Asamoah, Moses Kumi

2 Publications in AERD

Author Publications

University learners’ educational experience survey: a gender dimensional analysis

By Asamoah, Moses Kumi

Intense competition among universities with its negative consequences has necessitated the investigation of students’ academic experiences as it influences students’ university choices. To bridge this gap, this study seeks to examine students’ satisfaction with their educational experience at two selected universities in Ghana. Utility Maximisation Theory was deployed to guide the study. Relevant research ethics principles were duly observed. We used a cross-sectional survey of 309 students to estimate an ordered probit econometric model as well as cross-tabulation descriptive and graphical analyses. Based on the robustness of the results, we found that male students are quantitatively more satisfied with their academic performance than female students. The results also demonstrate consistent and significant associations between instructional delivery and feedback, and students’ academic satisfaction; there was a positive and statistically significant relationship between enabling conditions and the level of student satisfaction across both males and females; furthermore, the results indicate a positive and statistically significant relationship between learner support systems and the level of students’ satisfaction among both males and females; additionally, females have shown that they demonstrate a quantitatively greater appreciation for instructional delivery and feedback compared to males. Policymakers and educational institutions can better target support and intervention programmes for students with satisfaction scores that are close to the average by identifying these students. It is also suggested that universities focus on and keep improving upon the services and educational facilities they provide, as well as correcting any inefficiencies in the services so as to meet students’ satisfaction. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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Adult female learners’ perceptions of and experiences with distance education at University of Ghana

By Adu-Marfo, Ama

This paper highlights adult female learners’ perception and experiences with blended distance education (DE) program in the University of Ghana. It specifically investigates female students’ experiences with male and female tutors’ tutoring styles, learner support services, the use of educational technology as well as the extent of the gender-inclusive environment created. It throws light on the positive stories regarding the DE program, potential barriers, and panacea from female lens. The study is guided by feminist theory and Larreamendy-Joerns and Leinhardt goals of DE. A qualitative case study and narrative designs were adopted. Data were conveniently collected from 15 female students enrolled on the DE program at the Accra Learning Center. In-depth face-to-face interviews were employed for data collection. Data were analyzed using interpretivist-evaluative narrative approaches. Findings show that gender gaps still exist in using educational technologies for learning; implying that additional technological and tutoring support need to be provided to female students. The paper recommends increasing integration of ICT teaching and learning tools into the curriculum of DE to help in building adult females’ digital skills and confidence to enhance their full participation in DE. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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