DEMOGRAPHIC CHARACTERISTICS OF TUTORS ON THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN THE COLLEGES OF EDUCATION

The purpose of the study was to examine demographic characteristics of tutors on the integration of information and communication technology in teaching and learning in the Colleges of Education in Ghana. The descriptive survey design was used to conduct the study. The purposive sampling technique was used in the selection process. The sample size was 120 tutors. Independent sample t-test and One-way ANOVA were used to analyze the data. The findings showed that there is a significant difference between male and female tutors in their use of ICTs in teaching and learning in the public Colleges of Education in Ghana. The findings revealed that there is no significant difference between tutors with different age and their integration of ICT in teaching and learning. The findings again, indicated that there is no significant difference between the level of academic qualification and the use of ICTs among tutors. The results revealed that there is a significant difference between the use of ICTs among tutors based on their teaching experience. The study recommended that female tutors who could not effectively integrate ICT into the teaching and learning should be identified and supported to integrate ICT into the teaching of the subject. The study recommended that appropriate pedagogical models suitable for the integration of ICTs in teaching and learning should be developed by curriculum designers to assist tutors in their urge to employ them in the teaching and learning process. The study again, recommended that management of the public Colleges of Education in Ghana should seek sponsorship from internet service providers in Ghana to provide free or affordable and reliable internet connectivity in the colleges to facilitate effective use of ICTs in the teaching and learning in the Colleges of Education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0896/a.php" alt="Hit counter" /></p>

The effect of mobile text messages on knowledge and perception towards cancer and behavioral risks among college students, Northeast Ethiopia: A randomized controlled trial protocol

Background Cancer is an emerging public health problem in Ethiopia. A significant proportion of premature cancer deaths are preventable. The socioeconomic impact of cancer can be considerably reduced provided that effective interventions are put in place to control risk factors. Text-messaging has been currently targeted as a simple and efficient tool for providing people with health information. Objective To evaluate the effectiveness of mobile text messages in improving knowledge and perception on cancer and behavioral risks among college students. Methods Design: a single-blind, 2-arm randomized controlled trial will be used. Setting: the study will be conducted among public colleges in Dessie town, Northeast Ethiopia. Study population: students who are studying in all public colleges. Intervention: a text message related to cancer risk factors once a day for two months. Control groups will receive general health messages daily for two months. Data: Socioeconomic characteristics, health belief variables, and behavioral risk factors of cancer will be collected before and after the intervention. Text messages will be provided based on the health belief model (HBM). Primary outcomes: cancer risk knowledge score and risk perception will be measured at baseline and 6 months post-randomization. Secondary outcomes: a change in mean healthy diet score, physical activity level, alcohol intake, and tobacco use will be measured at baseline-, 3, and 6 months post-randomization. Analysis: We will compute descriptive statistics for each outcome pre and post-intervention. To test the change in knowledge and perception, paired t-test will be used. Analysis of Covariance will be used to test over group comparison. Trial registration ClinicalTrials.gov (https://register.clinicaltrials.gov) NCT04269018.

Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana

This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana

This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

Association of Freshman Retention Rates with Instructional Expenditure and Residential Status : A Case Study for Large Public Colleges

Retention is a key indicator of institutional effectiveness in education research. Retaining full-time freshman students has been a long-standing problem for institutions of higher education. Overall, 40% of U.S. college students leave college among which the majority are freshman students. About 30% of freshman students drop out before their sophomore year of college. The primary causes for leaving college include financial pressure, falling behind in classwork, lack of social connections, and loss of family support. Higher educational institutions need to understand the dynamic between different expenditures and freshman retention rates to responsibly and strategically allocate funds to what will best support institutional success. This study investigates how freshman retention rates at large public colleges are associated with instructional expenditures and residential status. Findings of this study indicate that regarding freshman retention at large public colleges, spending more money on instruction goes further for residential colleges compared to non-residential ones. In other words, for most levels of instructional expenditure, residential colleges have higher freshman retention rates than non-residential colleges. Findings of this study can assist higher education institutions in directing their efforts toward what will best support institutional success.

PREPARING FOR TRANSITION: A STUDY OF NEW COLLEGE PRINCIPALS’ SITUATION IN GHANA

The importance of leadership transition in Colleges of Education in Ghana cannot be overemphasised due to its immense impact on quality teacher education and training. This requires that newly appointed principals prepare adequately for the transition. However, there is a seeming absence of research on the concept in the Ghanaian context. This qualitative study which employed the phenomenology approach, therefore, investigates how new college of education principals in Ghana prepare for the transition into their new role. The study purposively sampled ten (10) newly appointed principals of public colleges of education for the study. Interview protocol was used to collect the data for the study. The responses from participants were analysed using Colaizzi's phenomenological data analysis method. The result revealed that the newly appointed principals prepared for the transition by coping with the psychological, social and professional impacts of the new appointment to manage. Goal setting was also paramount for their tenure of office. The study recommended that preparation prior to assumption of duty is necessary as it helps to get oneself ready for the role and for that matter the transition.

Disproportionate Burden: Estimating the Cost of FAFSA Verification for Public Colleges and Universities

Verification is a federally mandated process that requires selected students to further attest that the information reported on their Free Application for Federal Student Aid (FAFSA) is accurate and complete. In this brief, we estimate institutional costs of administrating the FAFSA verification mandate and consider variation in costs by institution type and sector. Using data from 2014, we estimate that compliance costs to institutions in that year totaled nearly US$500 million with the burden falling disproportionately on public institutions and community colleges, in particular. Specifically, we estimate that 22% of an average community college’s financial aid office operating budget is devoted to verification procedures, compared with 15% at public 4-year institutions. Our analysis is timely, given that rates of FAFSA verification have increased in recent years.

Ladders in the orchard: What’s next for OER?

A movement to encourage and increase the creation and use of open educational resources (OER) in U.S. higher education has been growing for about 20 years. In Massachusetts, for example, 71 percent of public colleges are already using OER to some extent, although the total number of courses affected remains relatively small. The most common number of OER courses per school is between 11 and 20. Studies continue to show that the high cost of textbooks is a burden for students, to the point that many states have adopted legislation to reduce textbook costs or promote OER. However, in a study that surveyed faculty from the Virginia Community College System, Dr Braddlee and Amy VanScoy concluded that use of OER is still a “niche phenomenon, the province of innovators and early adopters.” Any change, no matter how potentially beneficial, takes both time and effort.