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Predictors for adoption of e-learning among health professional students during the COVID-19 lockdown in a private university in Uganda
Practitioners’ vocational guidance with direct learning model: influencing career commitment and employability in electrical/electronic technology education
Prediction of social media effects on students’ academic performance using Machine Learning Algorithms (MLAs)
Predictive Influence of Career Growth on Work Stress of Electrical/Electronic Trade Teachers
Predictive Influence of Career Growth on Work Stress of Electrical/Electronic Trade Teachers
by Ogbuanya, Theresa Chinyere
Keep ReadingEnhancing Spatial Ability Skills in Basic Engineering Drawing Using a 3D Solid Model
Pre-Service Science Teachers' Perceived Effect of Twitter Ban on Learning and Communication
Pre-Service Science Teachers' Perceived Effect of Twitter Ban on Learning and Communication
by Moemeke, Clara Dumebi
Keep ReadingExecutive assessment of MBA graduates in Nigerian companies
High School Teachers' Subject and Pedagogical Content Knowledge of Mathematics in the Khomas Education Region, Namibia
Development and validation of Health Belief Model based instrument to assess secondary school student's adherence to COVID-19 self-protective practices in Jimma, Oromia, Ethiopia
Hierarchical linear modelling of educational outcomes in secondary schools: What matters - teachers' or administrators' input?
Impact of digitised ‘teaching-learning’ virtual platforms on tertiary students’ learning objectives and teaching outcomes
Predicting student's dropout in university classes using two-layer ensemble machine learning approach: A novel stacked generalization
Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania
Online learning experiences of adult applicants to a university in Ghana during the Covid-19 outbreak
Online learning experiences of adult applicants to a university in Ghana during the Covid-19 outbreak
by Kwapong, Olivia Adwoa Tiwaah Frimpong
Keep ReadingDeterminants of change in the inequality and associated predictors of teenage pregnancy in Uganda for the period 2006-2016: analysis of the Uganda Demographic and Health Surveys
Applying machine learning approach to predict students' performance in higher educational institutions
Effects of Long-Term Malnutrition on Education Outcomes in Ghana: Evidence from a Panel Study
Access to educational information enabled by ICT tools in the Fort Beaufort Education District (FBED), Eastern Cape, South Africa
An assessment of outcome criteria associated with the implementation of TQM in a higher education institution in Ghana
Predictors for adoption of e-learning among health professional students during the COVID-19 lockdown in a private university in Uganda
by Komuhangi, Alimah
Background During the recent Coronavirus pandemic, many universities realized that the traditional delivery of educational content was not adequate in the context of imposed restrictions. Adoption of e-learning was one obvious way to foster continuity of learning. Despite its rapid implementation during the lockdown in Uganda, it was not known whether health professional students were willing to adopt e-learning as a way to foster continuity of learning. We, therefore, adopted a Technology Acceptance Model to determine the predictors for the adoption of e-learning using learner and information technology variables. Methods A cross-sectional study among 109 health professional students >= 18 years of age at Clarke International University was conducted. Adoption of e-learning was measured as a self-report. Data were obtained using a smart survey and descriptively summarized. The differences in the study outcome were compared using the chi-square test. The factors that independently influenced the adoption of e-learning were determined using binary logistic regression and reported as adjusted odds ratios (aORs) with a 95% confidence interval (CI). Results Of the 109 respondents, 71 (65.1%) adopted e-learning. Our data showed low odds of adoption of e-learning among participants in first year (aOR, 0.34: 95%CI, 0.14-0.79), low e-learning expectations (aOR, 0.01: 95%CI, 0.01-0.34), no confidence in using IT devices (aOR, 0.16: 95%CI, 0.00-0.77), no prior experience in e-learning (aOR, 0.11: 95%CI, 0.02-0.68), not considering e-learning flexible (aOR, 0.25:95%CI, 0.08-0.86) and high cost of internet (aOR, 0.13: 95%CI, 0.02-0.84). Conclusion We identified predictors of e-learning adoption which include having completed at least 1 year of study, high e-learning expectations, confidence in using IT devices, prior experience in e-learning, considering e-learning to be flexible and internet access. This information can be used by universities to enhance infrastructure and prepare potential e-learners.
