The Validity of Pre-Service Teachers’ WASSCE Results in Predicting Academic Performance at the Presbyterian College of Education

William Agyei Brantuo; Vivian Maanu; Theophilus Klu kwasi; Seth Amoako Atta

doi:10.58421/misro.v3i2.183

DOI:

https://doi.org/10.58421/misro.v3i2.183

Authors

William Agyei Brantuo Akrpong College of Education
Vivian Maanu Akrokerri College of Education
Theophilus Klu kwasi Abetifi College of Education https://orcid.org/0000-0001-5085-0044
Seth Amoako Atta AAMUSTED, Kumasi https://orcid.org/0000-0001-5085-0044

Keywords:

Examination Malpractice, International Best Practices, Pedagogical Thinking Skills

Abstract

In line with international best practices, countries across the globe are intensifying their teacher education institutions to train world-class teachers to feed their schools. Against this background, this research work tried to determine how robust the admission process at the Presbyterian College of Education, Akropong, is. This is because admitting students into the College of Education is the first step in ensuring a sound teacher training program. The study was quantitative and used secondary data; that is, students' West Africa Senior High School Certificate Examination (WASSCE) entry results against their Final GPA at the College of Education were used for the data analysis. The analysis proved that those who entered the College of Education with good grades from the Senior High School exited with good GPAs, and the inverse was true. The researcher recommends that the college move beyond the regular training and put in measures to ensure that most students can improve their performance to be at par with the current demands of a world-class teacher.

Downloads

Download data is not yet available.

References

K. Adu-Gyamfi and C. D. Otami, “In Search of an Effective Teacher: Ghana’s Move towards Achieving Sustainable Education through Teacher Education Reforms,” Int. J. High. Educ., vol. 9, no. 4, p. 216, Jun. 2020, doi: 10.5430/ijhe.v9n4p216.

C. Y. Kwaah and G. Essilfie, “Stress and Coping Strategies among Distance Education Students at the University of Cape Coast, Ghana,” Turkish Online J. Distance Educ., pp. 120–120, Jul. 2017, doi: 10.17718/tojde.328942.

C. Adu-Yeboah and C. Y. Kwaah, “Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana,” SAGE Open, vol. 8, no. 4, p. 215824401880761, Oct. 2018, doi: 10.1177/2158244018807619.

K. K. Ashiagbor, “Examination Malpractice at Wassce In Ghana: The Challenges of Utilising Information and Communication Technology,” 2019.

S. R. Adekunmisi, “Curbing Examination Malpractices through Information Literacy Programmes,” AGOGO J. Humanit., vol. 4, pp. 50–60, Feb. 2021, doi: 10.46881/ajh.v4i0.223.

M. K. Abreh, K. A. Owusu, and F. K. Amedahe, “Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward,” J. Educ., vol. 198, no. 1, pp. 113–123, Jan. 2018, doi: 10.1177/0022057418800950.

J. A. Ampofo, “Causes and Effects of Examination Malpractices Among Junior High School Students in New Edubiase,” Int. J. Manag. Entrep. Res., vol. 2, no. 7, pp. 492–511, Jan. 2021, doi: 10.51594/ijmer.v2i7.192.

T. T. Addi, “Academic performance of deaf students in West African Secondary School Certificate Examination, perception of teachers and students at St. John’s integrated Senior High, Technical school for the deaf, Navrongo, Ghana,” University of Education, Winneba, 2017.

R. M, I. T, B. I, S. C, W. D, and G. J, “Trends in International Mathematics and Science Study (TIMSS),” 2019.

M. Richardson, C. Abraham, and R. Bond, “Psychological correlates of university students’ academic performance: A systematic review and meta-analysis.,” Psychol. Bull., vol. 138, no. 2, pp. 353–387, 2012, doi: 10.1037/a0026838.

C. Blackmore, K. Hird, and R. S. Anderton, “An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs,” Int. J. High. Educ., vol. 10, no. 1, p. 76, Sep. 2020, doi: 10.5430/ijhe.v10n1p76.

G. Stacey et al., “The implementation of resilience based clinical supervision to support transition to practice in newly qualified healthcare professionals,” Nurse Educ. Today, vol. 94, p. 104564, Nov. 2020, doi: 10.1016/j.nedt.2020.104564.

