SCHOOL GARDENS AS A PEDAGOGICAL TOOL IN TEACHING AND LEARNING OF AGRICULTURE IN SENIOR HIGH SCHOOLS IN GHANA

Karim Abdul Rahaman, Ibrahim M. Gunu, Abdul-Halim Abubakari

Abstract


The study explored school gardens as a pedagogical tool in teaching and learning in Senior High Schools in Ghana. The study employed the descriptive survey design with a mixed-method approach. Purposive and census sampling techniques were used to sample schools offering agriculture science as a programme and agriculture science teachers. A total of 100 Agricultural science teachers were used as respondents for the study. Open-ended and closed-ended questionnaires were used to collect data from the respondents. Descriptive statistics, including mean and standard deviations, were also used to analyze and present the data. The study revealed that SHS will not have land for the school garden in the future. The study indicated that there is no policy document for gardens in SHS in Ghana. The study results further revealed that school gardens are in a poor state and do not support academic activities all year round. Based on the findings of the study, it was recommended that the government and donor organizations support school gardens with funding from SHS in Ghana.

 

Article visualizations:

Hit counter


Keywords


school garden, agriculture, pedagogical tool, teaching and learning

Full Text:

PDF

References


Adom, D., Hussein, E., K., Kamil, E., Associate, H., & Agyem, J., A. (2018). Theoretical and conceptual framework: mandatory ingredients of a quality research. In Article in International Journal of Scientific Research 7(1).1-5. https://www.researchgate.net/publication/322204158

Adu-Yebaoh, C., & Kwaah, C., Y. (2018). Preparing teacher trainees for field experience from on-campus practical experience: Lessons from the on-campus practical experience in colleges of education in Ghana. SAGE Open, 8(4). https://doi.org/10.1177/2158244018807619

Aggarwal, J., C. (2009) Principles and methods of teaching and learning. Vikas publishing house. PUT Ltd. New Delhi. agricultural education. Journal of Agricultural Education, 214-138.

Agriculture Organization of the United Nations (2020) Setting up and running a school garden: Nutrition Education and Consumer Awareness Group Nutrition and Consumer Protection Division Food. Rome, Italy

Ahmed, M., A., Phinney, J., I., & Moemeka, A., P. (2008) Improving vocationalization of agricultural science through intensive practical work in secondary schools. Journal of Qualitative Education 4(3), 156-160.

Amadi, N., S., and Lazarus, S., T. (2017). Current Issues in Agricultural Education in Tertiary Institutions in Nigeria, International Journal of Agriculture and Earth Science, 3(1):13-18

Amadi, U., P. (2012). Entrepreneurship Development for Youth Empowerment in Nigeria: Constraints and Initiatives for Improvement. Journal of Educational and Social Research, 2(10): 107-114.

Baker, A., Jensen, P., & Kolb, D. (2002). Conversational learning: An approach to knowledge creation. Wesport, CT: Quorum Books.

Benke, K., & Tomkins, B. (2017) Future food-production systems: vertical farming and controlled-environment agriculture. Sustainable Science Practice Policy 13, 13–26.

Bennell, P. (2011). Investing in the future: Creating opportunities for young rural people. IFAD.

Bradley, J., C., & Skelly, S., M. (2000). The Importance of School Gardens as Perceived by Florida Elementary School Teachers. Horticultural Technology, (10). Retrieved on 6/01/2022 from http://horttech.ashpublications.org/cgi/content/abstract/10/1/229

Broadbent, J. (2017). Comparing online and blended learners' self-regulated learning strategies and academic performance. Internet and Higher Education 33, 24–32

Cairns, K. (2017). Connecting to food: cultivating children in the school garden. Children's Geographies, 15(3), 304-318

Castilla, N., & E Baeza, E. (2013) Food and Agriculture Organization of The United Nations: Rome.

