Anthony Afful-Broni
holds a PhD in Educational Administration and Management and a Master’s in
Pastoral Counselling from New York City’s Fordham University. Prior to that, he obtained a Diploma in
Theology from the University of Ghana, Legon while pursuing higher studies in
Philosophy and Theology at St. Peter’s Major Seminary in Cape Coast.
He is member of Kappa Delta Pi and Phi
Delta Kappa. He has also been member of the Association for Supervision and
Curriculum Development (ASCD), USA since 1999.
As university teacher for a decade, he has been Chair of the Department
of Psychology and Education, Director of the Centre for Educational Policy
Studies, and currently Dean of the Faculty of Educational Studies at the
University of Education, Winneba.
In addition to 19 scholarly articles in
reputable journals, Dr. Afful-Broni has also authored 6 textbooks. He has
facilitated several local and international workshops in Educational
Administration and Management, Time Management, Curriculum Development and
Teaching and Learning Strategies.
The present study explored the factors that
influenced undergraduate students’ decision to enroll in a Sub- Saharan African
University. The sample was consisted of
300 level hundred students, made up of one 136 (45.3%) males and one 164(54.7%)
females drawn from various departments of the University of Education, Winneba (U.E.W.)
in Ghana.
Their ages ranged from 18 to 52 years. Kendall’s w test and post hoc analysis
using the Wilcoxon’s-Signed rank test of the variables in each of the three
factors (Academic, Work, and Social) showed that Availability of desired
program, Ability to get a job upon
graduation and Recommendation by relatives, respectively were the most
influential reasons for the students to enroll at U.E.W. The implications and
recommendation for recruitment strategies for the University are discussed.
The study compared the academic performance of residential and non-residential students at the University of Education, Winneba (UEW) Ghana. Data obtained from 129 residential and non-residential students from level 200 in the Faculty of Social Science were analyzed by the use of correlation, t-test and multiple regression analytical technique with SPSS version 17. It was observed that residential and academic facilities positively correlated significantly with academic performance. Also, residential students’ academic performance (GPA) was not significantly different from non-residential students. Finally, residential facilities were observed to have better predicted students’ academic performance. The research suggested the need for government increase funds for tertiary institutions; and encouraged companies to help improve the amenities of the institutions for improved academic performance.