Practitioners’ vocational guidance with direct learning model: influencing career commitment and employability in electrical/electronic technology education
by Chukwuedo, Samson Onyeluka
This study investigates the effects of vocational guidance with a direct learning model on university students’ career commitment and employability skills via career learning self-efficacy. Participants (N = 214) were electrical/electronic technology education students drawn from two universities in Nigeria. A two-group quasi-experimental design with a three-wave survey was adopted. Results revealed increased career commitment making, identification with commitment, perceived future employability skills, and career learning self-efficacy among the intervention group compared to those in the control group. Increase in career learning self-efficacy mediated identification with commitment, but not career commitment making and perceived future employability skills. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.
Prediction of social media effects on students’ academic performance using Machine Learning Algorithms (MLAs)
by Nti, Isaac Kofi
The global increase in social media (or social networking site) usage among college and university students, both outside and inside lecture halls, has open discussions on its effects on their academic performance. However, existing research probing its effects on students’ academic performance is not settled. Thus, a section of studies on social networking site usage and multitasking strongly supports a negative consequence on students’ academic performance. At the same time, other scholars have found little to no effect of social networking site usage on academic performance. The current study examined the association between the usage rate, the nature of use, usage in class, and level of exposure to a social networking site by students and their academic performance. Five-Hundred and Fifty (550) were sampled using a convenient sampling technique; an effort was made to address the divergent views on social media use and academic performance in the literature. Also, we predicted the student’s GPA using a predictive framework based on Decision Tree (DT) and Random Forest (RF) machine learning algorithms. The outcome of the current study shows that the rate of social networking site usage and its use in class partially affects students’ academic performance. © 2021, Beijing Normal University.
Predictive Influence of Career Growth on Work Stress of Electrical/Electronic Trade Teachers
by Ogbuanya, Theresa Chinyere
This study investigated the predictive influence of career growth on work stress of electrical/electronic trade teachers. The study adopted correlation research design and the structured questionnaire was used to collect data from the respondent. The entire one hundred and eighty five (185) electrical/electronic trade teachers of technical colleges in three states of Nigeria were employed for the study. The data collected were analyzed using mean and standard deviation. Meanwhile, hierarchical and standard multiple linear regression analysis was used to establish predictive influence of career growth of electrical/electronic trade teachers on their job stress. Meanwhile, two-way repeated analysis of variance (ANOVA) was used to establish the status of interaction effect of age and gender, experience and gender, type of teacher and age and type of teacher and experience on career growth, and job stress of electrical/electronic trade teachers. The study found that career growth and its sub-factors—career goal progress, professional ability development, promotion speed, and remuneration growth—positively predicted job stress of electrical/electronic trade teachers. The study claimed that there were interaction effects of age and gender, experience and gender, type of teacher and age and type of teacher and experience on career growth, and job stress but not statistically significant among electrical/electronic trade teachers. © 2020 Trustees of Boston University.
Enhancing Spatial Ability Skills in Basic Engineering Drawing Using a 3D Solid Model
by Marwa J.N.
Spatial ability skills are an important component of an engineer's ability to create and interpret engineering drawings, which involves thinking and problem-solving processes. The ability of an engineer to visualize 3D image is a cognitive skill that is essential to succeed in basic engineering drawing subjects. Based on previous literature and preliminary study, engineering technology students with poor spatial ability skills had challenges in understanding basic engineering drawing topics. Hence, this study is aiming at enhancing spatial ability skills using a 3D solid model among first-year engineering and technology education students. The quasi-Experimental research design was adopted for this study. A targeted class of 43 first-year technology education students who are in the first semester was used for the study. The students were divided into control and experimental groups respectively. A pre and post-test were used to collect data from the students to measure their level of spatial ability skills enhancement. However, after the treatment using a 3D solid model, the experimental group had a higher performance than the control group likewise the students with non-engineering background in the experimental group performed above average. The results indicate that a solid 3D model was effective for improving spatial ability skills among first-year technology education students. This study implies to educators that there is a need to appropriately enforce the use of a 3D solid model for effective teaching and learning of basic engineering drawing. It is, therefore, affirmed that the use of a 3D solid model in teaching basic engineering drawings should be enhanced with other teaching methods. © 2021 RIGEO. All Rights Reserved.