Chandler, C. (1985). Curriculum and syllabus design. ELT Journal, 39, 101-104. https://doi.org/10.1093/elt/39.2.101

Chauke, P., K. (2016). Teachers’ perceptions on agricultural science curriculum evolvement, infrastructure provision and quality enhancement in Limpopo Province, South Africa. Infrastructure Provision and Quality Enhancement in Limpopo Province, South Africa, 14(1–2), 93-101

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London, UK: Routledge.

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Merrill

Creswell, J., W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications.

Cuban, L. (2014). MOOCs carve out a narrow niche in higher education: A familiar story for K-12 use of educational technology. Retrieved from https://larrycuban.wordpress.com/2014/11/05/moocs-carve-out-a-narrow-niche-in-higher- education-a-familiar-story-for-k-12-use-of-educational-technology/ retrieved 20/10/22

Culhane, J. H., Niewolny, K., Clark, S., McConnell, K., & Friedel, C. (2016). Learning through collaborative and interdisciplinary teaching: A case study of faculty work as learning in sustainable agriculture education. North American Colleges and Teachers of Agriculture, 60(2), 219-226.

Curriculum for Agricultural Science Education. (2017a). Curriculum Standards Alignment. Retrieved from: www.case4learning.org/index.php/curriculum/curriculum-standardsalignment

Curriculum for Agricultural Science Education. (2017b). Implementation Guide. Retrieved from: http://www.case4learning.org/images/documents/2017Documents/Implementation_Guide _10/ 07/2023final.pdf

Dambudzo, I., I. (2018). Competence-based education and training for social economic transformation. Advances in Social Sciences Research Journal, 5(3), 83–94.

Danso, S., A. (2018). Moral education and the curriculum: The Ghanaian experience. International Journal of Scientific Research and Management, 6(1), 34-42.

Darko, R., O, Offei-Ansah, C., Shouqi, Y., & Jun-ping, L. (2015). Challenges in teaching and learning of agricultural science in selected public senior high schools in the Cape Coast Metropolis. Agric. Sci. Sci. Edu. Centre North Am. 3(1):13-20

Diaz, J., M., Laura A., W., Webb, S., & Barry, D., (2018): Obstacles for school garden program success: Expert consensus to inform policy and practice, Applied Environmental Education & Communication, DOI: 10.1080/1533015X.2018.1450170

Diise, A., I., Zakaria, H., & Mohammed, A., A. (2018). Challenges of Teaching and Learning of Agricultural Practical Skills: The case of Deploying Project Method of Teaching among Students of Awe Senior High School in the Upper East Region, Ghana. International Journal of Agricultural Education and Extension, 4(2), 167-179.

Enugu Engbule, P., E. (2002). Fundamental and practice of agricultural practice, Owerri: Totam publishers Ltd, Owerri.

Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, I., (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students’ graphic representations. Frontiers in Psychology, 11(2226), 1-14. https://doi.org/10.3389/fpsyg.2020.02226

Federal Republic of Nigeria (2004). National Policy on Education. Lagos NERDC press.

Fisher-Maltase, C. B. (2013). Fostering science literacy, environmental stewardship, and collaboration: Assessing a garden-based approach to teaching life science [PhD dissertation, The State University of New Jersey].

Government of Ghana. (2002). Food and Agriculture Sector Development Policy (FASDEP I). Ministry of Food and Agriculture. Accra.

Gravina, E. W. (2017). Competency-based education and its effect on nursing education: A literature review. Journal of Teaching and Learning in Nursing, 12(2), 117–121.

Growing Gardens report (2016) Growing Success with School Gardens. Retrieved from www.schoolgardenproject.org/download/growing-success/

Gyadu-Asiedu, W., Dzisi, S., Asirifi, P., K., & Boamaa, A., A. (2017). Competency-Based Training (CBT) approach to teaching and learning in Higher Technical Institutions (HTI) in Ghana. International Journal of Technology and Management Research, 2(2), 1–17.

Haddouchane, Z., A., Bakkali, S., Ajana, S., & Gassemi, K. (2017). The application of the competency-based approach to assess the training and employment adequacy problem. International Journal of Education, 5(1), 1–18.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

Hastie, P., & Saunders, T., E. (2014). Effects of class size and equipment availability on student involvement in physical education. Journal of Experimental Education, 59(3), 212–224.

