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Msgr. Prof. Stephen Ntim

Faculty:Education  

Position: Dean / Associate Professor

Contacts:

Office Address: Catholic University College of Ghana
 P.O. Box 363, Sunyani, B/A

 
Education   
Rev. Monsignor Prof. Stephen Ntim is an Associate Professor and holds the PhD in Psychology of Education and a Master of Philosophy Degree (M.Phil) in Psycholinguistics from the Salesian University of Rome, and combined Masters’ Degree in the study of Religion and Religious Education from the Graduate School of Religion and Religious Education, Fordham University, New York.
        
He is a Roman Catholic priest, ordained on 15th July 1984. Greater part of his life as priest has been in the area of Education and teaching. He has had the privilege of serving in various Education Committees and Commissions, especially in the Roman Catholic hierarchy, nationally and internationally. He is the Dean of the Education Faculty of the Catholic University College of Ghana, Fiapre-Sunyani and the current Chairman of the University Admissions Committee.
As a result of his contribution to ecclesiastical life, in April, 2008, he was honored by Pope, Benedict XVI, with the title ‘Monsignor’ which comes from the French ‘monseigneur’ (My Lord): a title reserved by Roman Catholics for high ranking Catholic prelates for their contribution to both ecclesiastical life and civil society. He was liturgically invested as Monsignor on November 1st, 2008 in the Cathedral-Basilica of St. Peter’s in Kumasi-Ghana, West Africa. Rev. Msgr. Prof.. Stephen Ntim is a prolific writer and a researcher who has published extensively in high-ranking international academic journals and contributed significantly to knowledge. He is a translator and speaks and writes in French, Italian, German and Latin, besides English and his native Akan. He has functional knowledge in Spanish and Portuguese. He translated the entire Altar Sacramentary from Latin/English into Asante Twi for the six dioceses of the Kumasi Ecclesiastical Province.in Ghana
His hobbies are reading, writing, teaching and research, and working with young people. He has varied academic research interests, especially the link between cognitive psychology and education (the roles of cognitive processes such as perception, selective attention, encoding, retrieval, comprehension monitoring etc. and how these mental processes impact on students’ performance in such areas as texts comprehension, general problem solving and their implications for teaching, etc.), the interface between education and religion. The author also has profound academic interest in the link between philosophy and psycholinguistics and has also published in these areas.