Pre-Service Science Teachers' Perceived Effect of Twitter Ban on Learning and Communication
by Moemeke, Clara Dumebi
This study investigated the perception of pre-service science teachers on the effect of the ban on Twitter- use in Nigeria in building learning communities, linkages, and accessing information. While the ban was predicated on allegations of hijack of the microblogging site for negative activities, there were outcries of its impact on learners who use the microblogging site to garner information and build professional learning communities. Multistage sampling technique was used to select 114 final year pre-service science education teachers from two Universities out of which only 84 were Twitter users. This number became the sample for the study. A 20-item modified Likert scale questionnaire tagged Pre-service Science Teachers' Perception of Effect of the Twitter ban on their community building constructed by the researchers was used to collect data. The reliability of the instrument was found by Combach's alpha reliability coefficient to be .75. Results show that eighty-four (73.7%) of pre-service science teachers utilize Twitter for learning while 76% express the view that the ban has an effect on building learning community but this perception was not gender-related. The subjects claim to have been disconnected from their professional communities and linkages due to the ban. Suggestions were made for a policy review.
Executive assessment of MBA graduates in Nigerian companies
by Osuagwu, L
Purpose The study aims to explore, via empirical evidence, executive assessment of Master of Business Administration (MBA) graduates in Nigerian companies. Design/methodology/approach The research utilized a descriptive research design with structured questionnaire developed from relevant extant literature. Relevant data analysis, including determination of the psychometric properties of the research instrument, was undertaken via the Statistical Package for the Social Sciences (SPSS) software. Findings The research results indicate that MBA graduates in the surveyed Nigerian organizations exhibited desired managerial tendencies only at an average extent. Research limitations/implications The limitations associated with the research include the use of convenience sampling approach, limited sample size and combination of respondents from different industrial sectors. Practical implications The research has practical implications for organizational executives associated with management development programmes via MBA, in addition to university administrators with regard to content, format, curricula and process for MBA education programmes. Originality/value The research is original and has practical and theoretical values.
High School Teachers' Subject and Pedagogical Content Knowledge of Mathematics in the Khomas Education Region, Namibia
by Kandjinga, Joseph J.
This paper reports on a study that explored the subject and pedagogical content knowledge displayed by high school mathematics teachers in the Khomas education region in Namibia. The study was based on a quantitative approach using a survey design. A stratified random sampling method was used to select the participants in all the four school circuits in the region. The study population consisted of 79 Grade 12 mathematics teachers from public schools. A sample of 40 mathematics teachers took part in the study, completed a questionnaire and wrote a test. A Microsoft Excel spreadsheet was used to sort the data and produce graphs and tables. A paired t-test was also used to determine if a significant difference existed between the participants' subject content knowledge (mathematical knowledge in our context, (MCK) and pedagogical content knowledge (PCK). The findings revealed that the participants had some deficiencies on MCK topics such as quadratic equations, angles properties and numbers. They also portrayed weak PCK on fractions, simultaneous and linear equations. This shows that a significant difference exists between the teachers' MCK and PCK with t(calculated) = 11.092 greater than the t(critical) (between 2.712 and 2.704) at a significance level, alpha = 0.01 but also that the participants' MCK and PCK were moderately and positively correlated (r = 0.681, p < 0.01). This study recommends that mathematics teachers in the Khomas region be provided frequently with in-service training to strengthen their shortcomings regarding MCK and PCK (knowledge of mathematics tasks, knowledge of learners' misconceptions and difficulties, and knowledge of mathematics instructions). We also recommend further studies to determine how high school mathematics teachers' knowledge can impact learners' academic performance in other education regions in Namibia.
