tag:blogger.com,1999:blog-46536323941883407662023-11-15T06:23:49.710-08:00GAKGodfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.comBlogger9125tag:blogger.com,1999:blog-4653632394188340766.post-59921376689417097742012-10-05T00:18:00.001-07:002012-10-05T00:18:52.899-07:00Nature of life an essay based on the book entitled "the hidden connections: a science for sustainable living"<a href="http://www.articlesbase.com/nature-articles/nature-of-life-an-essay-based-on-the-book-entitled-the-hidden-connections-a-science-for-sustainable-living-6228332.html#.UG5ut-X22tg.blogger">Nature of life an essay based on the book entitled "the hidden connections: a science for sustainable living"</a>Godfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0tag:blogger.com,1999:blog-4653632394188340766.post-78135123706736954052012-10-04T22:23:00.001-07:002012-10-04T22:23:12.497-07:00Nature of life an essay based on the book entitled "the hidden connections: a science for sustainable living"<a href="http://www.articlesbase.com/nature-articles/nature-of-life-an-essay-based-on-the-book-entitled-the-hidden-connections-a-science-for-sustainable-living-6228332.html#.UG5ut-X22tg.blogger">Nature of life an essay based on the book entitled "the hidden connections: a science for sustainable living"</a>Godfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0tag:blogger.com,1999:blog-4653632394188340766.post-14894093824273043802012-10-03T22:42:00.001-07:002012-10-03T22:42:16.954-07:00ICT and equity in assessment of educational outcomes in the Ghanaianian Senior High School system<a href="http://www.articlesbase.com/college-and-university-articles/ict-and-equity-in-assessment-of-educational-outcomes-in-the-ghanaianian-senior-high-school-system-6225344.html#.UG0hmymI73Y.blogger">ICT and equity in assessment of educational outcomes in the Ghanaianian Senior High School system</a>Godfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0tag:blogger.com,1999:blog-4653632394188340766.post-66767962896591979902012-01-02T20:24:00.000-08:002012-01-02T20:24:25.996-08:00<div dir="ltr" style="text-align: left;" trbidi="on"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="156"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>
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<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;"><b>PRINCIPAL COMPONENTS ANALYSIS <span style="mso-spacerun: yes;"> </span>OF EMPLOYERS’ SATISFACTION WITH POLYTECHNIC EDUCATION. A TRACER STUDY OF KOFORIDUA POLYTECHNIC GRADUATES.</b></div><div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;"><b>BY </b></div><div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;"><b>G.K. ABLEDU</b></div><div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;"><b>A PAPER PRESENTED AT THE KOFORIDUA POLYTECHNIC’S THIRD(3<sup>RD</sup> ) APPLIED RESEARCH CONFERENCE FROM 17<sup>TH</sup><span style="mso-spacerun: yes;"> </span>TO 20<sup>TH</sup><span style="mso-spacerun: yes;"> </span>MAY, 2010</b></div><div align="center" class="MsoNormal" style="line-height: 200%; mso-layout-grid-align: none; text-align: center; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><u>ABSTRACT</u></b></div><div class="MsoNormal" style="line-height: 200%; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">Koforidua polytechnic had been involved in developing human resources through regular, evening and doorstep programmes. It thus has the responsibility to keep track of the performance of their graduates to determine accountability and whether or not her programmes have impacted on the individual, the institution, or the country. However, no reliable data exist on the employment of its graduates nor have the view of students and employers been ascertained as to the relevance and usefulness of programmes offered. </div><div class="MsoNormal" style="line-height: 200%; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">Employers are concerned with how adequate or otherwise, polytechnic education in Ghana provides for manpower needs of manufacturing industries. Up until now, no study had been carried out by Koforidua polytechnic to determine the influence of its programmes in meeting human resources needs of the economy.</div><div class="MsoNormal" style="line-height: 200%; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">ln order to respond to these concerns, this tracer </span>study was undertaken to ascertain the effectiveness of polytechnic education as manifested by the employability of its graduates. The study had special significance. First, it provided a process of evaluation of the performance of Koforidua Polytechnic graduates and secondly the results would form data base for the institution. <span lang="EN-GB" style="mso-ansi-language: EN-GB;">The main objective of the study was to assess </span><span style="mso-bidi-font-weight: bold;">employers’ and employees’ satisfaction with polytechnic education.