Zobrazeno 1 - 10
of 27
pro vyhledávání: '"David Baidoo-Anu"'
Publikováno v:
Discover Education, Vol 3, Iss 1, Pp 1-21 (2024)
Abstract This study examined the perspectives of Ghanaian higher education students on the use of ChatGPT. The Students’ ChatGPT Experiences Scale (SCES) was developed and validated to evaluate students’ perspectives of ChatGPT as a learning tool
Externí odkaz:
https://doaj.org/article/ff14231062ea47c1ae453feffe17e75d
Autor:
David Baidoo-Anu, Isaac Ennu Baidoo
Publikováno v:
Education Inquiry, Vol 15, Iss 3, Pp 333-350 (2024)
Undergirded by “economic theory of the principal–agent problem”, the study investigated secondary school teachers’ perception of the influence of large-scale testing accountability on teaching and learning. Cross-sectional survey design was u
Externí odkaz:
https://doaj.org/article/2e566284259844a7b417e7fdf682176a
Autor:
Kenneth Gyamerah, Daniel Asamoah, David Baidoo-Anu, Eric Atta Quainoo, Ernest Yaw Amoateng, Ernest Ofori Sasu
Publikováno v:
Discover Global Society, Vol 2, Iss 1, Pp 1-12 (2024)
Abstract This study explored the emergency remote teaching experiences of Ghanaian teacher educators during COVID-19. The study employed a basic qualitative interpretive approach and purposively interviewed 25 teacher educators from 15 teacher traini
Externí odkaz:
https://doaj.org/article/e7890767560644d6a94760fd7cf70ec1
Publikováno v:
Indonesian Journal of Innovation and Applied Sciences, Vol 3, Iss 3, Pp 228-239 (2023)
OpenAI ChatGPT has become the most popular academic writing software due to the kind of responses it gives, being seen as a replacement for much of the daily mundane writing, from emails to even college-style essays. As generative software, ChatGPT h
Externí odkaz:
https://doaj.org/article/f17d52ccafae4332ab672b70a2cbb180
Publikováno v:
Education Inquiry, Pp 1-29 (2023)
ABSTRACTClassroom assessment and grading play central roles in education, with important impacts on teachers and students. This study examined the interactions between Canadian teachers’ and students’ conceptions of assessment and approaches to g
Externí odkaz:
https://doaj.org/article/0f3b79810df44402882394ce1e7a4cd9
Publikováno v:
International Journal of Educational Research Open, Vol 5, Iss , Pp 100275- (2023)
Autonomous lifelong learning has been identified as a global competency for 21st century education. Students’ self assessment (SSA) plays significant role in achieving this competency. Understanding teachers’ beliefs and attitudes towards SSA is
Externí odkaz:
https://doaj.org/article/7de53598af1f40658eeecb07ee8e44c1
Autor:
David Baidoo-Anu, Daniel Asamoah, Eric Atta Quainoo, Kenneth Gyamerah, Ernest Y. Amoateng, Ernest Ofori Sasu
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Following the disruptions to in-person schooling during COVID-19 and the need for emergency remote teaching, this study explored the assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach,
Externí odkaz:
https://doaj.org/article/c3d98c9bed0c497b9bb0b44165d783c4
Publikováno v:
Frontiers in Education, Vol 8 (2023)
This study explored the relationship between multiple choice test construction competence and the quality of multiple-choice tests among senior high school teachers in Ghana. In all, 157 teachers were selected from four senior high schools in the Kwa
Externí odkaz:
https://doaj.org/article/a18eab9664cb441d9122805dd342d374
Social challenges of adolescent secondary school students in Ghana: evidence from Cape Coast schools
Publikováno v:
International Journal of Adolescence and Youth, Vol 26, Iss 1, Pp 529-540 (2021)
The study investigated the social challenges of adolescents in secondary schools in Ghana. A cross-sectional survey design was employed. Data were collected from 376 students from five public senior high schools within Cape Coast Metropolis via a mul
Externí odkaz:
https://doaj.org/article/a708357b34ed4c87afb6db2c271fddd0
Autor:
David Baidoo-Anu
Publikováno v:
International Journal of Educational Research Open, Vol 3, Iss , Pp 100188- (2022)
The study explored the influence of between-school streaming on the social and academic outcomes of students and instructional practices of teachers in category C schools in Ghana. Qualitative transcendental phenomenological approach was employed to
Externí odkaz:
https://doaj.org/article/6340b9a755a244159cda932a6819557c