Background Innovations in clinical nursing education are critical in enhancing the experiences of... more Background Innovations in clinical nursing education are critical in enhancing the experiences of students, especially in the era of coronavirus pandemic. This study aimed at investigating nurse preceptors’ perceptions of use, intention to use and self-efficacy towards digital technology in preceptorship in the Cape Coast Metropolis of Ghana. Methods A concurrent type of mixed-methods design with a non-randomised interventional study using three-phase multi-methods technique was conducted among nurse preceptors in the Cape Coast Metropolis in the Central Region of Ghana. Forty-five nurse preceptors participated in a pre and post training intervention while seven were purposively selected for the qualitative interview. Complimentarity method of triangulation was used in the analysis. The quantitative data were analysed with STATA version 16 and presented using frequencies, percentages, means with standard deviations and McNemar's test while qualitative data were analysed using th...
The purpose of the study is to identify tutors knowledge, skills and practices that are considere... more The purpose of the study is to identify tutors knowledge, skills and practices that are considered secured, emerging and aspirational and their associated problems and challenges in the teaching quadratics using completing the square approach in the colleges of education in Ghana. Needs analysis was conducted among a conveniently sampled forty six (46) tutors made up of six (6) female and forty (40) male tutors from twenty three (23) Colleges of Education across the country A qualitative method was adopted to explore, so as to understand and describe appropriately the challenges and problems faced by tutors in teaching completing the square. The instrument for the study was a questionnaire made up of 43 items presented in three parts. Based on the results and discussions, Colleges of Education tutors are insufficiently grounded in certain essential knowledge, skills and practices that provide pre-service teachers real and interactive learning experiences that facilitate the acquisit...
This paper presents a case study of 85 pre-service mathematics teachers from the University of Ca... more This paper presents a case study of 85 pre-service mathematics teachers from the University of Cape Coast, Ghana; who enrolled in an instructional technology mathematics course to develop competencies in teaching mathematics using the GeoGebra software which was being introduced to them for the first time. The study focused on an in-depth investigation of the pre-service teachers" perceptions and use of GeoGebra in teaching mathematics. Questionnaire, interviews and lesson artefacts developed by the teachers were the data sources of the study. Descriptive, t-test and effect size statistics were used to analyse the quantitative data whereas the interview data and lesson artefacts were analysed qualitatively. Statistical analysis confirmed that the use of the GeoGebra helped pre-service teachers expand their own understanding of mathematical concepts as well as their knowledge of Instructional strategies. The study also indicated that two perceived barriers; lack of awareness of ...
Australasian Journal of Educational Technology, 2014
This study examined 100 beginning teachers’ transfer of learning when utilising Information Commu... more This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implicatio...
ABSTRACT This paper describes an intervention in which pre-service teachers developed their TPACK... more ABSTRACT This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers’ self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers’ TPACK development. Although self reported measures did not correlate with pre-service teachers’ actual increased knowledge of technology integration, this study enhances better understanding of the pre-service teachers’ TPACK development through the multiple assessment measures. The learning outcome measures provide specific information and concrete representation of what pre-service teachers can actually do with technology in their TPACK development. The findings suggested multiple concerns about self-reported measures that are discussed in the framework of the TPACK instrument.
International Journal of Development and Sustainability, 2015
There are a number of research works into alternative conceptions for the purposes of identifying... more There are a number of research works into alternative conceptions for the purposes of identifying, categorising, and designing instructional approaches to help address them. The current study sought to find out high school students' alternative conceptions in the introduction of H2O, H + , and OH-in oxidation-reduction reactions in acidic and basic media when balancing the chemical equations using the ion-electron method. Two of the 20 two-tier diagnostic test items were used to survey the conceptions of 213 students in balancing oxidation-reduction reactions. The 213 students were randomly selected from three of the seven elective science schools in three districts assemblies of the Ashanti Region of Ghana. The findings from the descriptive quantitative data analysis show that the students have conceptual difficulties in the concept. Qualitatively, the identified students' alternative conceptions included introduction of H2O molecules in acidic medium is to dilute the syste...
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics ... more This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.
This symposium reports about research on professional development strategies that prepare pre-ser... more This symposium reports about research on professional development strategies that prepare pre-service teacher education students from various countries to become TPACK competent. All strategies have in common that they use a design approach to teachers' professional ...
This investigation studied pre-service teachers' development of reform oriented teaching thro... more This investigation studied pre-service teachers' development of reform oriented teaching through the use of interactive spreadsheet a demonstrative teaching tool in the learning of secondary school mathematics concepts. A qualitative analysis of various data sources (written lesson plans and reflections, observations, and interviews) for 8 participants working in teams of two was conducted. Findings showed the participants' growth in understanding and implementing interactive spreadsheet as a teaching tool in the development of mathematics lessons; their pedagogies and classroom management were enhanced. Furthermore, the study showed that adoption of the spreadsheet application as a tool for instruction and learning was key in enhancing students' higher-order thinking and mathematics concepts formation. Implications of these findings are discussed.