Kallhoff, A., & Schörgenhumer, M. (2017). The virtues of gardening: a relational account of environmental virtues. Journal of Environmental Ethics, 39(2), 193-210.

Kamgalawe, C., R. (2019). Assessment used to measure practical skills in a competence-based curriculum in secondary schools in Temeke district, Tanzania. Retrieved from http://localhost/xmlui/handle/1/6826

Kanwar, M., S. (2011). Performance of tomato under greenhouse and open field conditions in the trans-Himalayan region of India. Advances Horticultural. Science, 65–68.

Kanyonga, L., Mtana, N., & Wendt, H. (2019). Implementation of competence-based curriculum in technical colleges: The case of Arusha City, Tanzania. International Journal of Vocational and Technical Education, 11(1), 1–20.

Karani, A., Miriam, K., & Mironga, J. (2021). Teaching competence-based agriculture subject in primary schools in Kenya; a Review of Institutional Preparedness. International Journal of Education, Technology and Science, 1(1), 14–30.

Kate G. Burt, Rakoff, J., & Ventura, A. (2018). School Gardens in the United States: Current Barriers to Integration and Sustainability. American Journal of Public Health, 108(11), 1543-1549.

Kidane T., T, Worth, S., H. (2013). Attitude of students in the formal education sector towards agricultural education and training in South Africa. Journal Human Ecology 44(1):53-63.

Kidane, T., T., & Worth, S. (2012). A review of Agricultural Education and Training in South Africa. African Journal of Agricultural Research, 7(18):2741-2750

Klein, L. (2012). Garden-based learning: A look at its importance for children [Master’s thesis, Prescott College].

Koehler, M., J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70

Kotrlik, J., W., Redmann, D., H., Harrison, B., C., & Handley, C., S. (2000). Information technology related professional development needs of Louisiana Agriscience teachers. Journal of Agricultural Education, 41(1), 18–29.

Kouwenhoven, W. (2010). Competence-based curriculum development in higher education: Some African experiences. Access & Expansion: Challenges or Higher Education Improvement in Developing Countries, 125–146.

Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology. Sage Publications.

Kuusaana, E.D., & Bukari, K., N. (2015). Land conflicts between smallholders and Fulani pastoralists in Ghana: evidence from the Asante Akim North district (AAND). J. Rural Stud. 42, 52–62.

Kyule, M., N., Konyango, J., J., J., O., & Nkurumwa, A., O. (2018). Teachers in the implementation of practical agriculture curriculum in Kenya’s arid and semi-arid secondary schools. Problems of Education in the 21st Century, 76(4), 533–543. https://doi.org/10.33225/pec/18.76.533

Lambert, M., D., Velez, J., J., & Elliott, K., M. (2014). What are the teachers’ experiences when implementing the Curriculum for Agricultural Science Education? Journal of Agricultural Education, 55(4), 100-115. doi:10.5032/jae.2014.04100

Mangal, H. (2009). Final Report on Best Practices for Youth in Agriculture: The Barbados, Grenada & Saint Lucia Experience. Report submitted to CARU, the Caribbean Regional Unit for Technical Assistance, p. 37.

Mars, M. M., & Torres, R.M. (2014). Enhancing Agricultural Leadership Education through the Inclusion of Entrepreneurial Principles and Practices. NACTA Journal, 58:1-7.

Mars, M., M. (2015). Interdisciplinary entrepreneurial leadership and the development of agricultural innovators. Journal of Agricultural Education, 56(3), 178-194.

McKim, A., J., Pauley, C., M., Velez, J., J., Sorensen, T., J. (2018). Interdisciplinary learning opportunities in agriculture, food, and natural resources, and science: The role of the teacher. Journal of Agricultural Education, 59(2), 179-196.

McKim, A., J., Velez, J., J., Lambert, M., D., & Balschweid, M., A. (2017). A philosophical review of science and society within agricultural education. Journal of Agricultural Education, 58(2), 98-110.

