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This Study explored the usage of the internet and its impact on the academic performance of Senior High School (SHS) students in the Cape Coast Metropolis. A questionnaire was used to gather data from 105 second-and third-year students through random sampling and was then analyzed using descriptive statistics and an independent samples t-test. The result revealed that Internet outlets for SHS students include school ICT labs, mobile phones, internet facilities for families, and public internet cafes. Furthermore, internet access influences academic standards among students, as those with internet access have shown a higher improvement in academic performance than those without. Different internet use, on the other hand, has no impact on academic performance, as revealed by the results. Similarly, the presence of several sources of internet connectivity does not guarantee immediate access to all of them. Therefore, it was recommended that the Heads of Institutions should liaise with other stakeholders to provide internet facilities with management support. It was also recommended that to support student research, the School ICT Laboratories should be well equipped with internet facilities and students should be taught how to use search engines to search online for academic materials. This is vital because the provision of school internet facilities plays a very important role in enhancing academic performance.

The collaboration between teachers, researchers, and educators has proven essential in advancing teacher professional development and improving pupils' outcomes. This study investigates the effect of co-creating instructional materials and lesson plans on pupils' mathematics problem-solving skills by employing the principles of co-creation and design-based research (DBR) to collect and analyze quantitative and qualitative data, providing a comprehensive understanding of the outcomes. A sample of 530 pupils from six primary schools was used, and data were collected using problem assessment sheets for primary 1, 2, and 3 pupils. The assessment tools measured pupils' problem-solving understanding and competencies across numbers and algebra, measurement and geometry, and data strands. Descriptive and inferential statistical analyses were applied. The findings revealed that pupils' performance improved across all three strands due to the co-creation process, with the most significant improvements observed among female pupils and those from rural schools. The factorial ANOVA results showed a significant interaction effect between class level and school location in the geometry and measurement and data strands, with F (2, 518) = 15.15, p < 0.001, and F (2, 518) = 12.28, p < 0.001, respectively. However, the interaction effect of the three independent variables on pupils' performance in the numbers and algebra strand, F (2, 518) = 1.073, p = 0.342, was not significant. The study concludes that co-creation between teachers, researchers, and educators holds substantial potential for enhancing the teaching and learning of problem solving in schools and provides an excellent opportunity for teachers, educators, and researchers to harness their skills and competencies to improve mathematics teaching and learning. [ABSTRACT FROM AUTHOR]

In the Ximhungwe circuit of the Bohlabela district in the South African province of Mpumalanga, learners studying physical sciences participated in wider research to establish the influence of a constructivist approach to learning on learners' understanding of electrochemistry principles. The study examined how learners in high achieving schools (HAS) responded to the conceptual change teaching strategy (CCTS), also known as collaboration on their understanding of electrochemistry principles. The investigation implemented a non-equivalent pre-test and post-test control group quasiexperimental research design. The sociocultural theory, commonly referred to as Vygotsky's theory of social constructivism, served as the foundation for the study's theoretical framework. Using a table of random numbers, a sample of 51 physical sciences students in the 12th grade from two top-performing public schools in the circuit was chosen at random to take part in the study. Both a pre- and post-test were provided to the learners: the ECT (Electrochemistry Concept Test) and the CCEQ (Chemistry Classroom Environment Questionnaire). Students taught using the CCTS significantly outperformed students taught using the traditional teaching method (TTM) in terms of learning scientific conceptions related to electrochemistry, according to one-way between group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment performed on ECT. A substantial correlation between performance and students' perceptions of their chemistry classroom setting was also found using Pearson Product-Moment Correlation. The study offers statistical proof of the value of social interaction and meaningful learning in raising students' grasp of electrochemistry. [ABSTRACT FROM AUTHOR]