Eric Anane
3 Publications in AERD
Author Publications
Export PDFTeachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence
By Prosper Kissi
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 Kwahu-South District. Participants responded to self-designed questionnaire developed to assess teachers’ multiple-choice items construction competencies. A three-factor structure emanated from the exploratory factor analysis on teachers’ multiple choice test construction competence—content validity, item “options” handling, and test items assembling. Teachers in this study perceived more competence in ensuring content validity, followed by test item assembling, and handling of “options” (that is, alternatives) of the test items. The study also found serious problems with copies of multiple-choice items teachers have constructed for the students. Findings from this study provide unique and compelling evidence regarding teachers’ perceived test construction competence and analysis of their multiple-choice tests. Implications for policy and practice are discussed. Copyright © 2023 Kissi, Baidoo-Anu, Anane and Annan-Brew.
Mediating effect of hardiness in the nexus of service quality and students’ satisfaction of public universities in Ghana
By Isaac Amoako
The education sector as a service industry, is increasingly recognising the importance of service quality, in their quest to heightened efforts to meet the ever-changing expectations of their students. The higher education landscape regards students as customers and therefore, gives them greater latitude in their demand for better academic programmes. This study assessed the impact of service quality perception on students’ satisfaction with educational services provided in public universities. The study further examined the mediating role of students’ academic hardiness in the relationship between service quality and students’ satisfaction with education services. A proportionate stratified sampling technique was used to select 1022 students from two public universities to respond to a survey questionnaire. The first research question was examined with descriptive statistics, specifically mean and standard deviation, percentages, and frequencies. However, the study hypotheses were all tested using a biased-corrected covariance-based structural equation modelling approach. The study revealed a high level of student satisfaction with education services provided in the public universities. The study also showed a significant positive impact of service quality perception on students’ satisfaction. Further, academic hardiness was found to have a positive indirect effect on students’ satisfaction through the quality of educational services provided by an institution. The finding that students’ satisfactions were affected by the quality of services provided by academic institutions implies that universities should strive to add to the quality of infrastructure and services to maintain students’ satisfaction, which has rippling effect on their learning and loyalty to the institution. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Teachers Scoring and Grading of Students' Responses to Tasks: The Ghanaian Basic School Experience
By Eric Anane
This paper explored the scoring and grading practices of teachers in basic schools. The study sought to understand the various factors teachers take into account when scoring students' responses to tasks in the classroom. The stratified sampling procedure was used to select 278 primary and junior high school teachers from whom data were collected for the study. In the descriptive analysis, the results revealed that teachers considered students' behaviour such as punctuality, interest in subject and neatness of work presented, and number of questions attempted by a student, and awarded marks when grading. These academic and non-academic factors considered by teachers in this study during scoring and grading are consistent with the literature. In independent samples t-test analyses, primary school teachers did not differ significantly from their counterparts in the junior high schools in terms of factors they considered during the scoring and grading of students' responses to tasks in the classroom. This study adds a circumstantial data to the existing debate on teacher classroom assessment practices. © 2019 Eric Anane et al.
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