Assessing Teaching Methods to Improve Traffic Education in Ghanaian Pre-Tertiary Schools

Emmanuel Kofi Lawer; Gabriel Obed Fosu; Emmanuel Sakyi-Yeboah; Matilda Aninwaa

doi:10.56741/jpes.v4i02.895

Authors

Emmanuel Kofi Lawer African Institute for Mathematical Sciences
Gabriel Obed Fosu
gabriel.of@knust.edu.gh
Kwame Nkrumah University of Science and Technology https://orcid.org/0000-0001-9906-2970
Emmanuel Sakyi-Yeboah African Institute for Mathematical Sciences
Matilda Aninwaa African Institute for Mathematical Sciences

Keywords:

Pedagogical Strategies, Road Safety Education, Teaching Methods, Student Engagement, Traffic Education

Abstract

Road traffic accidents are a leading cause of death among young people in Ghana, emphasizing the urgent need for effective traffic education in pre-tertiary schools. This study evaluates the pedagogical strategies employed in teaching traffic education in the Kumasi Metropolis, focusing on the perceptions and experiences of educators and identifying key barriers to implementation. Utilizing a convergent parallel mixed-methods design, data were collected from 114 teachers through surveys combining quantitative and qualitative approaches. The results indicate that traditional lecture-based instruction, although frequently used, is perceived as the least effective in engaging students. In contrast, interactive methods such as role-playing, multimedia presentations, and field trips, though less frequently employed, were rated as significantly more effective in fostering student understanding and engagement. However, challenges such as inadequate resources, curriculum gaps, and limited teacher training hinder effective implementation. The study calls for targeted interventions, including curriculum integration and enhanced teacher support, to optimize traffic education in Ghanaian schools.

Downloads

Download data is not yet available.

Author Biographies

Emmanuel Kofi Lawer, African Institute for Mathematical Sciences

is a graduate of the African Institute for Mathematical Sciences, Ghana. He is passionate about using mathematics education to address real-world challenges. His current focus is on developing innovative, data-driven approaches to enhance students’ understanding of traffic safety. (email: elawer@aims.edu.gh).

Gabriel Obed Fosu, Kwame Nkrumah University of Science and Technology

holds a PhD in Applied Mathematics. His research interests include mathematical modelling, applied analysis, and the integration of technology in mathematics education. He is particularly passionate about leveraging mathematical tools to address societal challenges, including road safety (email: gabriel.of@knust.edu.gh).

Emmanuel Sakyi-Yeboah, African Institute for Mathematical Sciences

holds an MSc in Mathematical Sciences and a BSc in Mathematics. He has over a decade of experience as a Mathematics Assessment Development Officer. His professional interests centre on enhancing assessment methodologies to promote critical thinking and the application of mathematical concepts to real-world problem-solving (email: esakyiyeboah@gmail.com).

Matilda Aninwaa, African Institute for Mathematical Sciences

is a Mathematics teacher who holds a Master’s degree in Mathematical Sciences from the African Institute of Mathematical Sciences, Ghana. Her academic and professional interests lie in mathematics education, with a particular focus on developing innovative and practical teaching methodologies that enhance students’ understanding of mathematical concepts (email: matilda@aims.edu.gh).

References

Q. I. Ahmed, H. Lu, and S. Ye, “Urban transportation and equity: A case study of Beijing and Karachi,” Transp. Res. Part A Policy Pract., vol. 42, no. 1, pp. 125–139, 2008. DOI: https://doi.org/10.1016/j.tra.2007.06.004

M. Oteng-Ababio and E. Agyemang, “Virtue out of necessity - Urbanisation, urban growth and Okada services in Accra, Ghana,” J. Geogr. Geol., vol. 4, no. 1, pp. 148–162, 2012. DOI: https://doi.org/10.5539/jgg.v4n1p148

G. Akyea-Darkwah, “Road Safety Education in the Ashanti and Greater Accra Regions, Ghana: Drivers’ Perspectives,” Ph.D. dissertation, Univ. of Cape Coast, 2017.

World Health Organization, Global Status Report on Road Safety. Geneva, 2023. [Online]. Available: https://www.who.int/teams/social-determinants-of-health/safety-and-mobility/global-status-report-on-road-safety-2023

P. K. Blankson and M. Lartey, “Road traffic accidents in Ghana: contributing factors and economic consequences,” Ghana Med. J., vol. 54, no. 3, pp. 131–131, 2020. DOI: https://doi.org/10.4314/gmj.v54i3.1

National Road Safety Authority, National Road Safety Authority Act (Act 993), Parliament of Ghana, 2025. [Online]. Available: https://ir.parliament.gh/handle/123456789/2005

P. Phobun and J. Vicheanpanya, “Adaptive intelligent tutoring systems for e-learning systems,” Procedia-Soc. Behav. Sci., vol. 2, no. 2, pp. 4064–4069, 2010. DOI: https://doi.org/10.1016/j.sbspro.2010.03.641

M. Chi, K. VanLehn, D. Litman, and P. Jordan, “Empirically evaluating the application of reinforcement learning to the induction of effective and adaptive pedagogical strategies,” User Model. User-Adapt. Interact., vol. 21, pp. 137–180, 2011. DOI: https://doi.org/10.1007/s11257-010-9093-1

D. Bligh, “What’s the use of lectures?” J. Geogr. High. Educ., vol. 9, no. 1, pp. 105–106, 1985. DOI: https://doi.org/10.1080/03098268508708932