Development and validation of Health Belief Model based instrument to assess secondary school student's adherence to COVID-19 self-protective practices in Jimma, Oromia, Ethiopia
by Tareke, Kasahun Girma
Background The study aimed in developing and validating a Health Belief Model (HBM) based instrument used for cross-sectional studies among secondary school students in Jimma town, Oromia, Ethiopia. Methods A school-based cross-sectional study was conducted from May 25 to June 10, 2021. The sample size was 634, and students were randomly selected from public and private secondary schools. The 81 items were developed reviewing different literatures based on the constructs of HBM. The constructs were perceived severity, perceived vulnerability, perceived benefit, perceived barrier, self-efficacy, cues to action, perceived school support and self-protective practice. Data were collected using a self-administered questionnaire. The data were cleaned, entered into and analyzed using SPSS 23.0. A principal axis factoring with varimax rotation was carried out to extract items. Items with no loading factor or cross-loaded items were deleted. Items having factor loading coefficient of >= 0.4 were retained. An internal reliability was ensured at Cronbach's alpha >0.70. All items with corrected item-total correlation coefficient below 0.30 were deleted from reliability analysis. Results In this study, 576 respondents were participated making a response rate of 90.8%. A total of thirty items were extracted and loaded in to eleven factors with cumulative variance of 56.719%. Percieved social support, percieved benefit, percieved school responsibility, self-efficacy, and practice items were internally consistent. Percieved vurnerability was neither valid nor reliable construct. Similarly, from the extracted factors, attitude towards face mask use and percieved peer influence were not internally consistent. Lastly, percieved benefit, self-efficacy and percieved school responsibility significantly predicted student's adherence to COVID-19 self-protective practices. Conclusions The study found that perceived benefit, perceived school support, social support, self-efficacy, perceived school environment cleanness, perceived school responsibility, perceived school health education, attitude to use face mask, perceived severity, cues to action and perceived peer influence were valid. Finally, perceived benefit, self-efficacy and perceived school responsibility significantly predicted student's adherence to COVID-19 self-protective practices.
Hierarchical linear modelling of educational outcomes in secondary schools: What matters - teachers' or administrators' input?
by John A. Ekpenyong
Research has assessed the diverse characteristics of principals and teachers in analysing students' educational outcomes at various levels. However, these studies often focus on the cognitive domain of learning, ignoring the affective and psychomotor aspects. Bridging this gap, we used hierarchical linear regression to link two inputs of teachers and administrators to students' learning outcomes generally and across the cognitive, affective and psychomotor domains. A total of 1,872 respondents comprising school principals (N = 87), teachers (n = 870), and senior secondary class II (SSII) students (n = 915) from 87 public secondary schools in Calabar Education Zone, Nigeria, participated in the study. Three sets of questionnaires were used for data collection. The questionnaires all had acceptable item and scale content validity indices. Principal Axis Factoring and Confirmatory Factor Analysis were used to assess the dimensionality and acceptability of the established models. Reliability was determined using the Cronbach alpha approach for internal consistency. Results indicated (relatively and cumulatively) that teachers' attitudes to work and social relations significantly predicted students' educational outcomes generally and across the three learning domains. Attitude to work was the strongest predictor of the two teachers' input. Also, administrators' leadership styles and attitudes towards accountability (relatively and jointly) predicted students' learning outcomes holistically and across the three domains significantly. Leadership style was the most substantial administrators' input, trailed by their attitude towards accountability. The study has practical implications for teachers to adjust their work attitudes and social relations and for principals to be accountable and maintain effective leadership practices in schools.
Impact of digitised ‘teaching-learning’ virtual platforms on tertiary students’ learning objectives and teaching outcomes
by Sanda, Mohammed-Aminu
This study explores and understands the impact of remote teaching using digitised teaching-learning virtual platforms on students’ learning objectives and outcomes in Ghanaian Universities. Using a self-administered questionnaire, quantitative data from four hundred and four graduate students whose courses were delivered online due to the COVID-19 pandemic were gathered. Data were analysed using a systemic analytical approach. Confirmatory factor analysis was conducted first, followed by an analysis of moment structures for multiple levels of variables using structural equation modelling. It was found that students’ trust in the quality of information they received online, their interactions with instructors, and their interactions with virtual platforms positively affected their trust in the usability of digitised ‘teaching-learning’ virtual platforms; this had a positive impact on their attainment of learning objectives. In conclusion, students’ perceptions of the usability of virtual platforms as classrooms for teaching and learning are influenced by a psychological dynamic between the quality of information they receive from their instructors and the quality of their interactions with instructors and the virtual platforms. The findings offer a good pedagogic understanding of the dynamics of virtual teaching-learning design practices, which may be applied to effectively design virtual classrooms and assignments to improve student learning. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Predicting student's dropout in university classes using two-layer ensemble machine learning approach: A novel stacked generalization
by Nshimyumukiza, Pierre Claver
