http://41.74.91.244:8080/handle/123456789/51 2026-04-05T14:15:28Z http://41.74.91.244:8080/handle/123456789/616 Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments Sarfo F.K.; Elen J. In this study, the effectiveness of learning environments, developed in line with the specifications of the four components instructional design model (4C/ID model) and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms, was assessed. The study had a one-by-one-by-two pretest-posttest quasi-experimental design. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The sample consisted of 129 students. The treatment groups consisted of one control group with a regular method of teaching and two experimental groups: a 4C/ID learning environment with ICT; and a 4C/ID learning environment without ICT. The content for the treatments was selected from the secondary technical education syllabus. Technical teachers were trained to implement the interventions. After the pilot study, the materials were validated by experts and revised. Teachers were retrained. The main study, consisting of six sessions, was conducted in regular classrooms in three schools. Results indicated that a 4C/ID learning environment promotes the development of technical expertise in secondary technical education better than teaching designed in line with a regular method of teaching. Moreover, results reveal no significant difference in learning gains for the 4C/ID learning environment between the group with ICT and the group without ICT. In the final section, the theoretical, research and practical implications of the results for the instructional design and technology community as well as for educational practice, are discussed. � 2007 Springer Science+Business Media B.V. Sarfo, F.K., University of Education of Winneba, Kumasi Campus, P.O. Box 1277, Kumasi, Ghana; Elen, J., Center for Instructional Psychology and Technology, University of Leuven, Vesaliusstraat 2, Leuven 3000, Belgium 2007-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/611 The moderating effect of instructional conceptions on the effect of powerful learning environments Sarfo F.K.; Elen J. This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The study also investigated the influence of learning in a 4C/ID PLE on students' instructional conceptions. To achieve its goal, a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both in the pre-and the post-test to assess students' instructional conceptions. Pre- and post-tests contain retention and transfer items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating effects of students' instructional conceptions on the learning environments. Finally, the results indicate that students' instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and practical implications of the results for the instructional design and technology community as well as educational practice are discussed. � 2007 Springer Science+Business Media, Inc. Sarfo, F.K., University of Education of Winneba, Kumasi Campus, P.O. Box 1277, Kumasi, Ghana; Elen, J., Center for Instructional Psychology and Technology, Katholieke Universiteit Leuven, Vasaliusstraat 2, 3000 Leuven, Belgium 2008-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/614 The views of educational practitioners in Ghana on ICT use and instructional design practice for promoting quality education Sarfo F.K. Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five Point Likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning. � 2007 IEEE. Sarfo, F.K., University of Education of Winneba, Kumasi Campus, Ghana 2007-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/609 Adolescent students' beliefs about aggression and the association between beliefs and reported level of aggression: A study of senior high school students in Ghana Owusu-Banahene N.O.; Amedahe F.K. This study examines the gender differences among Ghanaian adolescent students' beliefs about aggression and its association with their reported level of aggression. A total of 800 students selected from eight same-sex senior high schools participated in the study. It was hypothesized that male and female students will score high on the instrumental and expressive beliefs of aggression respectively. Instrumental belief will be positively related to reported level of aggression while expressive belief will relate negatively with reported level of aggression. The EXPAGG (Revised) Questionnaire and the Fuch's Questionnaire on levels of aggression were the instruments used. It was found that male students scored high on the instrumental belief scale and female students on the expressive belief scale. Instrumental beliefs about aggression correlated positively with reported levels of aggression while expressive beliefs about aggression correlated negatively with reported levels of aggression. The study adds to our understanding of the relationship between beliefs and levels of aggression by considering it in a non-western culture. Owusu-Banahene, N.O., University of Education, Winneba, Ghana, Department of Interdisciplinary Studies, College of Technology Education, University of Education, Winneba, P. O. Box 1277, Kumasi, Ghana; Amedahe, F.K., University of Cape Coast, Ghana 2008-01-01T00:00:00Z