Andrew Tetteh
5 Publications in AERD
Author Publications
Export PDFTeaching ICT to pre-schoolers in the global south using indigenous knowledge patterns
By Michael Armah
Purpose: The study addresses the challenges of limited access to technology and gender inequality in Ghana's education system, particularly science, technology, engineering, and mathematics/information and communications technologies (STEM/ICT) education. It focuses on the culturo-techno-contextual approach (CTCA), which has been shown to improve student outcomes and reduce educational gender inequality in Africa. Thus, this study addressed two research objectives: whether the CTCA will improve basic school students’ understanding of ICT and reduce the gender gap without ICT facilities. Design/methodology/approach: The study was conducted using a quantitative method and a quasi-experimental design. 120 participants (44 in the experimental group and 76 in the control group) were selected using purposive and random sampling techniques. Data were collected using the Windows Interface Achievement Test (WIAT) and analysed using ANCOVA analysis. Findings: The study found that the CTCA improved students’ understanding of ICT without ICT resources. The study also found that using the CTCA, there were no differences between male and female students in their understanding of ICT without ICT resources. Practical implications: Based on the study’s findings, the researchers recommend the use of the CTCA in teaching basic school ICT, particularly in rural areas where access to ICT resources is problematic. Originality/value: Researchers typically experiment with alternate teaching strategies to overcome obstacles in learning issues. This study’s originality stems from applying an indigenous teaching method (CTCA) to break down learning difficulties in ICT education. © 2024, Emerald Publishing Limited.
Effects of cyberbullying on the academic life of Ghanaian tertiary students
By Fred Awaah
Purpose: This study aims to examine the effects of cyberbullying on the academic lives of Ghanaian university students. It also establishes whether cyberbullying victims, perpetrators, victim-perpetrators and bystanders differed in their thoughts on the effects of cyberbullying on students’ academic lives. Design/methodology/approach: This study is anchored on Bandura’s theory of triadic reciprocal determinism and Abraham Maslow’s theory of needs. This study uses a cross-sectional survey design and quantitative approach to collect the data from 1,374 students from three public universities. The authors use descriptive statistics and ANOVA techniques to analyse the data. Findings: The results show that the effects of cyberbullying on academic life are difficulty concentrating on studies, difficulty studying in groups and difficulty assessing important academic information online. There is also a statistically significant difference among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the effects of cyberbullying on students’ academic lives. Originality/value: This research contributes to the literature on cyberbullying in the Ghanaian tertiary education environment. Even though the impact of cyberbullying on academics in Ghanaian universities may seem minimal, it is still imperative that it be checked, as it is significant enough to disrupt effective academic work. Thus, this study adds to the existing literature on cyberbullying from a developing country perspective. © 2023, Emerald Publishing Limited.
Does students' understanding of corporate governance in Ghanaian higher education relate to teacher knowledge and teaching methods?
By Solomon Yeboah
There is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross-sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries. © 2024 The Author(s). European Journal of Education published by John Wiley & Sons Ltd.
Perception of cyberbullying among students: the study of a developing country
By Andrew Tetteh
Purpose: This study aims to investigate students’ perceptions regarding the causes and effects of cyberbullying among university students. The study also establishes whether or not there would be statistically significant differences among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the causes and effects of cyberbullying on students’ social lives from a developing country perspective. Design/methodology/approach: This study uses quantitative approach and cross-sectional survey design to collect primary data from 1,374 undergraduate students sampled from selected public universities in Ghana. Descriptive statistics and analysis of variance analyses were carried out using statistical package for the social sciences. Findings: The study reports popularity among friends, extortion, retaliation, stress, trauma and low self-esteem as causes of cyberbullying. Also, cyberbullying resulted in difficulty trusting people, low self-esteem and increased stress. The study also found statistically significant differences among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the causes and effects of cyberbullying on students’ social lives. Practical implications: The study’s findings imply that cyberbullying has some fairly significant negative effects on students’ lives in Ghana and must be taken more seriously. Conditions must be created to ensure that perpetrators and victims are given the support needed to curb this menace. Detailed remediating measures are provided in the study. Originality/value: This paper contributes to the existing literature by studying cyberbullying perceptions among students from a relatively bully-tolerant culture. © 2022, Emerald Publishing Limited.
Reducing Underachievement and Promoting Critical Thinking Skills in Computer Studies Through a Culturally Sensitive Instructional Method
By Olasunkanmi Adio Gbeleyi
This study aims to determine the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) on students' achievement and critical thinking skills in Computer Studies. The study was conducted in two phases. Phase one was a survey of difficult concepts in computer science/studies. While phase two explored the potency of the Culturo-Techno-Contextual Approach (CTCA) in breaking the barriers to meaningful learning of refractive indices. Results obtained from the survey in the first phase revealed 19 topics as a difficult topic among African secondary school students in computer studies. The second phase was guided by two research questions with two public junior secondary (JS) in Lagos State (Nigeria). About 38% of the respondents were males while about 62% were females. A critical thinking skills task (CTST), and an interview guide were used to collect data for the study. The data gathered was subjected to multivariate analysis of covariate (MANCOVA), and the results revealed a statistically significant difference in the methods used, multivariate F (Pillai's Trace) was significant [F=17.67; p<.05], univariate ANOVA on achievement [F (2, 208) = 20.67; p<0.05]; and critical thinking skills [F (2, 208) = 15.14; p<0.05]. Within the scope of the study, it was tentatively recommended that CTCA should be adopted by computer studies teachers in the teaching of computer science/studies in secondary schools.
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