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Academic mindfulness, self-regulated learning and school engagement as predictors of academic resilience among high school students in Ghana
By Inuusah Mahama
In every learning environment, several factors such as mindfulness, self-regulation, school engagement, and resilience may compel students to move beyond their limits to sustain learning and improve their academic performance. The study, therefore, investigated the predictive roles of academic mindfulness, self-regulated learning, and school engagement on academic resilience. Using the analytical cross-sectional design, a sample of 150 students was drawn from high schools in the Accra Metropolis, Ghana. Data were collected from the sample using the academic mindfulness, self-regulated learning, school engagement, and academic resilience scales. The data analysis was performed using CB-SEM with AMOS. Findings showed that mindfulness (B =.598, Boot 95% CI:.315,.937), self-regulation (B =.528, Boot 95% CI:.056, 2.177), and school engagement are significant predictors of academic resilience. Therefore, relevant stakeholders are encouraged to focus on creating and sustaining resilience among learners through mindful and self-regulated policies and practices. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Examining the Interrelationships Among Curiosity, Creativity, and Academic Motivation Using Students in High Schools: A Multivariate Analysis Approach
By Inuusah Mahama
Psychological variables are a key component of the general outcome of students. In this sense, their complementary role in the academic lives of students is not doubtful. Therefore, this study examined the interrelationship among curiosity, creativity, and academic motivation of students in high school. A total of 568 students were surveyed using the correlational design (purposive, simple random, stratified-proportionate, and systematic sampling techniques). Adapted and confirmed curiosity, creativity, and academic motivation scales were used to gather the data for the study. Multiple linear regression was used to test the interrelationships. The study found that curiosity, creativity, and academic motivation predicted among themselves, where curiosity predicted higher, followed by creativity, and academic motivation. In this, curious behaviours, creative abilities, and motivation of students are related. It is recommended among others that the Ghana Education Service, in collaboration with the Ministry of Education and Curriculum Developers, should harmonise curiosity, creativity, and motivation in the High School syllabus so that teachers can guide students to become curious, creative, and motivated. © 2024 the author(s), published by De Gruyter.
Exploring student perspectives on generative artificial intelligence in higher education learning
By Isaac Amoako
This study examined the perspectives of Ghanaian higher education students on the use of ChatGPT. The Students’ ChatGPT Experiences Scale (SCES) was developed and validated to evaluate students’ perspectives of ChatGPT as a learning tool. A total of 277 students from universities and colleges participated in the study. Through exploratory factor analysis, a three-factor structure of students' perspectives (ChatGPT academic benefits, ChatGPT academic concerns, and accessibility and attitude towards ChatGPT) was identified. A confirmatory factor analysis was carried out to confirm the identified factors. The majority of students are aware of and recognize the potential of Gen AI tools like ChatGPT in supporting their learning. However, a significant number of students reported using ChatGPT mainly for non-academic purposes, citing concerns such as academic policy violations, excessive reliance on technology, lack of originality in assignments, and potential security risks. Students mainly use ChatGPT for assignments rather than for class or group projects. Students noted that they have not received any training on how to use ChatGPT safely and effectively. The implications for policy and practice are discussed in terms of how well-informed policy guidelines and strategies on the use of Gen AI tools like ChatGPT can support teaching and improve student learning. © The Author(s) 2024.
Predictive Abilities of Curiosity, Creativity, and Motivation on Academic Performance of High School Students in Ghana
By Inuusah Mahama
The study looked at how learners innate possessions (motivation, curiosity, curiosity) affect their performance (science and mathematics). A total of 568 high school students were surveyed through a quantitative-correlational research design. Data for the study were gathered using an adapted curiosity measure, an adapted creativity measure, an adapted motivation measure, and an expert-developed academic performance measure. Multiple multivariate was used to test the hypothesis. The study revealed that students' motivated behaviors, curious abilities, creative potentials jointly explained 15.5% change or variance in science score and 33.1% change or variance in mathematics score. In this sense, it is evident that students' who become curious, creative, and motivated in their learning situation could improve upon their academic performance and achieve their academic goals. Therefore, school managers of high schools should call for intersubject workshops, as it is evident that science and mathematics are related. Furthermore, the Ghana Education Service should revise the way and manner in which it organizes professional development programs for practitioners in order to make them cross-curricular. © 2023 Inuusah Mahama et al.
Tutors’ chronological age and characteristics as predictors of creative nurturing behavior in the 21st-century classroom
By Inuusah Mahama
Introduction: The study examined tutors’ characteristics and chronological age as they influenced their creativity nurturing behaviors. Methods: The descriptive cross-sectional design was used to survey 340 tutors (male = 220, female = 120) from 16 colleges of education. The data for the study were gathered using adapted versions of teachers’ characteristics and creativity nurturing behaviors scales. The data were analyzed inferentially. Results: The study revealed that tutors’ characteristics influenced their creativity nurturing behaviors and teachers with 30 years and above of teaching could influence their creativity nurturing behaviors. Differences were established in tutors’ creativity nurturing behaviors based on their experience but such were not found in tutors’ characteristics. Discussion: It was concluded that tutors’ characteristics and age are two key drivers of their creative abilities in the 21st century classroom. Therefore, management of teacher training institutions must cultivate an appreciable and appropriate tutor characteristics and dispositions so that they can use them to nurture trainee-teachers. Copyright © 2023 Mahama, Dampson and Eshun.
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