Ministry of Education (2010). Teaching Syllabus for General Agriculture (Senior High School 1-3)

Ministry of Education. (2018). History curriculum for Senior High Schools. Government of Ghana.

Ministry of Education. (2018). National Pre-tertiary education curriculum framework for developing subject curricula (Report No. 003). Ministry of Education.

Ministry of Environment, Science, Technology and Innovation (2013). MESTI: Ghana National Climate Change Policy

Ministry of Food and Agriculture (2017). Ministry of food and agriculture [WWW Document]. Plant. Food Jobs. URL. https://mofa.gov.gh/site/programmes/pfj, retrieved 02/06/2023.

Modebelu, M.N. & Onyali, L.C. (2011). Introducing creativity into University Lecturers administration of knowledge management competencies in Nigeria. Nigerian Journal of Educational Administration and Planning 1(3), 91-104.

MoFA (2007). Ministry of food and agriculture [WWW Document]. Inf. Export Mark. Qual. Aware. Proj. URL. https://mofa.gov.gh/site/projects/export-marketing/quality-awareness, retrieved 2/06/2023.

MoFA MTEF PBB (2020) available on the internet at: www.mofep.gov.g

Muchena, P., K. (2013) Factors influencing students’ enrolment in agriculture subject in public secondary schools in Kiambu east district, Kiambu County, Kenya. Unpublished M.Ed, University of Nairobi, Kenya.

Mulder, M. (2012). Competence-based education and training. The Journal of Agricultural Education and Extension, 18(3), 305–314.

Mulder, M., Gulikers, J., Wesselink, R., & Biemans, H. (2017). Models and principles for designing competence-based curricula, teaching, learning and assessment. In Competence-based Vocational and Professional Education. In Competence-based Vocational and Professional Education (Vol. 23, p. 533). Springer Cham. https://doi.org/10.1007/978-3-319-41713-4

Mulder, M., Weigel, T., & Collins, K. (2007). The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis. Journal of Vocational Education & Training, 59(1), 67–88

Nichols, A., L. (2016). What do people desire in their leaders? The effect of leadership experience on desired leadership traits. Leader. Organization Development Journal, 37, 658–671

Niederhauser, D., S., & Perkmen, S. (2008). Validation of the intrapersonal technology integration scale: Assessing the influence of intrapersonal factors that influence 10.1080/07380560802157956

Njeru, L. K. (2017). Youth in agriculture; perceptions and challenges for enhanced participation in Kajiado North Sub-County, Kenya. Greener Journal of Agricultural Sciences, 7(8), 203-209.

Njura, H., J. (2020). Contribution of the Agricultural Teaching Approaches to Food Security: a case of Secondary Schools in Embu County, Kenya (Doctoral dissertation, University of Embu).

Nsengimana, T., Rugema Mugabo, L., Hiroaki, O., & Nkundabakura, P. (2020). Reflection on science competence-based curriculum implementation in Sub-Saharan African countries. International Journal of Science Education, Part B, 1–14.

Olaitan, S., O. (1984). Agricultural education in the tropics. London and Basing stoke: Macmillan publishers.

Olanipekun, I. O., Olasehinde-Williams, G. O., & Alao, R. O. (2019). Agriculture and environmental degradation in Africa: The role of income. Science of the Total Environment, 692, 60-67.

Olusoga, O., E. (2014). Prospect and Challenges of Agricultural Education viz-a-viz Attainment of Millennium Development Goals by 2014. Journal of Educational and Social Research. 4(7),167-171.

Omae, N., S., Onderi, H., & Benard, M. (2017). Quality implications of learning Infrastructure on performance in secondary education: A small scale study of a county in Kenya. Advances in Social Sciences Research Journal, 4(1) 106-120. https://doi.org/10.5281/ZENODO.344956.