Y. Shi, C. Peng, H. H. Yang, and J. MacLeod, “Examining interactive whiteboard-based instruction on the academic self-efficacy, academic press and achievement of college students,” Open Learn., vol. 33, no. 2, pp. 115–130, 2018. DOI: https://doi.org/10.1080/02680513.2018.1454829

M. J. Gómez-Poyato, A. Aguilar-Latorre, M. M. Martínez-Pecharromán, R. Magallón-Botaya, and B. Oliván-Blázquez, “Flipped classroom and role-playing as active learning methods in the social work degree: randomized experimental study,” Soc. Work Educ., vol. 39, no. 7, pp. 879–892, 2020. DOI: https://doi.org/10.1080/02615479.2019.1693532

X. Xu et al., “Role-playing is an effective instructional strategy for genetic counseling training: an investigation and comparative study,” BMC Med. Educ., vol. 16, pp. 1–10, 2016. DOI: https://doi.org/10.1186/s12909-016-0756-4

B. O. Omatseye, “The discussion teaching method: an interactive strategy in tertiary learning,” Educ., vol. 128, no. 1, 2007.

J. Bennett, S. Hogarth, F. Lubben, B. Campbell, and A. Robinson, “Talking science: The research evidence on the use of small group discussions in science teaching,” Int. J. Sci. Educ., vol. 32, no. 1, pp. 69–95, 2010. DOI: https://doi.org/10.1080/09500690802713507

L. Astuti, Y. Wihardi, and D. Rochintaniawati, “The development of web-based learning using interactive media for science learning on levers in human body topic,” J. Sci. Learn., vol. 3, no. 2, pp. 89–98, 2020. DOI: https://doi.org/10.17509/jsl.v3i2.19366

A. L. Shinneman, S. Loeffler, and A. E. Myrbo, “Self-guided field trips allow flexibility in undergraduate student introductory field experiences,” J. Geosci. Educ., vol. 68, no. 4, pp. 371–379, 2020. DOI: https://doi.org/10.1080/10899995.2020.1768006

B. S. Malau-Aduli et al., “Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum,” BMC Med. Educ., vol. 13, pp. 1–8, 2013. DOI: https://doi.org/10.1186/1472-6920-13-139

F. Britwum and S. Aidoo, “Moral decadence as a potential predictor of students’ academic performance in some selected senior high schools,” Int. J. Learn. Teach., vol. 14, no. 3, pp. 153–168, 2022. DOI: https://doi.org/10.18844/ijlt.v14i3.7301

Ghana Statistical Service, Population and Housing Census General Report Volume 3A, vol. 3A, 2021. [Online]. Available: https://statsghana.gov.gh/gssmain/fileUpload/pressrelease/2021

R. V. Krejcie and D. W. Morgan, “Determining sample size for research activities,” Educ. Psychol. Meas., vol. 30, no. 3, pp. 607–610, 1970. DOI: https://doi.org/10.1177/001316447003000308

Y. Baruch and B. C. Holtom, “Survey response rate levels and trends in organizational research,” Hum. Relat., vol. 61, no. 8, pp. 1139–1160, 2008. DOI: https://doi.org/10.1177/0018726708094863

R. P. Bagozzi and Y. Yi, “Specification, evaluation, and interpretation of structural equation models,” J. Acad. Mark. Sci., vol. 40, pp. 8–34, 2012. DOI: https://doi.org/10.1007/s11747-011-0278-x

K. A. Neuendorf and A. Kumar, “Content analysis,” Int. Encycl. Polit. Commun., pp. 1–10, 2015. DOI: https://doi.org/10.1002/9781118541555.wbiepc065

P. K. Odame, E. F. Sam, and A. Fiangor, “Exploring the nature of road safety education in basic schools and school children’s travel mode options in Winneba, Ghana,” Ghana J. Geogr., vol. 16, no. 1, pp. 128–161, 2024. DOI: https://doi.org/10.4314/gjg.v16i1.5

V. K. Hung and L. T. Huyen, “Education influence in traffic safety: A case study in Vietnam,” IATSS Res., vol. 34, no. 2, pp. 87–93, 2011. DOI: https://doi.org/10.1016/j.iatssr.2011.01.004

M. S. Zeedyk, L. Wallace, and L. Spry, “Stop, look, listen, and think: What young children really do when crossing the road,” Accid. Anal. Prev., vol. 34, no. 1, pp. 43–50, 2002. DOI: https://doi.org/10.1016/S0001-4575(00)00101-9

S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proc. Natl. Acad. Sci. U.S.A., vol. 111, no. 23, pp. 8410–8415, 2014. DOI: https://doi.org/10.1073/pnas.1319030111

M. Prince, “Does active learning work? A review of the research,” J. Eng. Educ., vol. 93, no. 3, pp. 223–231, 2004. DOI: https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

K. Patton, M. Parker, and D. Tannehill, “Helping teachers help themselves: Professional development that makes a difference,” NASSP Bull., vol. 99, no. 1, pp. 26–42, 2015. DOI: https://doi.org/10.1177/0192636515576040

F. King, “Evaluating the impact of teacher professional development: An evidence-based framework,” Prof. Dev. Educ., vol. 40, no. 1, pp. 89–111, 2014. DOI: https://doi.org/10.1080/19415257.2013.823099