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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
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
Characteristics of school effectiveness at the level of colleges of education in Ghana
PurposeSchool effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana.Design/methodology/approachThis study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study.FindingsThe study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others.Originality/valueTo the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions.
Journal Article
Education research is still the hardest science: a proposal for improving its trustworthiness and usability version 1; peer review: 2 approved
In this essay, we argue that colleges of education, particularly those at research-intensive institutions, favor simplistic notions of scholarly impact and that this trend has concerning implications for the field, for researchers, and for the public at large. After describing the challenges and shortcomings of the current models of research assessment in education, we outline an alternative proposal in which trustworthiness and usability of research would complement traditional metrics of scholarly relevance. This proposal encourages a twofold approach to research assessment that involves (1) a more thorough analysis of the limitations and problems generated by the use of simplistic notions of scholarly impact, and (2) a commitment to the implementation of more equitable systems based on a broader range of assessment measures to assess faculty research contributions.
Journal Article