Arthur, Francis
4 Publications in AERD
Author Publications
Export PDFEconomics students’ behavioural intention and usage of ChatGPT in higher education: a hybrid structural equation modelling-artificial neural network approach
By Salifu, Iddrisu
The Chat Generative Pre-Trained Transformer, popularly referred to as ChatGPT, is an AI-based technology with the potential to revolutionise conventional teaching and learning in higher education institutions (HEIs). However, it remains unclear which factors influence the behavioural intentions and the actual usage of ChatGPT among economics students in Ghanaian HEIs. In pursuit of this goal, we employed the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a better understanding of the antecedents influencing the behavioural intentions and actual usage of ChatGPT among economics students. The study surveyed 306 Ghanaian students enrolled in economics at a public university. These students were aware of the existence of ChatGPT applications. We applied a hybrid analytical approach, combining structural equation modelling and artificial neural network (SEM-ANN), to elucidate the causal relationships between variables believed to impact perceived trust, intentions, and actual usage. The results showed that design and interactivity have a significant impact on perceived trust. Similarly, perceived trust, social influence, performance expectancy, hedonic motivation, and habits drive behavioural intentions. Among the various factors influencing behavioural intentions, hedonic motivation emerged as the most dominant. Moreover, behavioural intentions and facilitating conditions significantly drive students’ actual use of the ChatGPT. Nevertheless, ethics is not a significant factor in perceived trust, and effort expectancy does not affect behavioral intention. These findings, however, offer theoretical and practical contributions that can serve as guide for a thoughtful and responsible integration of AI-based tools as a future strategy to enhance education accessibility and inclusivity opportunities. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Academic stress and burnout among distance education students in a Ghanaian higher education institution
By Owusu, Dominic
In the field of modern education, the meteoric rise in distance learning in higher education has brought unprecedented convenience and accessibility. Yet, beneath the surface of this educational revolution lies the issues of academic stress and burnout among students, particularly distance education students. Therefore, this study examined academic stress and burnout among distance education students at the University of Education, Winneba, Cape Coast Study Center. A quantitative approach was adopted in this study, employing a descriptive cross-sectional survey design. In total, 231 students were selected for this study. The Academic Stress Inventory and Academic Burnout Inventory were adapted as the data collection instruments for this study. Descriptive statistics (frequencies and percentages) and inferential statistics (Two-way MANOVA) were used to analyse the data. This study revealed that distance education students had moderate levels of academic stress and burnout. Additionally, there were no significant gender differences in academic stress and burnout. Conversely, the study discovered significant differences in academic stress, personal burnout, and studies-related burnout based on programme of study. In addition, it was revealed that the interaction effect of gender and programme of study had no significant influence on distance education students’ academic stress and burnout. Consequently, it was recommended that educational institutions should consider creating support programmes tailored specifically for distance education students. These programmes can offer guidance on stress management techniques, time management skills, and resources to help students cope with the demands of their programme. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Exploring the nexus between digital competencies and digital citizenship of higher education students: a PLS-SEM approach
By Arkorful, Valentina
In the ever-evolving digital landscape, higher education (HE) students find themselves at the crossroads of two critical aspects: their digital competencies and their digital citizenship. Given the ubiquitous integration of digital technologies in educational settings, it is essential to investigate the relationship between students’ digital competencies and their ability to engage as responsible digital citizens. This study examined the nexus between digital competencies and citizenship among HE students. This study involved 247 students from a Ghanaian HE institution. Digital competency and citizenship scales were used as data collection instruments. The findings revealed that problem-solving, communication and collaboration, and digital content creation competencies had a significant positive influence on HE students’ digital citizenship. Conversely, safety competence has no significant influence on digital citizenship. Interestingly, data and information literacy competence have a negative effect on digital citizenship. The implications of these findings provide valuable insights for educational institutions, policymakers, and educators to foster digital competencies and promote responsible digital citizenship among HE students. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Teachers' Application of Multiple Intelligences Approach in Teaching Economics
By Yidana, Mumuni Baba
The use of Gardner's multiple intelligences (MI) theory is touted as one of the ideal ways of teaching students with diverse intelligences. However, there appears to be paucity of research in this area of knowledge. This study, therefore, explored the application of multiple intelligences approach in the teaching of Economics. The study was a quantitative research that adopted the descriptive cross-sectional survey design. In total, 100 senior high school teachers were selected for the study. Data were collected by the use of a 5-point Likert scale questionnaire, ranging from never to very frequently. Descriptive (mean and standard deviation) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers frequently used interpersonal intelligences in teaching Economics. Additionally, it was found out that there was a statistically significant difference in the application of bodily-kinesthetic intelligence approach in the teaching of Economics based on Economics teachers' teaching experience. However, the findings of the study showed no statistically significant difference in the Economics teachers' application of MI approach in the teaching of Economics based on their gender. It was, thus, recommended that Ghana Education Service, Ministry of Education, and Non-Governmental Organisations should organise seminars and conferences for teachers to deepen their understanding of the application of the MI approach in the teaching of Economics. In addition, heads of senior high schools should organise professional development programmes and conferences to enable teachers acquire information on the following domains of MI: logical-mathematical, spatial, bodily-kinesthetic, musical, and naturalistic intelligences.
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