Department of Education

Permanent URI for this collectionhttps://ir.mug.edu.gh/handle/123456789/219

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    How External Assessment Mediates Teaching, Learning and Assessment in Junior High School in Ghana
    (International Journal of Humanities Social Sciences and Education (IJHSSE), 2014-12-01) Agbeti, A.
    Abstract: External assessment is traditionally regarded as a neutral activity detached from teaching and learning. Consequently the learning-inducing effect of this type of assessment receives little attention when the tests are developed. This article reports the findings of a study of the importance attached to an external assessment by 40 teachers and 120 students in their teaching and learning activities respectively. Questionnaires and interviews were used to gather data on the perceived influence of the assessment and the real life experiences of its role in the interaction between the teachers and their students in the classroom. Statistical analyses show that the students have a significantly higher opinion of the learninginducing effect of the external assessment than the teachers and there are differences in the structure of the factors that underlie their opinions. Analysis of the interviews confirms that both the teachers and students attach a great deal of importance to the assessment as it influences teaching and learning activities in the classroom. It was concluded that both the teachers and the students attach a great deal of importance to the external assessment, suggesting that more attention needs to be paid to its hidden effect on education when tests are developed for such assessments.
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    An Assessment of tutor characteristics and student ICT competencies in Colleges of Education in Ghana
    (European journal of education studies, 2020) Yeboah, William; Sarpong, Pious Akwasi; Appiah, Bright
    The rapid growth of the global economy and the information-based society has pressurized education systems around the world to use ICTs to teach the knowledge and skills students need in the 21st Century. The growth of the ICT sector has challenged teachers to prepare for effective use of new teaching and learning tools in their profession. This study sought to examine teacher experience and qualifications as well as student ICT competencies (skills and knowledge). The mixed method approach was employed for the study. A total of 352 respondents made up of 8 principals, 24 tutors and 320 teacher trainees from all the eight colleges were sampled. Data is gathered through open-ended questions that provide direct quotations with the interviewer as an integral part of the investigation. Three research questions guided the study. The research questions were answered using charts, frequency and percentages. The findings established that that the intensive use of ICT and the process-oriented learning environment supported the development of students’ expertise in ICT and enhanced students in critical thinking skills. The study recommends that students should be involved in using ICT in learning activities such as doing assignments, taking quizzes, and searching the internet for learning resources among others.