Department of Business and Social Sciences Education

Economics Students‘ Motivational Orientations, Self-Regulated Learning and Academic Engagement in Higher Education: A Structural Equation Modelling Approach

Mon, 01 Jul 2024 00:00:00 GMT

Economics Students‘ Motivational Orientations, Self-Regulated Learning and Academic Engagement in Higher Education: A Structural Equation Modelling Approach Arthur, Francis In the dynamic landscape of higher education, understanding the factors that influence Economics students' self-regulated learning and academic engagement is paramount. This study delves into the intricate interplay between Economics students' motivational orientations, self-regulated learning strategies, and their academic engagement using a Structural Equation Modelling (SEM) approach. The study was quantitative research that adopted a descriptive cross-sectional census design. In all, 452 undergraduate Economics students were involved in the study. Motivational orientations, self-regulated learning, academic engagement and academic support scales were adapted as the data collection instruments. Both descriptive (frequency and percentages, mean and standard deviation) and inferential statistics were used to analyse the data that were obtained. The study found that the Economics students had high motivational orientations, self-regulated learning and academic engagement. The study also revealed no statistically significant differences in self-regulated learning and academic engagement based on gender and academic level. Again, it was found that academic self-efficacy, task value orientation, mastery approach and performance-avoidance goal orientations had significant influence on Economics students‘ self-regulated learning. Finally, it was revealed that the lecturer‘s academic support negatively moderated the positive relationship between self-regulated learning and academic engagement. It was recommended that curriculum developers and Economics educators should design Economics curricula that challenge higher education students intellectually while providing opportunities for independent learning and problem solving. xx, 395p:, ill.

Influence of Religious and Moral Education Teachers‟ Religious Literacy and Multicultural Teaching Competency on their Teaching Self-Efficacy

Mon, 01 Apr 2024 00:00:00 GMT

Influence of Religious and Moral Education Teachers‟ Religious Literacy and Multicultural Teaching Competency on their Teaching Self-Efficacy Acquah, Andrews The drive of this study was to determine the influence of religious and moral education teachers‟ religious literacy and multicultural teaching competency on their self-efficacy in the Accra Metropolis. Cross-sectional survey design was employed in carrying out this study. The census method was employed to select 441 RME teachers and a questionnaire was used as data collection instrument. Mean and standard deviations were used to analyse research questions one to three. Structural equation modelling (SEM) generated from Smart-PLS 4.0 was used to analyse the hypothesis. The study found that RME teachers in public basic schools in the Accra Metropolis have high levels of religious literacy, multicultural teaching competence and teaching self-efficacy. It was also noticed that the religious literacy of RME teachers had a statistically significant positive influence on their teaching self-efficacy. In addition, it was discovered that multicultural teaching competence of RME teachers had a statistically significant positive influence on their teaching self-efficacy. Finally, the study found that religious literacy and multicultural teaching competence of RME teachers had a statistically significant influence on their teaching self-efficacy. The study recommended that Ghana Education Service should ensure that teachers who are assigned to teach RME in basic schools are those who majored in the subject. It was also recommended that the Ministry of Education through the Ghana Education Service should ensure that teachers are who were exposed to courses that could give them diverse cultural inclinations like RME to teach the subject. Finally, it was recommended that Ghana Education Service should ensure that those who teach RME in basic schools are professional teachers. xiv, 262p:,ill

Influence Of Continuous Professional Development Practices On Tutor Effectiveness In The Colleges Of Education In Ghana

Thu, 01 Jun 2023 00:00:00 GMT

Influence Of Continuous Professional Development Practices On Tutor Effectiveness In The Colleges Of Education In Ghana Owusu-Cole, Clement This study analysed the influence of Continuous Professional Development (CPD) practices in the Colleges of Education (CoEs) on tutor effectiveness in Ghana. Tutor effectiveness was measured within a framework of three dimensions of the National Teachers’ Standard (NTS) namely: professional values and attitudes (PVA); professional knowledge (PK); and professional practice (PP). The study used the explanatory sequential mixed-method with priority on quantitative data. A four-step multi-stage cluster sampling technique was used to select 565 tutors from 13 CoEs. Both close-ended questionnaire and semi-structured interview guide were used to collect data. Quantitative data were analysed using frequencies and percentages, mean and standard deviations, chi-square test of independence, multivariate multiple linear regression (MMLR), multiple analysis of variance (MANOVA) and the independent samples t-test. Qualitative data was also analysed through thematic description. The study revealed that both ONTJB (B = -.33, p < .001) and OFTJB training (B = -.17, p < .001) had significant negative influence on tutor effectiveness with respect to PVA and PK whereas OFTJB training positively predicted PP (B = .22, p = .008). It was concluded that CPD practices have not adequately improved tutor effectiveness in terms of PVA and PK and also tutors’ engagement, motivation, and satisfaction with CPD activities play a pivotal role in determining their effectiveness. It was recommended that Management of the CoEs must review and adjust CPD programmes to better align with the core values, attitudes and foundational knowledge required for effective teaching. Tailoring CPD activities to meet the specific needs and context of CoE tutors in Ghana is prudent. xvii, 288p; , ill.

Evaluation Of The Implementation Of The Social Studies Curriculum In Colleges Of Education In Ghana

Sat, 01 Jul 2023 00:00:00 GMT

Evaluation Of The Implementation Of The Social Studies Curriculum In Colleges Of Education In Ghana Ashun, Emmanuel Adom The study evaluated the implementation of the four-year Bachelor of Education Social Studies curriculum for Colleges of Education in Ghana. The concurrent embedded research design was employed. A sample of 360 teacher trainees selected using proportionate simple random technique. Also, 27 tutors, 10 HoDs and 10 principals were engaged using the census method. Both quantitative and qualitative data were collected for the study. Quantitative data was collected using a 5-point Likert scale questionnaire and qualitative data was collected using an interview and observation guide. The data was analysed using both descriptive and inferential statistical tools. Exploratory and explanatory factor analysis and structural equation modeling were also performed. The study found that tutors employed the use of think-pair-share, inquiry design model, group works, presentations, concept mapping, debates, audio-visual, tactile analysis and projects in lesson delivery. It was also found that content selected by tutors meets the requirements of the New B.Ed. Social Studies curriculum as required by the objectives. The study concluded that CoEs tutors adopted and used modern pedagogies and technological tools that built competencies needed for the field of work and lifelong learning. It was recommended that efforts should be made by various stakeholders to help CoEs acquire the needed textbooks and physical materials needed for effective teaching and learning to give teacher trainees real life experiences in the classroom. Also, CoEs tutors should ensure appropriate pedagogies are used in the delivery of specific topics to assist teacher trainees to have real life experiences in the classroom. xvi, 462p; , ill.