Baidoo-Anu, David
4 Publications in AERD
Author Publications
Export PDFRelationship between students’ academic self-concept, intrinsic motivation, and academic performance
By Sunu, Seth
This study examined the relationship between academic self-concept, intrinsic motivation, and academic performance of Senior High School students. A quantitative approach using a descriptive cross-sectional survey design was used in the study. A multi-stage sampling technique was used to select 346 participants. The results showed that students who had a positive perception of their academic self-concept were more likely to be intrinsically motivated. Intrinsic motivation and academic self-concept also predicted students’ academic performance. While the results from the study revealed that academic self-concept and intrinsic motivation are great recipes for predicting students’ academic success, it must be emphasized that academic self-concept and intrinsic motivation generally do not operate in isolation. Therefore, educators who wish to improve the academic performance of the students especially among Senior High School students must consider paying attention to other factors that affect students’ learning. Implications for policy and practice have been discussed. © 2023 International School Psychology Association.
Do family characteristics predict student absenteeism?
By Anim, Charles
This study sought to examine the relationship between family characteristics and Junior High School students’ absenteeism in selected schools in the Asante Akyem Central Municipality of Ghana. A total of 408 students were included in this study. This study accentuates the instrumental role that family ties, parents’ economic status, mothers’ income and parents–teachers’ association meeting attendance play in influencing students’ absenteeism. For example, the study found that mothers’ level of income negatively predicted the number of times students absent themselves from school in a term. As mothers’ income increases, the number of times students absent themselves from school decreases. Understanding the significant role family characteristics play in student’s school attendance is vital for promoting students’ attendance and school engagement. Implications for policy and practices are discussed. © 2023 Taylor & Francis Group, LLC.
Teachers’ beliefs and attitudes towards students’ self assessment: A latent profile analysis
By Baidoo-Anu, David
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 fundamental in promoting SSA in the classroom. The overarching aim of this study was to understand Ghanaian teachers’ beliefs and attitudes towards SSA. Employing a cross-sectional survey design, 248 basic and senior high school teachers participated in this study. A four-factor structure was identified to explain teachers’ beliefs about SSA (i.e., positive belief about self assessment, developing students’ self assessment capacity, negative beliefs about self assessment, and confidence in students’ capacity). Based on these four factors, a latent profile analysis identified five distinct groups of teachers who have varying beliefs about SSA within the Ghanaian educational context. Although some of the teachers in our study strongly believe that SSA is a useful assessment and learning tool that could help students reflect, monitor their own learning, and promote autonomous lifelong learning, most of the teachers either have no interest in SSA, or perceived students as not supporting effective teaching and learning. Implications for policy and practice have been discussed. © 2023
Performance-based accountability: exploring Ghanaian teachers perception of the influence of large-scale testing on teaching and learning
By Baidoo-Anu, David
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 used. Simple random sampling was also employed to select 200 teachers for this study. The exploratory factor analysis results showed that although large-scale testing accountability serves as a motivational factor for teachers to be more productive, it puts pressure on teachers and students. Teachers reported teaching to the test (i.e. washback) and spending a lot of instructional time preparing students for the test. Teachers suggested that large-scale testing results should not be seen as the sole basis for teacher effectiveness. Rather, they indicated that large-scale testing results should be used to foster equitable distribution of educational resources and support teachers' professional development to enhance teaching and learning. Implications for policy and practice are discussed.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.