Thursday, 15 September 2011


by Godfred, K . Abledu - Koforidua Polytechnic

A paper presented at Koforidua Polytechnic’s first Applied Research Conference
(3rd April, 2008)
The Student Satisfaction Survey was necessitated by the notion that students have needs and rights to participate in quality programmes and to receive satisfactory services. The main objective was to assess the satisfaction experienced by students in the various departments they are in contact with at the Polytechnic.

A 22 item questionnaire with a five point Likert scale was designed to collect feedback on academic support services. Proportional stratified sampling technique was used to select the sample for the survey.

Ordinal Regression was used to model students’ satisfaction derived from the academic support services provided by the school. The overall impression given by students was that they were highly satisfied with the services of all the departments they came in contact with at the Polytechnic. They were also highly satisfied with the quality of teaching and the helpfulness of library staff. However, they expressed low satisfaction about the non- availability of some books on their reading list in the library, lack of reading space in the library, late arrangement for examinations, and late release of examination results.

Recommendations have been made for the attention of departments and the intervention of management so that suitable action plans can be developed to address issues that give cause for respondents’ low satisfaction
Keywords: satisfaction, dissatisfaction, academic support services, teaching, learning and assessment, priority areas.

Thursday, 11 August 2011


Mr. Godfred Kwame Abledu: Koforidua Polytechnic-Ghana

A paper presented at a day’s seminar organized by the Ghana Mathematics Society for all levels of Mathematics Education on the theme: Revamping Mathematics Education across board.
On 20th of March, 2009 at All Nations University-Koforidua.

The aim of this paper is to provide a guide to the use of the range of alternative assessment tools available. The paper also examines the issues considered significant in the use of alternative assessment for teaching and learning mathematics in Ghanaian schools.
Alternative assessment is any assessment method that is an alternative to traditional paper-and-pencil tests. Alternative assessment requires students to demonstrate the skills and knowledge that cannot be assessed using a timed multiple-choice or true-false test. It seeks to reveal students' critical-thinking and evaluation skills by asking students to complete open-ended tasks that often take more than one class period to complete. This form of assessment is usually customized to the students and to the subject matter itself. It involves students and teachers in the continuous monitoring of students' learning. It provides teachers with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners
The paper posits that in order to evaluate our programmes and the progress students are making, we must look beyond the current traditional assessment alone, and find better ways of assessing students’ creativity, ability, and sensitivity in mathematics. The paper emphasizes the need for assessment to provide a comprehensive view of pupils’ all-round performance in mathematics. The paper is also of the view that knowing mathematics is doing mathematics. There is therefore the need for teachers to create situations where students can be active, creative, and responsive to the physical world.
The paper concludes by stating the belief of the author that in order to learn mathematics, students must construct it for themselves, and therefore recommended Alternative Assessment as an ideal activity for such processes.

Key words: alternative assessment, traditional assessment, teaching and learning, comprehensive, performance.

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Tuesday, 7 June 2011


There is only 1 copying machine in the student hostel of the polytechnic. Students arrive at the rate of 40 per hour(according to a Poisson distribution). Copying takes an average rate of 40 seconds or 90 per hour(according to an exponential distribution). Compute the following:
a. The percentage of time that the machine is used.
b. The average length of the queue.
c. The average number of students in the system
d. The average time spent waiting in the queue
e. The average time in the system