Background Innovations in clinical nursing education are critical in enhancing the experiences of... more Background Innovations in clinical nursing education are critical in enhancing the experiences of students, especially in the era of coronavirus pandemic. This study aimed at investigating nurse preceptors’ perceptions of use, intention to use and self-efficacy towards digital technology in preceptorship in the Cape Coast Metropolis of Ghana. Methods A concurrent type of mixed-methods design with a non-randomised interventional study using three-phase multi-methods technique was conducted among nurse preceptors in the Cape Coast Metropolis in the Central Region of Ghana. Forty-five nurse preceptors participated in a pre and post training intervention while seven were purposively selected for the qualitative interview. Complimentarity method of triangulation was used in the analysis. The quantitative data were analysed with STATA version 16 and presented using frequencies, percentages, means with standard deviations and McNemar's test while qualitative data were analysed using th...
The purpose of the study is to identify tutors knowledge, skills and practices that are considere... more The purpose of the study is to identify tutors knowledge, skills and practices that are considered secured, emerging and aspirational and their associated problems and challenges in the teaching quadratics using completing the square approach in the colleges of education in Ghana. Needs analysis was conducted among a conveniently sampled forty six (46) tutors made up of six (6) female and forty (40) male tutors from twenty three (23) Colleges of Education across the country A qualitative method was adopted to explore, so as to understand and describe appropriately the challenges and problems faced by tutors in teaching completing the square. The instrument for the study was a questionnaire made up of 43 items presented in three parts. Based on the results and discussions, Colleges of Education tutors are insufficiently grounded in certain essential knowledge, skills and practices that provide pre-service teachers real and interactive learning experiences that facilitate the acquisit...
This paper presents a case study of 85 pre-service mathematics teachers from the University of Ca... more This paper presents a case study of 85 pre-service mathematics teachers from the University of Cape Coast, Ghana; who enrolled in an instructional technology mathematics course to develop competencies in teaching mathematics using the GeoGebra software which was being introduced to them for the first time. The study focused on an in-depth investigation of the pre-service teachers" perceptions and use of GeoGebra in teaching mathematics. Questionnaire, interviews and lesson artefacts developed by the teachers were the data sources of the study. Descriptive, t-test and effect size statistics were used to analyse the quantitative data whereas the interview data and lesson artefacts were analysed qualitatively. Statistical analysis confirmed that the use of the GeoGebra helped pre-service teachers expand their own understanding of mathematical concepts as well as their knowledge of Instructional strategies. The study also indicated that two perceived barriers; lack of awareness of ...
Australasian Journal of Educational Technology, 2014
This study examined 100 beginning teachers’ transfer of learning when utilising Information Commu... more This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implicatio...
ABSTRACT This paper describes an intervention in which pre-service teachers developed their TPACK... more ABSTRACT This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers’ self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers’ TPACK development. Although self reported measures did not correlate with pre-service teachers’ actual increased knowledge of technology integration, this study enhances better understanding of the pre-service teachers’ TPACK development through the multiple assessment measures. The learning outcome measures provide specific information and concrete representation of what pre-service teachers can actually do with technology in their TPACK development. The findings suggested multiple concerns about self-reported measures that are discussed in the framework of the TPACK instrument.
International Journal of Development and Sustainability, 2015
There are a number of research works into alternative conceptions for the purposes of identifying... more There are a number of research works into alternative conceptions for the purposes of identifying, categorising, and designing instructional approaches to help address them. The current study sought to find out high school students' alternative conceptions in the introduction of H2O, H + , and OH-in oxidation-reduction reactions in acidic and basic media when balancing the chemical equations using the ion-electron method. Two of the 20 two-tier diagnostic test items were used to survey the conceptions of 213 students in balancing oxidation-reduction reactions. The 213 students were randomly selected from three of the seven elective science schools in three districts assemblies of the Ashanti Region of Ghana. The findings from the descriptive quantitative data analysis show that the students have conceptual difficulties in the concept. Qualitatively, the identified students' alternative conceptions included introduction of H2O molecules in acidic medium is to dilute the syste...
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics ... more This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.
This symposium reports about research on professional development strategies that prepare pre-ser... more This symposium reports about research on professional development strategies that prepare pre-service teacher education students from various countries to become TPACK competent. All strategies have in common that they use a design approach to teachers' professional ...
This investigation studied pre-service teachers' development of reform oriented teaching thro... more This investigation studied pre-service teachers' development of reform oriented teaching through the use of interactive spreadsheet a demonstrative teaching tool in the learning of secondary school mathematics concepts. A qualitative analysis of various data sources (written lesson plans and reflections, observations, and interviews) for 8 participants working in teams of two was conducted. Findings showed the participants' growth in understanding and implementing interactive spreadsheet as a teaching tool in the development of mathematics lessons; their pedagogies and classroom management were enhanced. Furthermore, the study showed that adoption of the spreadsheet application as a tool for instruction and learning was key in enhancing students' higher-order thinking and mathematics concepts formation. Implications of these findings are discussed.
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Papers by Douglas Agyei