Ondieki, C., Kimani, G., N., & Tanui, E. K. (2018). Deficiencies of competency-based education and training in higher education institutions in Kenya. https://doi.org/10.21276/sjahss.2018.6.7.13

Osinem, E., C. (2008). Managing agricultural education and training, resources, principles and methods: Belony Int. Publishers. Nigeria.

Osuala, E., O. (2004). Principles and method of business and computer education. Goddjikson Publishers, Enugu.

Partnership for 21st Century Skills. (2009). Curriculum and instruction: A 21st century skills implementation guide. Retrieved 15/08/2023 from http://www.21stcenturyskills.org

Pate, P. E. (2013). Academically excellent curriculum, instruction, and assessment. Research to guide practice in middle grades education, 165-186.

Phiiri, G., K., Egeru, A., Ekwamu, A. (2016). Climate change and agriculture Nexus in sub-Saharan Africa: The agonizing reality for smallholder farmers. Int. Curr. Res. Rev. 8, 57–64.

Phipps, L., Osborne, E., Dyer, J., & Ball, A. (2008). Handbook on Agricultural Education in public schools (6th ed.). Thomson Delmar.

Poplam, W., J., & Baker, E., I. (1970). Systematic instruction. Englewood Cliffs, N. J. Prentice Hall Inc.

Riggs, C., & Lee, D., N. (2022). Assessing educator perceptions of garden-based learning in K-12 science education. The American Biology Teacher, 84(4), 213-218. https://doi.org/10.1525/abt.2022.84.4.213

Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary school. Journal of Teaching and Teacher Education, 77, 204–213

Ruiz-Gallardo, J., R., Verde, A., & Valdés, A. (2013). Garden-based learning: An experience with “at risk” secondary education students, The Journal of Environmental Education, 44(4), 252-270. https://doi.org/10.1080/00958964.2013.786669

Sahadeo, S., Ekwue, E., I., Birch, R., A. (2017). Survey and modeling of protected agriculture environment systems in Trinidad and Tobago. West Indian J. Eng. 39. Sarfo, N.Y. (2018). Importance, Source and Control of Bacteria Wilt Disease in Greenhouse Tomato (Solanum Lycopersicum L.) in Southern Ghana. University of Ghana.

Saldaña, J., & Omasta, M. (2016). Qualitative Research: Analyzing Life (S. Helen edited by.). 1st. Sage Publications.

Saleem A., Aslam S., Yin, H., B., Rao, C. (2020). Principal leadership styles and teacher job performance: viewpoint of middle management. Sustainability 12:3390.

Sanchez-Gracia, & Hernaidez (Eds) (2021). Sustainable Organisations, Models, Applications and New Perspectives. https://doi.org/10.577/intechopen.91607 retrieved 12/01/23

Schweisfurth, M. (2011). Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development, 31(5), 425–432.

Stewart, J., Antonenko, P., Robinson, J., S., & Mwavita, M. (2013). Intrapersonal factors affecting technological pedagogical content knowledge of agricultural education teachers. Journal of Agricultural Education, 54(3), 157–170.

Susan Webb, S., Diaz, J., & Campbell. C. (2018) Understanding the Barriers for School Garden Success: Expert Consensus to Guide Extension Programming. IFAS Extension University of Florida.

Swanepoel, F.J.C., Ofir, Z. and Stroebel, A. (Eds.). Towards Impact and Resilience: Transformative Change in and Through Agricultural Education and Training in Sub-Saharan Africa. Newcastle Upon Tyne: Cambridge Scholars Publishing

Taipei City Farm platform (2017). Retrieved October 25, 2017, from http://farmcity.taipei/ [In Chinese]

Taipei City Government (2015). The promotion and implementation plan of Taipei Garden City. Tapei: Taipei City Government, Taipei, Taiwan.

Takahashi, K., Muraoka, R., Otsuka, K. (2020). Technology adoption, impact, and extension in developing countries’ agriculture: a review of the recent literature. Agric. Econ. 51, 31–45.

Twumasi, M.A., Jiang, Y., Acheampong, M., O. (2019). Determinants of agriculture participation among tertiary institution youths in Ghana. J. Agric. Ext. Rural Dev. 11, 56–66.

