Frank Quansah
6 Publications in AERD
Author Publications
Export PDFEffects of Gender and Age Interaction on Sense of Coherence and Subjective Well-Being of Senior High School Students in Northern Ghana
By Edmond Kwesi Agormedah
Though several studies have established the effect of gender and age on the sense of coherence (SoC) and subjective well-being (SWB) among diverse populations, findings have been varied and inconclusive. These inconsistencies have been attributed to the differences in sample characteristics, methodological and cultural disparities. Thus, the present study assessed the following: (1) gender and age effect on SoC, (2) gender and age effect on SWB, and (3) moderating roles of gender and age in the link between SoC and SWB. Through a stratified sampling technique, 724 selected high school students from secondary schools in Northern Ghana completed the World Health Organization-5 Well-Being and Sense of Coherence instruments. The results showed that female students exhibited higher levels of SoC compared to their male counterparts. Whereas younger male and female students showed no significant difference in SWB levels, older female students, compared to older males, exhibited high levels of SWB. Age significantly moderated the relationship between SoC and SWB. With the same level of SoC, younger students were more likely to exhibit higher SWB compared to older ones. The findings call for sustainable gender- and age-based interventions because students subjectively develop SoC mechanisms for improving their well-being. © 2024 by the authors.
Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in-service teachers: Multidimensional item response theory with factor analyses
By Frank Quansah
Teachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test its utility and use across different cultures. The purpose of this study was to revalidate the TSES in Ghana using item response theory (IRT) complemented by factor analyses. Through a validation study approach, 693 basic school teachers were purposively sampled to participate in the research by responding to the Teacher Efficacy Scale. The between-item and within-item multidimensional IRT analyses combined with factor analysis were performed to understand how the items functioned with intentions to propose a well-fit instrument within the Ghanaian context. The outcome of this research revealed that the original TSES with a three-factor structure, 24 items measured on a 9-point scale did not provide an optimal measure of teachers' self-efficacy within the Ghanaian context. Rather, a three-structure scale with 18 items and a 6-point scale offered a maximal measure of teachers' self-efficacy. The practical implications of the findings are discussed. © 2024 The Authors. Psychology in the Schools published by Wiley Periodicals LLC.
Validity of student evaluation of teaching in higher education: a systematic review
By Frank Quansah
Introduction: Data obtained from students regarding the quality of teaching are used by higher education administrators to inform decisions concerning tenure, promotion, course development and instructional modifications, among others. This article provides a review regarding studies conducted to examine the validity of student evaluation of teaching, specifically focusing on the following objectives: (1) identify the context where studies have been conducted on student evaluation of teaching; (2) find out the methodologies usually employed for assessing the validity of student evaluation of teaching; and (3) establish the sources of measurement error in student evaluation of teaching. Methods: The systematic review was conducted based on the PRISMA checklist. The databases searched include Scopus, Web of Science (WoS), Google Scholar, PubMed, MEDLINE, ERIC, JSTOR, PsycLIT, EconLit, APA PsycINFO and EBSCO using some specific keywords. After applying the four eligibility criteria, 15 papers were left to be analyzed. Results: It was discovered that the generalizability theory approach was mostly used to understand the validity of student evaluation data. The review revealed that students were found at the centre of inconsistencies in the evaluation process. Discussion: The general impression from the review is that the credibility and validity of teaching evaluation outcomes is questionable, considering the several sources of errors revealed. The study recommended closely studying these sources of errors (e.g., rating behaviours of students).
Gender digital health literacy gap across age: A moderated moderation effect on depression among in-school adolescents in Ghana during COVID-19
By John Elvis Hagan Jr.
