加纳远程教育社会研究课程实施评价

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Augustus Daniel Arko, Ebenezer Kporyi
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引用次数: 0

摘要

本研究调查了加纳远程教育社会研究课程的实施情况。采用并行嵌入式混合方法设计。制定了四个研究问题来指导研究。本研究的人群包括海岸角大学远程教育学院的168名社会研究导师,数据来自问卷调查和观察。平均值和标准差用于分析研究问题一,三,和四,而专题分析进行了研究问题二。结果显示,该学院的学习中心没有足够的物理设施和教学材料。此外,学院导师使用的主要教学方法是讨论、说明文、探究、发现、角色扮演和比较学习方法,但缺乏针对导师的激励包。此外,社会研究导师对学生的参与有较高的自我效能感,并能有效地帮助学生批判性地思考社会问题。提出了改进设施和教学材料的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evaluation of the Implementation of Distance Education Social Studies Curriculum in Ghana
This study investigated the implementation of distance education Social Studies curriculum in Ghana. A concurrent embedded mixed-method design was used for the study. Four research questions were formulated to guide the study. The population for the study consisted of all 168 Social Studies tutors of the College of Distance Education, University of Cape Coast, and data was gathered from questionnaire interviews and observations. The mean and standard deviation were used to analyse research questions one, three, and four, while thematic analysis was performed for research question two. The results revealed that the study centres of the college had inadequate physical facilities and instructional materials. Also, the primary instructional methods used by tutors at the college were discussion, expository, inquiry, discovery, role-play, and comparative learning methods but there was a lack of motivational packages for tutors. Furthermore, Social Studies tutors were found to have a high level of self-efficacy for students’ engagement and were efficient in helping students to think critically about social issues. Recommendations were made for the improvement of facilities as well as instructional materials.  
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来源期刊
CiteScore
1.60
自引率
9.10%
发文量
13
审稿时长
14 weeks
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