schools should organize seminars for teachers on changing their mindset about teaching in general and learners who go to public schools in particular, since this has serious implications for teachers’ self-efficacy and school improvement.