Thawer, S., F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296–313. https://doi.org/10.1016/j.tate.2016.12.017

The SAGE Encyclopedia of Food Issues (2015). International Assessment of Agricultural Knowledge, Science and Technology for Development Study: SAGE, 450-457.

Thomas, F., B. (2022). The Role of Purposive Sampling Technique as a Tool for Informal Choices in a Social Sciences in Research Methods. 2(5). www.justagriculture.in

Trendov, N., M. (2018). Comparative study on the motivations that drive urban community gardens in Central Eastern Europe. Annals of Agrarian Science, 16(1), 85-89.

Tzianakopoulou T., Manesis, N. (2018). Principals' perceptions on the notion of organizational culture: the case of Greece. Univ. J. Educ. Res. 6, 2519–2529

Ubolsook, P., Thepa, S. (2011). Structural analysis of bamboo trusses structure in greenhouse. In: Second International Conference on Environmental Science and Technology IPCBEE. IACSIT Press, Singapore, pp. 228–232.

Ucar, R., Dalgic, S. (2021). Relationship between school principals' strategic leadership characteristics and school teachers' organizational commitment levels. Eurasian Journal of Educational Res. 21, 105–126.

Wang, H., Sarkar, A., & Qian, L. (2021). Evaluations of the roles of organizational support, organizational norms and organizational learning for adopting environmentally friendly technologies: A case of kiwifruit farmers’ cooperatives of Meixian, China. Land, 10(3), 284.

Wang, L., Ertmer, P.A., Newby, T., J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231- 250

Waymark, M. (1997). The impact of national vocational qualifications on the Secretarial Curriculum. Journal of Vocational Education & Training, 49(1), 107–120.

Webster, N., & Ganpat, W. (2014). St Vincent Youth and Careers in Agriculture. The Journal of Agricultural Education and Extension, 20(1): 49-64.

Williams, D., R., & Dixon, P., S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211-235. https://doi.org/10.3102/0034654313475824

Williams, D., R., & Dixon, P., S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211–235

Williams, D., R., Brule, H., Kelley, S. S., & Skinner, E. A. (2018). Science in the Learning Gardens (SciLG): A study of students’ motivation, achievement, and science identity in low-income middle schools. International journal of STEM education, 5(10), 1-14

Williams, M., R., Warner, W., J., Flowers, J., L., & Croom, D. B. (2014). Teaching with technology: North Carolina agriculture teachers’ knowledge acquisition, attitudes, and identified barriers. Journal of Agricultural Education, 55(5), 1–15.

Wongnaa, C., A., & Boachie, W., K. (2018). Perception and adoption of competency-based training by academics in Ghana. International Journal of STEM Education, 5(1), 1–13.

World Bank. (2008a). Agriculture for Development, World Bank: Washington D.C. World Bank. (2008b). Teachers for rural schools: Experiences in Lesotho, Malawi, Mozambique, Tanzania and Uganda. A. Mulkeen & D. Chen. Africa Human Development Series.

Worldsteel Association, (2008). Sustainability Report of the World Steel Industry. Brussels.

Yazdani, A., Hilbrecht, M., Imbeau, D., Bigelow, P., Patrick Neumann, W., Pagell, M., & Wells, R. (2018). Integration of musculoskeletal disorders prevention into management systems: A qualitative study of key informants’ perspectives. Journal of Safety Science, 104, 110– 118.

Youth Greenh. Enterp. Proj. URL. https://www.eximbankghana.com/files/1/GreenHouse Flyerfinal.pdf, 9.19.20.

Yu, T. M., & Chen, C. (2012). Thinking styles and preferred teacher interpersonal behavior among Hong Kong students. Journal of Learning and Individual Differences, 22(4), 554–559.




DOI: http://dx.doi.org/10.46827/ejes.v12i5.5932

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Karim Abdul Rahaman, Ibrahim M. Gunu, Abdul-Halim Abubakari

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).