Felix Senyametor

2 Publications in AERD

Author Publications

STEREOTYPING, PREJUDICE, COLLECTIVE SELF- ESTEEM AND ACADEMIC ACHIEVEMENT OF DISTANCE EDUCATION AND REGULAR STUDENTS

By Bakari Dramanu Yusif

Research has established that stereotyping, prejudice and collective self-esteem predict academic performance. Similarly, in Ghana, students' academic achievement could be influenced by stereotyping, prejudice and collective self-esteem, particularly, in relation to their modes of study. Thus, the study compared distance education and regular students of the University of Cape Coast (UCC) on account of stereotyping, prejudice, collective self-esteem and academic achievement. The study employed the descriptive survey design, and a multi-stage sampling approach to select a sample of 628 comprising 306 and 322 regular and distance education students respectively for the study. Two research instruments that measured stereotyping, prejudice and collective self-esteem of distance and regular students were used to collect data. Data were analysed using multiple linear regression. Results revealed that stereotyping and collective self-esteem predicted the academic achievement of regular students. However, these variables did not predict the academic achievement of distance education students. It was recommended that academic counselling and workshops be organised by the UCC management in order to boost students' confidence and pride in their modes of study.

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Relationships between Dimensions of Instructional Quality and Trainee-Teacher Effectiveness

By Felix Senyametor

This study examined the relationship between two dimensions of instructional quality and trainee-teacher effectiveness in the delivery of instruction among trainee-teachers at the College of Distance Education, University of Cape Coast (CoDE, UCC). The correlational design was adopted for the study. The accessible population was 53,293 comprising 1,837 CoDE course tutors and, 51,456 CoDE trainee-teachers. The sample size for the study was 726, made up of 397 trainee teachers and 329 course tutors. The data collected were analyzed with the Pearson product-moment correlation. The results showed that faculty quality and quality interaction had a positive and significant relationship with trainee-teacher effectiveness. It was recommended that the management of CoDE, UCC should continuously organize seminars and workshops to upgrade the competencies and interactive capacities of faculty members in order to enhance their relevance and competitiveness. © 2023 Taylor & Francis Group, LLC.

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