The decade - old academic achievement discrepancies at the basic school level that are widely emphasized are still being worked on heavily in current research. In this study, we present a novel Neutrosophic-Principal Component Analysis and Two-way Neutrosophic ANOVA to analysing...
Open access
Research Article10.9734/ajpas/2022/v20i3432
Ghana’s new curriculum for the basic school emphasizes collecting and evaluating information about learners and using the information to make decisions to improve their learning. This study employed the survey research design aimed at evaluating the use of Assessment for learning...
Open access
Research Article10.9734/jesbs/2020/v33i430218
Ghana’s new Basic Education Curriculum emphasizes on ensuring that every learner benefits from the teaching and learning process. The study used the survey research design aimed at determining the predictive power with which use of Scaffolding, Differentiated techniques and Inclu...
Open access
Research Article10.9734/acri/2020/v20i430185
Bosson-Amedenu Senyefia, Osei-Asibey Eunice & Acquah Joseph·Advances in Research·2020
Ghana’s new basic school curriculum requires teachers to use new teaching strategies that also address cross cutting issues in their teaching to enhance learning. This study sought to assess the use of assessment strategies by basic school teachers in Ghana. A sample size of 100...
Open access
Research Article10.9734/air/2020/v21i530203
Ghana’s new curriculum for the basic level places much emphasis on the need for teachers to evaluate the learner’s cumulative progress and achievement. This requirement makes it imperative to measure the competency of the teachers on the use of Assessment of Learning strategy. Th...
Open access
Research Article10.9734/ajess/2020/v7i430202
Teachers are the pivot of Ghana’s new educational reform and their expertise in the use of the recommended assessment strategies need to be evaluated from time to time to enhance teaching and learning. This survey research approach sought to measure the use of Assessment as Learn...
Open access
Research Article10.9734/jsrr/2020/v26i330242