Y. Zou, “OECD and Educational Policy in China,” 2019, pp. 155–173.

T. A. Dousay, “An integrated map of the ISTE Standards for Educators, Danielson Framework for Teaching, and Interstate Teacher Assessment and Support Consortium (InTASC) Standards,” in Proceedings of Society for Information Technology & Teacher Education International Conference, 2020, pp. 992–996, [Online]. Available: https://www.learntechlib.org/primary/p/215851/.

J. K. Annan, “Preparing Globally Competent Teachers: A Paradigm Shift for Teacher Education in Ghana,” Educ. Res. Int., vol. 2020, pp. 1–9, Sep. 2020, doi: 10.1155/2020/8841653.

C. S. Borna et al., “Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana,” East African J. Educ. Stud., vol. 6, no. 1, pp. 320–337, Mar. 2023, doi: 10.37284/eajes.6.1.1152.

S. K. Ntim, “Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education,” Int. J. Educ., vol. 9, no. 3, p. 149, Sep. 2017, doi: 10.5296/ije.v9i3.11686.

J. Anamuah-Mensah and D. Mereku, “Ghanaian JSS2 students’ abysmal mathematics achievement in TIMSS-2003: a consequence of the basic school mathematics curriculum,” Math. Connect., vol. 5, no. 1, Apr. 2006, doi: 10.4314/mc.v5i1.21489.

P. Butakor and M. Dziwornu, “Teachers’ Perceived Causes of Poor Performance in Mathematics by Students in Basic Schools from Ningo Prampram, Ghana,” J. Soc. Sci. Res., no. 12, Dec. 2018, doi: 10.32861/jssr.412.423.431.

W.-C. Chang and K. M. Viesca, “Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research,” Teach. Coll. Rec. Voice Scholarsh. Educ., vol. 124, no. 2, pp. 197–224, Feb. 2022, doi: 10.1177/01614681221086676.

S. Chan, S. Maneewan, and R. Koul, “Cooperative learning in teacher education: its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacy,” J. Educ. Teach., vol. 47, no. 5, pp. 654–667, Oct. 2021, doi: 10.1080/02607476.2021.1931060.

Ö. E. Erkarslan and Y. Akgün, “Incorporating United Nations 2030 Sustainable Future Agenda into the Architectural Studio: A Graduation Studio Case,” Int. J. Art Des. Educ., vol. 41, no. 4, pp. 603–620, Nov. 2022, doi: 10.1111/jade.12435.

K. B. Asare and S. K. Nti, “Teacher Education in Ghana,” SAGE Open, vol. 4, no. 2, p. 215824401452978, Jan. 2014, doi: 10.1177/2158244014529781.

D. K. Mereku, “Sixty years of teacher education in Ghana: Successes, challenges and the way forward,” African J. Educ. Stud. Math. Sci., vol. 15, no. 2, pp. 69–74, Dec. 2019, doi: 10.4314/ajesms.v15i2.6.

W. Nketsia, M. P. Opoku, T. Saloviita, and D. Tracey, “Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development,” J. Teach. Educ. Sustain., vol. 22, no. 1, pp. 49–65, Jun. 2020, doi: 10.2478/jtes-2020-0005.

P. Foy, B. Fishbein, M. von Davier, and L. Yin, “Implementing the TIMSS 2019 scaling methodology,” 2019.

N. Larraz, S. Vázquez, and M. Liesa, “Transversal skills development through cooperative learning. Training teachers for the future,” Horiz., vol. 25, no. 2, pp. 85–95, May 2017, doi: 10.1108/OTH-02-2016-0004.

A. Tam and B. Trzmiel, “Transversal Skills as a Missing Link Between School and Work: Experiences from the Asia-Pacific Region,” 2018, pp. 35–49.

B. Arnold, C. Manton, S. Schutt, and T. Seddon, “TEMAG Reforms, Teacher Education and the Respatialising Effects of Global-Local Knowledge Politics,” in Teacher Education in Globalised Times, Singapore: Springer Singapore, 2020, pp. 367–385.