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Philip Kwaku Kankam 《International Information and Library Review》2018,50(2):88-93
The Internet clearly presents the opportunity for students to expand their knowledge at a fast pace, since they are able to access enormous amount of information. However, accessing the Internet also has its downside since not all information is of good quality. The study explored how 12th grade students at a high school in Ghana evaluated online information sources. These students and the head of the Information Communication Technology department respond to self-administered questionnaires and a semi-structured interview, respectively. The study found that most of the high school students did some kind of an evaluation of online information sources, however, they were not applying the right criteria. The study further revealed that students were not introduced to evaluation criteria at school and this had contributed to the gap in their evaluation competencies. 相似文献
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Barfi Kwaku Anhwere Bervell Brandford Arkorful Valentina 《Education and Information Technologies》2021,26(3):3033-3055
Education and Information Technologies - Social media have become part of students’ life as a result of their features and the predominant mobile smart medium of usage. In the advanced world,... 相似文献
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Kwaku Adu-Gyamfi Michael J. Bossé Kayla Chandler 《International Journal of Science and Mathematics Education》2017,15(5):915-938
When establishing connections among representations of associated mathematical concepts, students encounter different difficulties and successes along the way. The purpose of this study was to uncover information about and gain greater insight into how student processes connections. Pre-calculus students were observed and interviewed while performing a task that required connections among graphical and algebraic representations of a polynomial relation. Their reasoning and processes on the task were examined. This revealed more detailed information about the nature of their connections and misconceptions. The study reveals different types of student connections among graphical and algebraic representations. 相似文献
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This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of
powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The
study also investigated the influence of learning in a 4C/ID PLE on students’ instructional conceptions. To achieve its goal,
a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes
of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants
consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental
groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both
in the pre-and the post-test to assess students’ instructional conceptions. Pre- and post-tests contain retention and transfer
items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating
effects of students’ instructional conceptions on the learning environments. Finally, the results indicate that students’
instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and
practical implications of the results for the instructional design and technology community as well as educational practice
are discussed. 相似文献
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Kwaku Adu-Gyamfi Michael J. Bossé 《International Journal of Science and Mathematics Education》2014,12(1):167-192
This study examined student actions, interpretations, and language in respect to questions raised regarding tabular, graphical, and algebraic representations in the context of functions. The purpose was to investigate students’ interpretations and specific ways of working within table, graph, and the algebraic on notions fundamental to a conceptualization of linear functions. Through a case study method which investigated individual representations and student articulations within them, the study revealed that students can make a transition from a given representation of linear function to another and yet demonstrate limited understanding of linear functions. 相似文献
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Philip Kwaku Kankam 《Library & information science research》2019,41(2):85-92
Studies of human behaviour usually require the adoption of a research paradigm with the objective of improving the credibility and generalisability of the study. Applying research paradigms in information research is noted to vary from one researcher to another based on the investigator's choice as well as the character of the issue under investigation. The differences in the application of research paradigms in information research do not rely on philosophical assumptions alone, but also on the practical consequences of the inquiry and the interpretation of the findings. The four most broadly applied paradigms in research - pragmatism, interpretivism, positivism, and post-positivism and how the adoption of these paradigms fit into information research was examined. Findings indicate that application of research paradigms in information research is beneficial. However, information researchers are advised to be cautious of the weaknesses of the paradigm they would adopt for a study. 相似文献
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Interchange - Free secondary education remains limited in the developing world, where some 80% of 264 million children currently unable to access secondary education across 65 countries associated... 相似文献
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Arkorful Valentina Barfi Kwaku Anhwere Aboagye Isaac Kwame 《Education and Information Technologies》2021,26(4):3771-3787
Education and Information Technologies - The study examined the Integration of Information and Communication Technology in teaching in Senior High Schools. The study focused on the Kumasi Girls... 相似文献
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