Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
Modeling the Determinants of Students’ Satisfaction and Continuance-Intention Toward a Mathematics and Science Distance Education Program
By Bervell, Brandford
A distance education Diploma and Bachelor’s degree in Mathematics and Science programs are faced with low enrollment and graduation rate as well as high attrition of students. The aforementioned challenges are attributed to students’ satisfaction and continuance intention. However, students’ satisfaction and continuance intention toward distance education programs are as a result of certain antecedents. This modeled the determinants of satisfaction and program continuance intention by the distance education students on the math and science programs. Based on this, a quantitative approach based on a census survey was adopted and data collected from 113 students through a questionnaire and analyzed using a structural equation modeling approach based on partial least squares structural equation modeling (PLS-SEM). The results of the study showed that two key antecedents: student-instructor interaction, and study center physical facilities determine program satisfaction of mathematics and science distance students. However, administrative support of the program determined instructional modules; facilitation quality was predicted by both instructional modules and laboratory facilities. Finally, students program continuance intention was predicted by satisfaction of the program. Based on the findings, recommendations were made for policy and practice toward improving students’ satisfaction and promote positive intention in pursuant of mathematics and science education program by distance mode. © The Author(s) 2024.
CHALLENGES OF ONLINE INSTRUCTION AND INFORMATION TECHNOLOGY INTEGRATION IN COVID-19 PANDEMIC: PERSPECTIVES OF ACADEMIC STAFF IN GHANAIAN UNIVERSITIES
By Nyagorme, Paul
Information and Communication Technology (ICT) integration is essential, especially after the COVID-19 pandemic. While the need for ICT integration in today???s pedagogical activities is inevitable, online instruction in Ghanaian higher education is still challenging. Referring to the pressing need for ICT integration and online instructions amid COVID-19, we assess the challenges academic staff in Ghanaian universities encounter concerning online instructions and ICT integration into pedagogical activities. We conducted a cross-sectional survey with 628 (response rate of 83.1%, N= 522) academic staff from two universities. Results reveal that instructors/lecturers??? challenges (inadequate ICT infrastructure and lack of stable electric power) and institutional challenges (lack of consistent practice and limited technical assistance) predominantly affects online instructions and ICT integration. The implication drawn from our findings is that the challenges of online instruction and ICT integration in Ghanaian universities are interrelated. We recommend that stakeholders and policy makers in Ghanaian universities should endeavour to provide holistic solutions rather than solving the identified challenges in isolation.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.