Student dropout is a serious problem globally. It affects not only the individual who drops out but also the former school, family, and society in general. With the current development of science and technology, big data is emphasized as the most significant technology in data analysis. From the recorded educational data, efficient prediction of students' dropout is currently a hot topic of research. Previous studies have focused only on the students' dropout based on specific levels such as individual, middle school, and university level. However, ensemble learning approaches have not received much research attention so far to predict students' dropout in university classes based on rare datasets. In this paper, we propose a novel stacking ensemble based on a hybrid of Random Forest (RF), Extreme Gradient Boosting (XGBoost), Gradient Boosting (GB), and Feed-forward Neural Networks (FNN) to predict student's dropout in university classes. On the dataset collected from 2016 to 2020 at Constantine the Philosopher University in Nitra, the proposed method has demonstrated greater performance when compared with the base models using testing accuracy and the area under the curve (AUC) evaluation metrics under the same conditions. Based on the findings of this study, students at the risk of dropping out the school can be identified based on influential factors and different agents of education can refer to this information for early intervention in the uncontrolled behavior that can lead to the risk of dropping out and take proactive precautionary measures before the issue arise. © 2022 The Authors
Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania
by Millanzi, WC
Background Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients. However, most of them demonstrate remarkable differences in their academic performances during their schooling that might be due to the differences in their academic motivation and achievement motivation. There appears a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions. Methods A pre-post-test controlled quasi-experimental study of 401 purposively selected participants was conducted between February and June 2018. The study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, its methods, results, and conclusion. The Auditing Inventory developed by the researcher measured the intervention and a Questionnaire titled Academic Motivation Scale, was adopted to measure academic motivation. Statistical Product for Service Solutions software program version 23 was used to perform descriptive analysis to establish participants' sociodemographic profiles. Regression analysis was performed to determine the association between variables. Results Findings revealed that 65.8% of participants were males. Post-test findings showed 70.3% of participants demonstrated the motive to learn contrary to 34.9% at baseline. The odds of an intervention to influence academic motivation among participants was higher than the control (AOR = 1.720; p < 0.05; 95%CI: 1.122, 2.635). However, the intervention demonstrated little influence on the extrinsic motivation to learn (AOR = 0.676, p > 0.05, 95%CI: 0.405, 1.129) and Amotivation to learn (AOR = 0.538, p > 0.05; 95%CI: 0.283, 1.022) compared to the control. Conclusion The Problem Based Facilitatory Teaching pedagogy was a predictive factor to intrinsic academic motivation among nursing students. The approach demonstrated educational potentials to change the spectrum of nursing competency and quality of care to patients or clients. This study suggests problem-based facilitatory teaching pedagogy be integrated into the nursing curriculum in Tanzania as it is feasible.
Online learning experiences of adult applicants to a university in Ghana during the Covid-19 outbreak
by Kwapong, Olivia Adwoa Tiwaah Frimpong
The outbreak of Covid-19 led to the migration of 1729 adults, who had applied to the University of Ghana to go through an access course for writing the Mature Entrance Examination for admission into undergraduate programmes. A survey was conducted to explore the experiences of the students. The study revealed that over 90% of the respondents were proficient in the use of ICTs. They used the Sakai learning management platform, zoom, and emails for their teaching and learning engagements. Four in five (84%) respondents preferred 50% online tuition and 50% face-to-face tuition. They, however, had issues with poor internet connectivity, the high cost of data for the internet, and limited contact time. Basic support systems such as the provision of high-speed but affordable internet services and increased online interactions will be of help to such students. © The Author(s) 2022.
Determinants of change in the inequality and associated predictors of teenage pregnancy in Uganda for the period 2006-2016: analysis of the Uganda Demographic and Health Surveys
by Wasswa, R
Objective Teenage pregnancy has become a public health concern in Uganda because of its negative consequences to both the mother and child. The objective of this study was to examine the determinants of change in the inequality and associated predictors of teenage pregnancy in Uganda for the period 2006-2016. Study design A retrospective national cross-sectional study. Setting Uganda. Participants Uganda Demographic and Health Survey secondary data of only female teenagers aged 15-19 years. The samples selected for analyses were 1936 in 2006; 2048 in 2011 and 4264 in 2016. Outcome measure The primary outcome was teenage pregnancy. Analysis was performed using the logistic regression, equiplots, concentration curve, normalised concentration index, decomposition of the concentration index and Oaxaca-type decomposition. Results The prevalence of teenage pregnancy has seemingly remained high and almost constant from 2006 to 2016 with the risk worsening to the disadvantage of the poor. Household wealth-index, teenagers' years of education, early sexual debut and child marriage were the main key predictors and contributors of the large inequality in teenage pregnancy from 2006 to 2016. Conclusion Teenage pregnancy is disproportionately prevalent among different subpopulations of adolescent girls in Uganda. We therefore recommend policy actions to sensitise communities and enforcement of child rights and child protection laws to stop child marriages. There is also need to promote girl child education, improving household incomes, and intensifying mass media awareness on the risks of early pregnancies. Further, ensuring that villages have operational adolescent and youth friendly services as well as incorporating sex education and other different adolescent reproductive health programmes in school curriculum will be key measures in reducing the large inequality in teenage pregnancy.