</span><span lang="EN-GB" style="mso-ansi-language: EN-GB;"></span></div><div class="MsoNormal" style="line-height: 200%; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">The target population comprised of 5,015 graduates from the departments of Accountancy, Marketing, Purchasing and supply, Statistics, Computer Science and Networking Management from 1999 to 2009 graduates. The study targeted 40% of the graduates from each cohort. This gave a sample of 2000 graduates. </div><div class="MsoNormal" style="line-height: 200%; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">Principal Components and <span style="mso-bidi-font-weight: bold;">Ordinal Regression <span style="mso-spacerun: yes;"> </span></span>Analysis of the results indicated an average rating of the employers. <span style="color: #231f20;">Knowledge and skills gained during their studies were useful and relevant to their jobs, and to the development needs of the country. </span><span lang="EN-GB" style="mso-ansi-language: EN-GB;"></span></div><div class="MsoNormal" style="line-height: 200%; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><u><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Keywords</span></u></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">: </span></b><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Tracer </span>study, employers, employability, <span style="mso-bidi-font-weight: bold;">polytechnic </span>graduates, data base, polytechnic education, manpower needs.<b style="mso-bidi-font-weight: normal;"><u><span lang="EN-GB" style="mso-ansi-language: EN-GB;"></span></u></b></div></div>Godfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0tag:blogger.com,1999:blog-4653632394188340766.post-81765021500384547042012-01-02T20:18:00.001-08:002012-01-02T20:18:57.019-08:00<div dir="ltr" style="text-align: left;" trbidi="on"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="156"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>
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<div align="center" class="MsoNormal" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><u>MULTIPLE REGRESSION ANALYSIS OF ASSESSMENT OF ACADEMIC PERFORMANCE OF STUDENTS<span style="mso-spacerun: yes;"> </span>IN THE GHANAIAN POLYTECHNICS</u></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">BY</span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">G.K. Abledu</span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">(School of Applied Science and Technology)</span></div><div align="center" class="MsoNormal" style="text-align: center;"><b>A PAPER PRESENTED AT THE KOFORIDUA POLYTECHNIC’S THIRD (3<sup>RD</sup>) APPLIED RESEARCH CONFERENCE: - 17<sup>TH</sup> TO 20<sup>TH</sup><span style="mso-spacerun: yes;"> </span>MAY, 2010</b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div class="MsoHeading8" style="line-height: normal;"><br />
</div><div align="left" class="MsoHeading8" style="line-height: normal; text-align: left;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt;">ABSTRACT</span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: .5in;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">One of the challenges of the educational reform introduced in 1987 was the introduction of continuous assessment as a component of students’ final assessment in educational institution.<span style="mso-spacerun: yes;"> </span></span>The main purpose of having a continuous assessment scheme as an internal component of assessment procedures was to eliminate/minimize the element of risk associated with a single examination, and to give a valid indication of students’ achievement, because it was felt that no student who worked conscientiously should fail.</div><div class="MsoNormal" style="text-align: justify; text-indent: .5in;">The <span lang="EN-GB" style="mso-ansi-language: EN-GB;">National Board for Professional and Technician Examinations</span> NABPTEX besides other functions performs the role of an examination body for professional and technical institutions including the Polytechnics. The Board provides the necessary administration of the final examination and the certification of students. The Board ensures that standards are comparable in all the professional and technical institutions that they provide such service.</div><div class="MsoNormal" style="text-align: justify; text-indent: .5in;">However, problems of comparability arise in situations where examinations are conducted by the individual schools. The issue of who takes the overall responsibility of assessing the work of students,- the teacher or any accredited examining body- has, in fact, received more attention than any other matters of relevance in education worldwide.<span style="mso-spacerun: yes;"> </span>There is widespread agreement about the difficulty in measuring student learning outcomes (Hearn, Griswold, and Marine, 1996). This difficulty, in turn, makes it very challenging, if not impossible, to design coherent and effective outcomes assessment policies. The question that comes to mind is:<span style="mso-spacerun: yes;"> </span>How have the polytechnics dealt with this difficulty? </div><div class="MsoNormal" style="text-align: justify; text-indent: .5in;">The objective of this study was therefore to find out whether administrative and technical problems existed in the assessment and certification of students in the Ghanaian Polytechnics and to find out the causes and the extent to which such factors brought about weaknesses in the conduct of continuous assessment and final examination. It was hypothesizes that the assessment processes and the weighting of continuous assessment in the various Polytechnics were similar. The population for the study was Polytechnics in Ghana, and a convenient sample of six polytechnics was used for the study.</div><div class="MsoNormal" style="text-align: justify; text-indent: .5in;">The results of the study revealed that the assessment of students’ academic performance was conducted using a variety of available instruments and methods, and these instruments and methods varied from polytechnic to polytechnic.<span lang="EN-GB" style="mso-ansi-language: EN-GB;"></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Keywords: </b><span lang="EN-GB" style="mso-ansi-language: EN-GB;">continuous assessment, </span>final examination, student learning, weighting, academic performance.</div><div class="MsoNormal"><br />
