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The relationship between the psychometric and performance properties of teacher-made tests and students’ academic performance in Ethiopian public universities: a baseline survey study
Workplace learning for pre - service teachers' practice and quality teaching and learning in technical vocational education and training: key to professional development
The relationship between the psychometric and performance properties of teacher-made tests and students’ academic performance in Ethiopian public universities: a baseline survey study
by Kenea, Tekalign Geleta
The core of the educational system is students’ academic performance, which demands sensitive measures. In this situation, teacher-made tests (TMTs) are more promising, but they can be susceptible to measurement error if not well designed. Hence, this study aimed to investigate the relationship between the properties of TMTs and students’ academic performance in Ethiopian public universities, evidencing English language communicative skills courses. The research employs a postpositivist research paradigm, quantitative approach, cross-sectional design, purposive sampling size technique, and CTTs. It revealed that the relationship that exists between the properties of TMTs and students’ academic performance is strong positive, ranging from r=.773 to.886. This implies that the variance shared between these two variables was r2=.59 to.75/59% to 75%. A one-way ANOVA depicts (F1.202 at p =.30>.05) there was no statistically significant mean difference among public universities in students’ academic performance, suggesting their homogeneity. In addition to this, in all public universities, students’ score mean was less than the minimum requirement [mean of 37.42 out of 80, which is < 40 (50%) at P =.326 >.05], needing concern. Design-thinking utilizing correlation enabled the creation of a novel model, while the limitation of correlation statistics was maintained by computing r2. The model, ‘The Psychometric and Performance Properties of TMTs in Measuring Students’ Academic Performance’, requires further enhancement through interventional studies. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Workplace learning for pre - service teachers' practice and quality teaching and learning in technical vocational education and training: key to professional development
by Shodipe, TO
Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers' practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.
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