Author
Listed:
- Leticia Bosu
- Edmond Kwesi Agormedah
- Daniel Kweku Anhwere
- Bernard Fentim Darkwa
- Andzie Tahir Ahmed
Abstract
The vitality and quality of implementing curriculum reforms and innovations depend on the teacher’s acceptance and concerns about the reforms and innovations. This research examines the concerns of Business Studies teachers about the quality of the implementation of School-Based Assessment (SBA) in the Senior High Schools in Central Region of Ghana. A descriptive, cross-sectional survey design was employed, and the census method involved all the Business Studies teachers. Data was gathered using the adapted Stages of Concern Questionnaire (SoCQ), processed via SPSS version 25.0 and analysed using Mean, Standard Deviations, Relative Intensity Percentile (RIP) and Factorial Multivariate Analysis of Variance (MANOVA). The study discovered that Business Studies teachers have the most intense concerns self-concerns (Awareness, Informational and Personal) least intense concerns at Impact concerns (e.g., Consequence) about SBA implementation in the curriculum. Further, the study established that Personal, Consequence, Collaboration and Refocusing Concerns significantly depend on teachers’ workload and SBA training. At the same time, gender, age, and years of teaching experience do not significantly influence teachers’ concerns about SBA implementation. The Business Studies teachers were not very much interested and involved in the SBA implementation. They are non-users and resistant to SBA implementation in the curriculum. The study recommended that the MoE/GES and NaCCA, in partnership with school administrators and GABET, should frequently organise ongoing training, workshops, seminars, conferences, and professional development courses for teachers to use and implement SBA in the curriculum. The MoE/GES should provide SBA logistics (tools, equipment) and materials needed for SBA implementation.
Suggested Citation
Leticia Bosu & Edmond Kwesi Agormedah & Daniel Kweku Anhwere & Bernard Fentim Darkwa & Andzie Tahir Ahmed, 2022.
"Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers,"
American Journal of Social Sciences and Humanities, Online Science Publishing, vol. 7(2), pages 97-121.
Handle:
RePEc:onl:ajossh:v:7:y:2022:i:2:p:97-121:id:794
Download full text from publisher
Corrections
All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:onl:ajossh:v:7:y:2022:i:2:p:97-121:id:794. See general information about how to correct material in RePEc.
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
We have no bibliographic references for this item. You can help adding them by using this form .
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Pacharapa Naka The email address of this maintainer does not seem to be valid anymore. Please ask Pacharapa Naka to update the entry or send us the correct address
(email available below). General contact details of provider: https://www.onlinesciencepublishing.com/index.php/ajssh/ .
Please note that corrections may take a couple of weeks to filter through
the various RePEc services.