Browsing by Author "Nsiah-Achampong, Nana Kwame"

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    The impact of traffic education on road safety in Ghana: the case of selected geographical areas in Ashanti Region
    (2004) Nsiah-Achampong, Nana Kwame
    Education on road safety in Ghana has recently assumed much intensity and yielded a tremendous improvement in road safety. However, at its rudimentary stages, the traffic educational process was found to be muddled and lopsided, with little prospect of achieving maximum effect. Discrepant and incoherent discourses were contained in traffic teaching and learning materials. Invalid and unreliable units of evaluation were used to assess the performance of motorists. A number of road signs, the law, and Traffic Law Enforcement Agents functioned in ways that placed the motorist in an uncomfortable road-user system which affected his attitude and eventually led to prosecution. Significantly, the study refuted, with substantial data, a general speculative perception that motorists who have not had school education (wrongly described as illiterates) are the category of drivers who are deficient in driving, incapable of identifying road signs, and the major cause of road accidents. Studying drunk-driving closely, the research found that other drugs belonging to the benzodiazepines, anthelmintics and antihistamines (genuinely obtained from the hospital or pharmaceutical shops) also cause the same effects of drunk-driving but had not attracted enough attention to be discussed in traffic education. Generally, the study established that, the crux of the problem regarding ineffective traffic education was created by the lack of a curriculum leading to insequential teaching and learning activity.
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    Traffic Education for Children by Means of Heuristic Learning And Art Therapy
    (2015-05-22) Nsiah-Achampong, Nana Kwame
    Child traffic fatality has given rise to concerns from different kinds of professionals and bodies seeking to find an antidote to the issue. Accounting for such fatalities among children include the diminutive size of children, occluding vehicles, poor distance judgement, minimal utilisation of peripheral vision, and inattentiveness. Child traffic education has been the prescription for this case. But education has been restricted to the conventional “look left and right before crossing the road”, cautions and precautions. The nature of the child, and child road safety have attracted other expertise besides engineering, into education. Consequently new methods of teaching children traffic lessons have evolved. This study used art therapy to assimilate traffic culture into children. Seventy-one children, aged between five and ten from Ghana and the Republic of Ireland, were studied. The children were carefully observed in a one year longitudinal study. The study population wholly went through 11 therapy sessions. Individually, each child went through at least three and at most four therapy sessions, from which they produced a total of 262 drawings which formed the basis for studying the children‟s behaviour in traffic in a pre-survey and post-survey design. Theories of child development, psychology and art education were applied to the children to aid teaching and learning. It was recommended, inter alia, that road safety authorities in Ghana should shift focus from knowledge-based learning to behaviour-affecting learning in child traffic education. To easily accomplish this, teachers and parents should engage children in art, especially in the use of colours, to prepare and develop children‟s creative and cognitive perceptual abilities, to break their restriction to stereotype thinking.
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    Traffic education for children by means of heuristic learning and art therapy.
    (2010-07-18) Nsiah-Achampong, Nana Kwame
    Child traffic fatality has given rise to concerns from different kinds of professionals and bodies seeking to find an antidote to the issue. Accounting for such fatalities among children include the diminutive size of children, occluding vehicles, poor distance judgement, minimal utilisation of peripheral vision, and inattentiveness. Child traffic education has been the prescription for this case. But education has been restricted to the conventional “look left and right before crossing the road”, cautions and precautions. The nature of the child, and child road safety have attracted other expertise besides engineering, into education. Consequently new methods of teaching children traffic lessons have evolved. This study used art therapy to assimilate traffic culture into children. Seventy-one children, aged between five and ten from Ghana and the Republic of Ireland, were studied. The children were carefully observed in a one year longitudinal study. The study population wholly went through 11 therapy sessions. Individually, each child went through at least three and at most four therapy sessions, from which they produced a total of 262 drawings which formed the basis for studying the children‟s behaviour in traffic in a pre-survey and post-survey design. Theories of child development, psychology and art education were applied to the children to aid teaching and learning. It was recommended, inter alia, that road safety authorities in Ghana should shift focus from knowledge-based learning to behaviour-affecting learning in child traffic education. To easily accomplish this, teachers and parents should engage children in art, especially in the use of colours, to prepare and develop children‟s creative and cognitive perceptual abilities, to break their restriction to stereotype thinking.