The COVID-19 pandemic amplified the need for digital health literacy aimed at reducing the psychological distress levels of people, including in-school adolescents. Available evidence suggests the presence of a gender health literacy gap among adolescents in schools in Ghana and beyond. Previous literature has established the role of age in digital health literacy levels. What is unknown is how gender and age interact with digital health literacy levels to influence the levels of depression. This research assessed how gender digital health literacy gap across different age groups relates to the depression levels of adolescents during the COVID-19 pandemic. A cross-sectional survey was conducted using 942 students from secondary schools in Ghana who were sampled using the stratified sampling technique. Study participants completed the digital health literacy scale and World Health Organization (WHO-5) well-being index. Results from the two-way analysis of variance revealed a nonsignificant interaction between age and gender on digital health literacy, with significant main effects for gender and age. Further analysis from the moderated moderation analysis revealed that gender and age interact to moderate the relationship between digital health literacy and depression. The findings of this research stress the need for gender-age-specific intervention programs on digital health literacy to moderate depression levels during pandemics and other stressful situations. © 2023 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC.
Evaluating the moderating role of information seeking platforms on university students' risk perception and anxiety during the COVID-19 pandemic in Ghana
By John ELvis Hagan Jr.
Introduction: The emergence of COVID-19 resulted in heightened usage of online information seeking platforms among students aimed at obtaining information about the virus. This situation further increased the levels of risk perception and anxiety levels as students managed to stay safe. This study examined the roles of information seeking platforms; specifically, social media platforms and professional platforms as moderators of the link between risk perception and anxiety among university students in Ghana. Methods: Participants were recruited from two universities in Ghana; namely, University of Education, Winneba (UEW) and University of Cape Coast (UCC) through a survey approach. The study conveniently sampled 778 participants who completed a set of questionnaires. Results: The study results revealed that COVID-19 risk perception was positively related to anxiety. Further, the use of specific online information platforms significantly moderated the link between risk perception and anxiety. Specifically, social media platforms significantly moderated the relationship between COVID-19 risk perception and anxiety level. Primarily, students who utilized social media as a COVID-19 information source reported high anxiety levels in the presence of high-risk perception compared to those who did not use social media. Additionally, professional platform usage acted as a buffer in the positive link between COVID-19 risk perception and anxiety levels. In the presence of high risk perception, students who used professional platforms, compared to those who did not use professional platforms, showed significantly low anxiety levels. Conclusions: The findings suggest the key role social media and professional platforms played in shaping students' perceptions of COVID-19. These outcomes call for the swift scrutiny of health-related information obtained from social media platforms. Both users and disseminators of health-related information on social media platforms have the responsibility of verifying the credibility of whichever information they post and/or access. Risk perception should also be an integral part of effective risk communication planning in educational institutions during outbreak of diseases. Copyright © 2023 Hagan, Quansah, Ankomah, Agormedah, Srem-Sai and Schack.
COVID?19?Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In?Person Lessons: Effects of Potential Moderators
By John Elvis Hagan, Jr.
The COVID?19 pandemic has resulted in heightened anxiety levels among teachers, especially regarding PE teachers who are required to engage students in practical in?person or contact teaching lessons. Previous research showed that these levels of anxiety among PE teachers appeared to be explained by the interplay between COVID?19 knowledge, workplace safety perception, and educational qualification. This study assessed the relationship between COVID?19?related knowledge and anxiety response among PE teachers during such practical lessons while moderating the effects of workplace safety perception and educational qualification within the relationship. The study conveniently recruited 160 PE teachers to solicit responses through both online and printed questionnaires. Using correlation and linear regression analyses, the study revealed a significant negative relationship between COVID?19?related knowledge and anxiety response among PE teachers. The educational qualification of PE teachers did not significantly moderate the association between COVID?19?related knowledge and anxiety response. Workplace safety perception significantly moderated the association between COVID?19?related knowledge and anxiety response among PE teachers. The findings remind educational authorities about the essence of creating a positive and safe working environment conducive to academic work. Achieving this goal requires the provision of adequate COVID?19 management logistics (e.g., personal protective equipment, hand sanitizers) by educational authorities for PE teachers to maintain safety practices and optimal learning conditions. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
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