Publications

  • Ntim, S (2010): Using a base analogue to solve isomorphic problem: A study among 15-18 year olds in four selected senior high schools. International Journal of Educational Leadership, 3, (3), 165-175.
  • Ntim, S. (2011). Determining factors of transfer: Their implications for teaching to foster generalization and conceptual restructuring. Academic Leadership Journal, 9 (1). (Also published on line)
  • Ntim, S. (2010). Social Aspects of Western Scientific-technical revolution and their implications for professional education and formation. International Journal of Research in Education, 7 (2), 128-135
  • Ntim, S. (2010). Motivation as a predictor for teacher retention in the classroom: A comparative study of selected private and public school teachers in one city and a municipality in Ghana. International Journal of Research in Education, 8 (1 & 2), 1-13.
  • Ntim, S. (2011). Benchmarking International Standing of Institutions of Higher Learning: Contribution of emerging private universities in Africa. Journal of Educational Review, 4(3), 385-393.
  • Ntim, S. (2011). University Education, Market Forces and the Challenge of Knowledge: What future? African/American Journal of contemporary educational Issue. 1(1), 1-14
  • Ntim, S. (2011). Two Decades of Continuous Assessment in Ghana: Evaluating its impact on Individual Learning Differences in Selected Senior High Schools. Journal of Educational Review, 4(1),.67-77.
  • Ntim, S. (2011). Exploring the link between changing Ghanaian Family Structure and its effect on adolescent educational achievement: East Africa Journal of Educational Research and Policy, 3, 1-25.
  • Ntim, S. (2012). Towards a theoretical framework for the teaching of religion in state-funded Catholic and other confessional basic schools in Ghana (http://www.tandfonline.com/loi/rice20) first published on line Sept September 11, 2012. International Studies in Catholic Education, 4(2), 152-163.
  • Ntim, S. (2012). Teacher Education for Urban Schools in a time of globalization. Ontario Journal of African Educational Research, 12. 115-125.
  • Ntim, S. (2012). Causal attribution to students’ disruptive behavior and its effect on Academic Achievement: A Study of One Senior High School in Ghana. Society and Family, 4(26), (Published by Faculty of Social Science Stalowa, Wola. The John Paul II. Catholic University of Lublin. Poland. ISSN: 1734-6614.
  • Ntim, S. (2013). Exploring the Mismatch between Teacher Demand-Supply in Sub-Sahara Africa: Ghana as Case Study. Mediterranean Journal of Social Studies, 4 (1), 273-284.
  • Ntim, S. (2013). Bridging the theoretical divide between behaviorists and cognitivists arguments about transfer: Are they contradicting each other with respect to instructional designing? African-American Journal of Contemporary Issues in Education. 2(2). 95-108.
  • Ntim, S. (2013). Differential effects of analogy types on retrievability and inferential induction in text comprehension (Accepted for publication in the March 2013 issue of the Academic Journal of Interdisciplinary Studies.
  • Ntim, S. (2013).Testing the synergy between declarative and procedural knowledge in isomorphic problem solving: A study of 14-16 year olds in Ghana. Journal of Educational and Social Science Research, 3(3), 129-142.
  • Ntim, S. (2013). The Academic progression paradox: socioeconomic determinants of the mismatch between boys and the girl-child education in rural Ghana. International Journal of humanities and social science, 3(4),.177-191 (http://www.ijhssnet.com/update/index.php/archives.html)
  • Ntim, S. (2014). Early childhood exposure to literacy skills as better predictor of reading achievement: A longitudinal study from Ghana. Journal of Educational and Social Research, 4(6), 379-390.
  • Ntim, S. (2015). Early parental support as predictor of early literacy skills: A study from four administrative districts in Ghana. International Journal of Education
  • Ntim, S. (2014).The gap in reading and mathematics achievement between basic public schools and private schools in two administrative regions of Ghana: Where to look for the causes. American International Journal of Contemporary Research, 4 (7), 109-119.
  • Ntim, S. & Okyere, M. (2014). Synergy between environmental features, early language literacy and reading achievement: Comparative study of urban, semi-urban and rural Ghanaian children. International Journal of Humanities and Social Science, 4(8/1), 291-300.
  • Ntim, S. (2014). Embedding quality culture in higher education in Ghana: Quality control and assessment in emerging private universities. The international Journal of Higher Education Research, 68(6), 837-849.
  • Ntim, S. & Okyere, M (2015). Working Memory Capacity-Induced Errors in Children’s Analogical Reasoning: Implication for Learning Outcome. International Journal of Academic Research in Psychology. Vol. 2, No. 1. pp-36-56 and online http://hrmars.com/hrmars_papers/Working_Memory_Capacitynduced_Errors_in_Children Analogical_Reasoning_Implications_for_Learning_Outcome.pdf
  • Ntim, S. (2015). Early Parental Support as Predictor of Early Literacy Skills: A Study from Four Administrative Districts in Ghana. International Journal of Education. 7(3), 119- 136.
  • Ntim, S. (2015). Cognitive demands of processing expository text: Pedagogical implications for enhancing coherent text base among less skilled readers. International Journal of Research Studies in Psychology, 4(4), 29-46 and on line http://www.consortiacademia.org/index.php/ijrsp/article/view/1268/55
  • Ntim, S. (2015). Comprehension skill differences between proficient and less proficient readers in word-to-text integration processes: Implications for interventions for students with reading problem. International Journal of Learning, Teaching and Educational Research, 13(3), 41-61.
  • Ntim, S. (2016) Massification in Ghanaian Higher Education: Implications for pedagogical quality, equity control and assessment. .International Research in Higher Education, 1(1), 2. Published on line February 19th 2016
  • Ntim, S. (2016). Do oral and literacy skills in native Ghanaian Akan language modulate English reading comprehension as second language?: A study in selected basic schools in Ghana. Education and Linguistics Research, l(2), 2. Published on line June14th 2016.
  • Ntim, S. (2016). Do restrictions in working memory capacity account for decrements in cognitive performance of highly test-anxious individuals?: A study among selected Ghanaian university students. International Journal of Applied Psychology, 6(4), 110-120

Book Publications        
  • Ntim, S. (1999) Effects of Analogical Teaching on Transfer: Fostering Generalisation and Conceptual Restructuring in Learning: Salesian University Press (reissued in 2009 by St. Francis Press, Takoradi.
  • Ntim, S. (2010). Theory and Methods of Education: Psychological Perspectives on Learning. Takoradi: St. Francis Press. 3.
  • *Ntim, S. (2013). Fundamentals of Guidance and Counselling: Psychological and Theoretical Perspectives on counselling (to be published by the end of 2016)

Book Chapters         
  • Ntim, S. (2013).Language comprehension, reading and writing: Understanding the psychological dynamics in Soji Oni (Ed.) Challenges and prospects in African education systems (pp.799-822) Trafford publishing
  • Ntim, S. (2013). Ten Years of Catholic University in Ghana: Assessing the core values of Catholic Education in Contemporary pluralistic society in (to be published in the upcoming Catholic University 10th Anniversary)
  • Ntim, S. (2015). Teacher education in Africa in an era of global change. In Soji Oni (Ed.) Making education work in Africa pp. 153-164 New York: Heritage Publishing Company,






   
 
 
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