Emma Sarah Eshun
Biographic Data
| ID | 6724073 |
|---|---|
| NAME | Emma Sarah Eshun |
| GIVEN NAMES | Emma Sarah |
| FAMILY NAME | Eshun |
| SIGNATURE | ESHUN E S |
| AFFILIATIONS | University of Education, Winneba |
| ORCID | 0000-0003-2176-5152 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Investigating Undergraduate Students’ Learning Styles and Preferences in English as a Second Language
This study examines selected undergraduate students’ learning styles and preferences at a public university in Ghana. These participants were Level 100 students pursuing the Bachelor of Information Technology programme. The study sought to answer three research questions: What are the students’ learning styles? What are the students’ preferred learning styles? What characteristics do students demonstrate to establish their learning styles? Thirty…
School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana
Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools’ and students’ academic performance. This article examines teachers’ understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to b…
Language representation in the Ghanaian lower primary classroom and its implications
Ghana’s language-in-education policy, which mandates the use of L1 as medium of instruction at the lower primary classroom, is not strictly adhered to in majority of Ghanaian classrooms. One factor that has militated against the smooth implementation of the policy is the multilingual nature of Ghana and its classrooms. This sociolinguistic survey, therefore, aims at examining the language representation and practices in selected 104 lower primary…
Language representation in the Ghanaian lower primary classroom and its implications
Ghana’s language-in-education policy, which mandates the use of L1 as medium of instruction at the lower primary classroom, is not strictly adhered to in majority of Ghanaian classrooms. One factor that has militated against the smooth implementation of the policy is the multilingual nature of Ghana and its classrooms. This sociolinguistic survey, therefore, aims at examining the language representation and practices in selected 104 lower primary…
Language representation in the Ghanaian lower primary classroom and its implications
Ghana’s language-in-education policy, which mandates the use of L1 as medium of instruction at the lower primary classroom, is not strictly adhered to in majority of Ghanaian classrooms. One factor that has militated against the smooth implementation of the policy is the multilingual nature of Ghana and its classrooms. This sociolinguistic survey, therefore, aims at examining the language representation and practices in selected 104 lower primary…
School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana
Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools’ and students’ academic performance. This article examines teachers’ understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to b…
Investigating Undergraduate Students’ Learning Styles and Preferences in English as a Second Language
This study examines selected undergraduate students’ learning styles and preferences at a public university in Ghana. These participants were Level 100 students pursuing the Bachelor of Information Technology programme. The study sought to answer three research questions: What are the students’ learning styles? What are the students’ preferred learning styles? What characteristics do students demonstrate to establish their learning styles? Thirty…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · EFL/ESL Teaching and Learning (2 works) · Political science (2 works) · Accountability (1 works) · Applied Psychology (1 works) · Educational Assessment and Improvement (1 works) · Emotional Intelligence and Performance (1 works) · English language (1 works)