</div></div>Godfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0tag:blogger.com,1999:blog-4653632394188340766.post-34168195867026312582012-01-02T20:15:00.001-08:002012-01-02T20:17:53.403-08:00<div dir="ltr" style="text-align: left;" trbidi="on"><br />
<div align="center" style="line-height: 150%; text-align: center;"><b style="mso-bidi-font-weight: normal;">Customer Repay/Default of Loan Prediction Modeling with Multiple Discriminant Analysis. A Case Study of Financial Institutions in the Eastern Region of Ghana</b></div><div align="center" class="MsoNormal" style="text-align: center;">A PAPER PRESENTED AT THE KOFORIDUA POLYTECHNIC’S SECOND (2<sup>ND</sup> ) APPLIED RESEARCH CONFERENCE: - <span style="font-family: TimesNewRomanPSMT; font-size: 11.5pt; line-height: 115%;">22</span><sup><span style="font-family: TimesNewRomanPSMT; font-size: 7.5pt; line-height: 115%;">ND </span></sup><span style="font-family: TimesNewRomanPSMT; font-size: 7.5pt; line-height: 115%;"> </span><span style="font-family: TimesNewRomanPSMT; font-size: 11.5pt; line-height: 115%;">to 23</span><sup><span style="font-family: TimesNewRomanPSMT; font-size: 7.5pt; line-height: 115%;">RD </span></sup><span style="font-family: TimesNewRomanPSMT; font-size: 7.5pt; line-height: 115%;"> </span><span style="font-family: TimesNewRomanPSMT; font-size: 11.5pt; line-height: 115%;">April, 2009</span></div><div align="center" style="line-height: 115%; text-align: center;"><b style="mso-bidi-font-weight: normal;">By</b></div><div align="center" style="line-height: 115%; text-align: center;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span lang="PL">Godfred Kwame Abledu(</span><a href="mailto:godfredabledu@gmail.com"><span lang="PL">godfredabledu@gmail.com</span></a></i></b><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span lang="PL">) </span></i></b></div><div align="center" style="line-height: 115%; text-align: center;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Department of Applied Mathematics, Koforidua Polytechnic</i></b></div><div align="center" style="line-height: 200%; text-align: center;"><b style="mso-bidi-font-weight: normal;"><u>ABSTRACT</u></b></div><div style="line-height: 200%; text-align: justify; text-indent: .5in;">Banks that lend to small businesses and individuals need to quickly assess the creditworthiness of prospective borrowers so as to reduce the probability of issuing bad loans while attempting to maintain their own profitability. It was for these reasons that credit institutions have made several attempts at modeling and reliably forecasting credit default using numerous statistical approaches.<span style="color: #231f20;"></span></div><div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;">The objective of the study was to develop a model which could be used to identify likely future defaulters. </span><span style="color: black; font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;">The population for the study was all financial institutions in the Eastern Region of Ghana. A bank that could give the needed data for the study was purposefully chosen. Data on a sample of 150 customers was analysed using the SPSS version 17. </span></div><div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;">The study identified four important influences</span><span style="color: black; font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;"> - total asset, total income, family size and number of years with current employer as the most discriminating variables between the repay and default group. </span><span style="font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;">The validity of the model was confirmed using several diagnostic analytical procedures. The importance of examining a model’s sensitivity and specificity in the context of one’s specific, real-world objectives was also discussed.</span><span style="color: black; font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;"></span></div><div class="MsoNormal" style="line-height: 200%; text-align: justify;"><b><u><span style="color: black; font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;">Key words:</span></u></b><span style="color: #231f20; font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;">Repay;<span style="color: #231f20;"> default;</span> creditworthiness; prospective borrowers;, bank loan; model;</span><span style="color: black; font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;"> discriminant function; discriminating variables</span><span style="font-family: "Times New Roman"; font-size: 12pt; line-height: 200%;">. </span></div></div>Godfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0tag:blogger.com,1999:blog-4653632394188340766.post-57168221010319734362011-09-15T22:41:00.000-07:002011-09-15T22:41:54.785-07:00STUDENTS' SATISFACTION SURVEY<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><u><span style="font-size: 10.0pt; line-height: 150%;">ORDINAL REGRESSION ANALYSIS </span></u></b><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 10.0pt; line-height: 150%;">OF STUDENTS’ SATISFACTION WITH ACADEMIC SUPPORT SERVICES PROVIDED BY POLYTECHNICS IN GHANA. </span></u></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 10.0pt; line-height: 150%;">A CASE STUDY OF KOFORIDUA POLYTECHNIC.