Measuring Students' Learning Using a Value Added Approach/ Created by Owusu-Agyeman

By:

Owusu-Agyeman Yaw [author]

Contributor(s):

Larbi-Siaw Otu [author]

Material type: Text

TextSeries: Africa education review ; Volume 15 , number 4,Pretoria; Unisa Press and Routledge, 2018Content type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

Online resources:

Click here to access online

Summary: This article reports on a study that was conducted to evaluate value addition in the learning attainments of students in higher education. The subjects in the study were telecommunication engineering students who pursued their programme of study between 2011 and 2013 at the Ghana Technology University College. Using descriptive statistics and regression analysis, the study sought to test the differences between the mean scores of three groups of students who were categorised based on their entry qualifications and final year cumulative weighted averages (CWAs). The first level of analysis was done by comparing the students’ entry qualifications with their CWAs at the end of the programme. The second level of analysis was done by comparing the students’ first year and final year CWAs in the core and general courses domains. The study concluded that the students’ entry qualifications and CWAs could measure value addition

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	L81.A33 AFR (Browse shelf(Opens below))	vol 15,no 4,pages 99	SP28011	Not for loan	For in-house use only

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This article reports on a study that was conducted to evaluate value addition in the learning attainments of students in higher education. The subjects in the study were telecommunication engineering students who pursued their programme of study between 2011 and 2013 at the Ghana Technology University College. Using descriptive statistics and regression analysis, the study sought to test the differences between the mean scores of three groups of students who were categorised based on their entry qualifications and final year cumulative weighted averages (CWAs). The first level of analysis was done by comparing the students’ entry qualifications with their CWAs at the end of the programme. The second level of analysis was done by comparing the students’ first year and final year CWAs in the core and general courses domains. The study concluded that the students’ entry qualifications and CWAs could measure value addition

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