Applying machine learning approach to predict students' performance in higher educational institutions
by Yakubu, MN
Purpose Academic success and failure are relevant lifelines for economic success in the knowledge-based economy. The purpose of this paper is to predict the propensity of students' academic performance using early detection indicators (i.e. age, gender, high school exam scores, region, CGPA) to allow for timely and efficient remediation. Design/methodology/approach A machine learning approach was used to develop a model based on secondary data obtained from students' information system in a Nigerian university. Findings Results revealed that age is not a predictor for academic success (high CGPA); female students are 1.2 times more likely to have high CGPA compared to their male counterparts; students with high JAMB scores are more likely to achieve academic success, high CGPA and vice versa; students from affluent and developed regions are more likely to achieve academic success, high CGPA and vice versa; and students in Years 3 and 4 are more likely to achieve academic success, high CGPA. Originality/value This predictive model serves as a classifier and useful strategy to mitigate failure, promote success and better manage resources in tertiary institutions.
Effects of Long-Term Malnutrition on Education Outcomes in Ghana: Evidence from a Panel Study
by Osei, RD
Aside the direct effect on GDP at the macro level, the microeconomic impacts of undernutrition are also manifested in lower educational outcomes, reduced productivity and reduced lifetime earnings. This study sought to examine the effect of child malnutrition on learning outcomes by exploiting a nationally representative panel data which allow us to control for child-level unobserved heterogeneity in Ghana. Using a random-effects and Poisson estimations, this study shows that while current malnutrition affects children's learning outcomes negatively, its effect may disappear in the future, especially with the implementation of appropriate interventions. The study concludes that while nutrition matters for learning outcomes, so do other educational inputs. Results are, however, differentiated by individual and household characteristics, including gender and locality. The evidence from this study serves as a useful tool for improving policies and programmes that focus on early feeding practices among pre-schoolers and improved nutrition of children of school-going age.
Access to educational information enabled by ICT tools in the Fort Beaufort Education District (FBED), Eastern Cape, South Africa
by Oyediran-Tidings, SO
The benefits of the application of ICT tools in the education of high school learners have been well-established in various studies. As developments in technology have increased the reach of electronic information resources and enhanced learners' access to educational information, it is imperative that these tools be available and accessible without any hindrances whatsoever to high school learners. This study was set out to evaluate the state of ICT infrastructure available to high school learners for the advancement of access to educational information while accentuating the efforts by the South African government to promote computer access in schools. This study underscores the importance of ICT tools for high school learners in ensuring quality educational outcome. A triangulated design was adopted to collect both qualitative and quantitative data on the condition of ICT-enabled access to educational information from Grade 12 learners and teachers in the Fort Beaufort Education District, Eastern Cape South Africa. Results show that learners' access to educational information is constrained by inadequate provision of ICT infrastructure, restricted access to ICT tools, regulations for use of personal ICT tools and absence of information literacy for high school learners. The study, therefore, recommends the improved and dedicated provision of ICT resources, ICT-enabled educational information literacy program and flexibility of rules regarding the use of personal ICT tools at school.
An assessment of outcome criteria associated with the implementation of TQM in a higher education institution in Ghana
by Kwarteng A.J.
The purpose of the paper was to identify quality dimensions through which the service quality performance concerning TQM implementation in a Higher Education context could be measured from external customers’ perspectives. The paper opted for a research survey with an instrument developed on a 5-point Likert-scale of five quality dimensions identified with 26 items. A total of 434 questionnaires were administered and 364 questionnaires were returned, of which 361 were usable given a response rate of 83.9%. Students and Alumni respondents expected more on the human and non-human elements of service delivery, while employers’ expectations were mostly on Core Services. However, all the respondents’ levels of satisfaction were found to be generally below their expectations. The dimensions that influenced the customers’ views and the existing service gaps were determined. The study was limited to three selected subgroups of the Institution’s customers. The findings may inform management to improve service performance. © 2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
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