Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
1,333,474
result(s) for
"COLLEGES OF EDUCATION"
Sort by:
Nomophobia among Preservice Teachers: a descriptive correlational study at Ghanaian Colleges of Education
The present study aimed at investigating nomophobia prevalence, thus, recurrence of anxiety without a smartphone, with preservice teachers in the Colleges of Education, Ghana. An actual sample of 345 preservice teachers responded to a 20-item questionnaire on nomophobia (NMP-Q). A one-way MANOVA between different groups statistics was applied in determining the differences in nomophobic behaviours among preservice teachers based on non-technology-related variables (gender, age, specialism, subjective economic status, sleep/rest hours, and religion) and technology-related variables (number of smartphones owned, smartphone ownership duration, active internet services, and daily internet usage time). The results evidenced that the vast majority of preservice teachers had mild to severe nomophobia, and their most significant anxiety was related to access to information and communication. Besides, non-technology-related variables in gender, sleep hours, and subjective economic status significantly impacted the preservice teachers’ nomophobia. Technology-related variables that significantly influenced the nomophobic behaviour of preservice teachers included the number of smartphones owned, smartphone ownership duration, and active internet service. A sizable majority of the preservice teachers showed signs of mild to severe nomophobia. The present study provides prefatory support for the prevalence of nomophobia among the Ghanaian preservice teachers.
Journal Article
Unraveling the nexus between learning styles and academic performance: the mediating effect of pre-service teachers' satisfaction
Effective teaching is shaped not only by what pre-service teachers know, but also by how they learn during their training and the attitudes they develop towards their own learning. This study examined the mediating effect of pre-service teachers' satisfaction in the relationship between Grasha-Reichmann learning styles and academic performance. Participants for the study were selected from Colleges of Education located in the Ashanti region of Ghana. Employing a descriptive research design, 291 pre-service teachers were sampled through multistage sampling. However, 287 (98.6%) participant responses were deemed accurate and used for the analysis. The analysis revealed direct significant effects of five learning styles (collaborative, dependent, independent, avoidant, and participant) on academic performance, while the competitive style showed no direct effect. However, when mediated by students' satisfaction, all six learning styles, including competitive, exhibited significant indirect effects on academic performance. These findings highlight the critical role of addressing diverse learning preferences and nurturing students' satisfaction to enhance pre-service teachers' preparedness. Educators at the Colleges of Education should prioritise strategies that integrate these insights, fostering holistic development for future teaching professionals.
This study shows that when teaching supports different learning styles, pre-service teachers feel more satisfied and perform better, with satisfaction being the driving force that helps them become motivated and effective future educators.
Journal Article
Construction and validation of goal achievement scale for colleges of education
PurposeWe developed the Goal Achievement Scale in Colleges of Education (GASCE) to address the lack of context-specific assessment tools for evaluating goal achievement in Nigerian colleges of education. Existing instruments fail to capture the unique challenges of these institutions, making a reliable and valid scale essential for assessing educational success.Design/methodology/approachUsing a descriptive survey research design, we developed and validated the GASCE through expert review, pilot testing, and statistical analyses. Our sample of 450 respondents from Nigerian colleges of education participated in exploratory factor analysis (EFA), graded response modeling (GRM-IRT), confirmatory factor analysis (CFA) and multiple group confirmatory factor analysis (MG-CFA). We assessed reliability using composite reliability and validated construct and criterion-related validity through correlations with external goal achievement measures.FindingsCFA confirmed a six-factor structure – critical thinking, committed teaching, high motivation, intellectual fitness, professional fitness and social fitness – with strong model fit indices. Reliability testing showed high internal consistency (Omega alpha: 0.845–0.919). MG-CFA confirmed measurement invariance across academic and non-academic staff (Δcomparative fit index < 0.015, Δroot mean square error of approximation < 0.010), while criterion-related validity was supported by significant correlations with external measures.Research limitations/implicationsWhile the sample size supports validation, it may not fully represent all Nigerian colleges of education. Future research should expand the sample and incorporate objective performance data for further validation.Practical implicationsThe GASCE provides policymakers, educators and administrators with a robust tool to assess and improve educational performance, facilitating targeted interventions and efficient resource allocation.Originality/valueThe GASCE fills a critical gap in educational assessment by offering a reliable, context-specific tool for Nigerian colleges of education. It enables comprehensive evaluation of goal achievement, supporting continuous improvement in teacher education programs across Nigeria.
Journal Article
Support Provided by Tutors to Students during Instructions in Selected Colleges of Education in Ghana
The study was carried out to ascertain the kinds and the extent of tutors’ support to students during instructions, and the differences in the views of the students relative to the support they receive in class based on gender and level. The second- and third-year students of the Colleges of Education participated in the survey constituted the study population. Descriptive cross-sectional survey design was employed to guide the conduct of the study and questionnaire was the tool employed for the data gathering. Pre-testing of the instrument was done in a College of Education in the Western North region of Ghana. The study disclosed that tutors regularly demonstrate emotional and instrumental support to the students during lessons while they sometimes demonstrate informational and appraisal support to the students. It also emerged from the study that while the male and female students differed in their opinion on the level of support that their tutors offered them at lecture, the second- and third-year students shared similar views. It could be concluded that the support that the tutors offer their students at lecture hour needs to be scaled up to enhance their students’ learning, improve their performance and enable them to do same for their future students. It is, therefore, recommended to the authorities of the colleges to frequently organise seminars and workshops on the essence of professional practices such as tutor support in teacher training for the tutors to enable the latter to exhibit those support mechanisms during lectures.
Journal Article