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Challenges of Writing Dissertations: Perceptual Differences between Students and Supervisors in a Ghanaian Polytechnic

Author

Listed:
  • Edem Maxwell Azila-Gbettor
  • Christopher Mensah
  • Simon Mesa Kwodjo Avorgah

Abstract

This study explored the perceptions of students and supervisors on the interplay of institutional-student-supervisor related factors that militate against the writing and completion of quality dissertations in Ghanaian Polytechnics. Based on 491 usable self-questionnaires retrieved from final year students and supervisors, descriptive results indicate both students and supervisors unanimously agreed that students experience considerable challenge accessing scholarly journals, textbooks, internet and literature, inadequate funding and irregular and delayed feedback from supervisors when writing their dissertations. Furthermore, the Mann-Whitney U-test results revealed that both students and supervisors exhibited self-serving attribution bias in their perception of the challenges of writing and completing dissertation concerning student and supervisor related factors. Improvement in students’ access to scholarly literature and supervisors being more accessible and providing quick feedback to students are recommended.

Suggested Citation

  • Edem Maxwell Azila-Gbettor & Christopher Mensah & Simon Mesa Kwodjo Avorgah, 2015. "Challenges of Writing Dissertations: Perceptual Differences between Students and Supervisors in a Ghanaian Polytechnic," International Journal of Education and Practice, Conscientia Beam, vol. 3(4), pages 182-198.
    • Handle: RePEc:pkp:ijoeap:v:3:y:2015:i:4:p:182-198:id:497
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