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A three-year field trial was conducted between 2014 and 2017 in the Ellembelle and Jomoro districts of the Western region of Ghana where rubber production is common to determine the optimum population density of plantain when grown in combination with immature rubber tree crops. The trials were arranged in a Randomized Complete Block Design with 3 replications. The treatments were sole rubber, sole plantain, and three intercrops of one row of plantain in between two rows of rubber, two rows of plantain in between two rows of rubber, and three rows of plantain in between two rows of rubber. The rubber clone used was GT1 while the variety of plantain used was false horn. The results showed that population density of plantain had significant effect on the growth of the associated rubber. Growing plantain at closer spacing of 1.5 m under the high-density plantain treatment significantly increased plantain yield compared to the other cropping systems. There was a significant positive relationship between population density of plantain and the rubber tree growth and development. The optimum population density of plantain when intercropped with rubber was 1,666/ha. The study showed intercropping was advantageous over sole cropping for both crops. [ABSTRACT FROM AUTHOR]

This study was conducted to assess the computer and Internet usage as supplementary educational material to enhance quality education; help improve educational management and planning; how students use the computers and internet to facilitate their learning; how teachers in the Tema Senior High Schools use the computers and Internet to teach and guide students. Stratified sampling method was used to select students and teachers. The results showed that a significantly high percentage of respondent teachers (92%) were computer literate and 78% of respondent students also had basic knowledge in computer. However, less than 15% of these teachers used the internet as an innovative way of improving teaching and learning. Over 30% of the teachers used the computer mainly for research work. Less than 40% of student respondents used the computer and the Internet facility for entertainment, whereas less than 25% used it for research and learning. Less than 40% of respondent students used the Internet for e-mail and browsing. It was revealed that Internet and computers have helped students to achieve new things such as finishing assignments, solving problems, learning history of other countries, improving typing skills, and chatting with friends. There is no clear interaction between teachers and students through the use of Internet facilities. The Internet was not used for guidance. Despite the limited use of computers by teachers in their teaching, many agree that the computer has changed the way students learn. One fourth of teachers have received some form of training in the use of computers, with quite minimal training in the pedagogical integration of ICT. It appears that integration of ICT in Ghanaian school systems is a major step in promoting innovation. [ABSTRACT FROM AUTHOR]