</span></u></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 10.0pt; line-height: 150%;">by Godfred, K . Abledu - Koforidua Polytechnic</span></u></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 10.0pt; line-height: 150%;">A paper presented at Koforidua Polytechnic’s first Applied Research Conference </span></u></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><span style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-weight: bold;">(3<sup>rd</sup> April, 2008)</span></b><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 10.0pt; line-height: 150%;"></span></u></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 10.0pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span>ABSTRACT</span></u></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 10.0pt; line-height: 150%;">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. </span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 10.0pt; line-height: 150%;">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. </span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-weight: bold;">Ordinal Regression<b> </b></span><span style="font-size: 10.0pt; line-height: 150%;">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.</span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 10.0pt; line-height: 150%;">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</span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 10.0pt; line-height: 150%;">Keywords:</span></u></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 10.0pt; line-height: 150%;"> </span></b><span style="font-size: 10.0pt; line-height: 150%;">satisfaction, dissatisfaction, academic support services, teaching, learning and assessment, priority areas.</span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div>Godfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0tag:blogger.com,1999:blog-4653632394188340766.post-27129858974470382862011-08-11T21:56:00.000-07:002011-08-11T22:01:09.075-07:00ALTERNATIVE ASSESSMENT<div style="text-align: center;"><b><u>E</u><u>NHANCING ACADEMIC PERFORMANCE AND POSITIVE ATTITUDE OF STUDENTS IN MATHEMATICS WITH ALTERNATIVE ASSESSMENT</u></b></div><div style="text-align: center;"><b><u>Mr. Godfred Kwame Abledu: Koforidua Polytechnic-Ghana</u></b></div><div style="text-align: center;"><b><u>godfredabledu@yahoo.com </u></b></div><br />
<i>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.</i><br />
<i>On 20th of March, 2009 at All Nations University-Koforidua.</i><br />
<br />
<b><u>Abstract</u></b><br />
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.<br />
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<br />
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. <br />
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.<br />
<br />
<u><b>Key words: </b></u>alternative assessment, traditional assessment, teaching and learning, comprehensive, performance.<br />
<br />
<br />
<br />
<u><b>Reference</b></u><br />
1. Brady, R. (1991). A Close Look at Student Problem Solving and the Teaching of <br />
Mathematics: Predicaments and Possibilities. School Social Science and <br />
Mathematics. 91(4), 144-150. <br />
2.Eshun B.A and Abledu, G.K.(2001): The Effects of Alternative Assessment on the<br />
Attitudes and Achievement in Mathematics of Female Pre-service Teachers.<br />
African Journal of Educational Studies.Vol. 1.p.21-30<br />
3.Garcia, G.E. & Pearson, P.D. (1994). Assessment and Diversity. In L. Darling <br />
Hammond (Ed.) Review of Research Education .337-391.<br />
4.Huerta – Macias, A. (1995).Alternative Assessment: Responses to Commonly asked <br />
Questions. TESOL Journal. 5 (1) : 8-11.<br />
5.Smolen, L. et. al. (1995). Developing Student Self-Assessment strategies. TESOL <br />
Journal. Vol. 5(1) 22 - 27.<br />
6.Gipps, C.V. (1994). Beyond testing: Towards a theory of educational assessment. The <br />
Falmer Press, London.<br />
7.Lee, T. W. (1996). Mathematics portfolios. NCTM’s goals and students perceptions. A <br />
complex analysis. Abstract International 57 (6).<br />
8.Vlaskamp, D.C. (1995). Encouragement of Student Learning through a Portfolio Process. <br />
Dissertation Abstract International. 55(1).<br />
9.Mehren, W. A (1992). Using Performance assessment for accountability Purposes. <br />
Educational Measurement: Issues and Practice. 11, (1), 3-9.<br />
10.Linn, R.L. & Burton, E. (1994). Performance Based Assessment: <br />
Implications of Task Specificity. Educational Measurement: Issues and <br />
Practice. 13 (1) 5-8.<br />
11. Torrance, H. (1993). Combining measurement –driven instruction with authentic <br />
assessment: Some initial observations. Educational Evaluation and Policy <br />
Analysis,15, 18-9<br />
<br />
Godfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0tag:blogger.com,1999:blog-4653632394188340766.post-20595085868847825642011-06-07T22:15:00.000-07:002011-06-07T22:15:46.054-07:00AssignmentThere 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:<br />
a. The percentage of time that the machine is used.<br />
b. The average length of the queue.<br />
c. The average number of students in the system<br />
d. The average time spent waiting in the queue<br />
e. The average time in the systemGodfredhttp://www.blogger.com/profile/17832619444775375023noreply@blogger.com0