Justice Dadzie

This study applied Rasch modeling to examine the psychometric properties of two spatial assessments, the Mental Rotation Test (MRT) and Object Assembly (OA), and used group comparisons to explore demographic patterns across the MRT, OA, and Surface Development (SD). Participants were 123 students in Grades 3–8 recruited from university-affiliated summer programs. For the MRT and OA, most items showed acceptable model–data fit, with infit mean square values generally within the expected range of 0.70 to 1.30, although a small number of items displayed evidence of underfit or overfit. Wright maps indicated generally appropriate alignment between item difficulty and participant ability, supporting the usefulness of these measures for distinguishing low-to-moderate levels of spatial skill. Group comparisons based on Rasch-derived theta estimates showed a substantial overlap across gender and race groups on the MRT and OA, with small and non-significant differences. SD raw-score comparisons showed similarly modest subgroup differences. To evaluate measurement invariance at the item level, separate Rasch tree analyses were conducted for the MRT and OA using gender and race as potential splitting variables. Methodologically, the study contributes by combining Rasch-based evaluation of item functioning with exploratory subgroup visualization to examine how spatial assessment performance may vary across demographic groups while maintaining consistency with the psychometric assumptions of the model. Overall, the findings support the value of Rasch-based methods for evaluating the measurement quality of spatial assessments and demonstrate that limited mean group differences at the overall score level can coexist with meaningful item-level noninvariance.

Education is a cornerstone of sustainable development, driving economic growth and improving individual well-being. Sustainable Development Goal 4 (SDG 4) emphasizes the need to ensure inclusive an...

This study applies the Dichotomous Many-Facet Rasch Model (D-MFRM) to evaluate the fairness and psychometric quality of the Basic Education Certificate Examination (BECE) mathematics test in a West African context. Using a balanced sample of 1,168 students across gender and school type, the analysis examined item difficulty, person ability, and potential differential item functioning (DIF). Results indicate strong model fit, with Infit and Outfit Mean Square Errors near 1.0 and standardized residuals within ±2.0. Items were well distributed across the ability spectrum, targeting average and lower-ability students. DIF analyses revealed minimal bias across gender and school type, confirming measurement invariance. While item reliability was high (0.97), student separation reliability was low, suggesting limited differentiation among individual abilities. These findings validate the BECE mathematics test as an equitable assessment tool and highlight D-MFRM’s utility for ensuring fairness in large-scale educational testing.

This study applied Rasch modeling to evaluate the psychometric properties of three spatial assessments Mental Rotation Test (MRT), Object Assembly (OA), and Surface Development (SD) and to examine potential demographic differences and differential item functioning (DIF). Participants were 123 students from Grades 3–8 enrolled in a university-affiliated enrichment program. Item-level analyses indicated acceptable model–data fit (infit MSQ ≈ 0.70–1.30), with Wright maps showing good targeting of items to mid-range ability levels. Gender and race comparisons based on Rasch/EAP theta scores revealed largely overlapping ability distributions and small, nonsignificant differences across tasks. However, a Rasch tree analysis detected significant DIF by gender (p < .001) and by race within males (p = .002). Directional inspection of item parameters showed that several items were relatively easier for females on MRT and OA, whereas a subset favored males on SD. Within males, items showing race-based DIF tended to favor Non-White participants. These findings highlight the value of combining latent-scale analyses with recursive partitioning to detect and interpret subgroup-specific item bias, supporting fairer measurement of spatial ability across diverse populations.

This study aims to investigate how teacher knowledge of gamification, alongside motivation and self-efficacy, shapes student engagement in junior high school mathematics classrooms in Ghana. Drawing upon Bandura's social cognitive theory, Astin's theory of involvement, and Tinto's interactionalist theory, this study addresses the growing demand for innovative, student-centered instruction in resource-constrained educational settings. We employed a cross-sectional survey design and collected data from 155 mathematics teachers using validated instruments. We analyzed the data through structural equation modeling. The results showed that teachers with higher self-efficacy were more likely to adopt gamification strategies, while greater motivation unexpectedly correlated with reduced gamification use. However, both teacher motivation and gamification knowledge significantly enhanced student engagement. We also found that self-efficacy indirectly influenced gamification use through motivation but did not significantly affect student engagement via this pathway. These findings highlight the need to equip teachers with gamification knowledge while addressing complex motivational dynamics. By exploring how teacher confidence and innovation affect student participation, the study offers practical insights for teacher training and policy reform. The research had contributed to the theoretical understanding of gamification in low-resource settings and demonstrated its transformative potential for mathematics education in Ghana.

This study investigates the integration of 21st‐century skills into the teaching practices of pre‐service teachers during their off‐campus experiences. Focusing on essential skills such as critical thinking, collaboration, communication, creativity, self‐direction, and the use of technology, this research aims to identify which skills are most effectively applied by pre‐service teachers in real‐world settings. Data were collected from 370 final‐year pre‐service teachers using a cross‐sectional design and a tailored survey instrument adapted from Ravitz's work. The findings indicate that pre‐service teachers most frequently integrated technology use and self‐direction into their teaching practices. Conversely, skills such as critical thinking, collaboration, communication, and fostering creativity were less commonly applied. No significant gender differences were found in the application of these skills among pre‐service teachers in the Central Region of Ghana. These results reveal insights into the readiness and capabilities of future teachers to integrate essential 21st‐century skills into their teaching practices, underscoring the critical role of teacher education programmes in preparing educators for the demands of modern classrooms. The study highlights the importance of continuous professional development and the incorporation of innovative teaching methodologies to enhance educational outcomes.

This study underscores the importance of school-based assessment (SBA) in predicting students' mathematics performance in the Basic Education Certificate Examination (BECE) in Ghana. The study was conducted using 150 mathematics teachers from public junior high schools in Ghana's Central Region, the research employed a quantitative approach, using surveys to gather data on internal examination scores, SBA practices, teaching experience, and gender. Regression analysis revealed a strong predictive relationship between internal exam scores and BECE performance (R² = 0.663, B = 0.374, SE = 0.006, t = 67.24, p < .000), while ANOVA showed significant variations in SBA practices based on teaching experience (F (3, 146) = 6.99, p < 0.05). However, t-tests indicated no significant gender differences in SBA practices among teachers (t (148) = 1.100, p = 0.273). These findings highlight the critical role of internal assessments and teaching experience in enhancing educational outcomes and suggest that educational policies should support effective SBA practices and professional development for teachers. Based on these findings, it is recommended to enhance formative assessment practices by focusing on continuous and comprehensive internal assessments, provide ongoing professional development for teachers to improve their skills in implementing SBA, and allocate adequate resources for mathematics education to support effective teaching and learning environments.

ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: THE ROLE OF ASSESSMENT FOR LEARNING, CLASSROOM MANAGEMENT, AND TEACHER-STUDENT RELATIONSHIPS

This study aimed to investigate the influence of assessment quality and assessment literacy on students' academic performance in core mathematics within senior high schools in the Akuapem North Municipality. Utilizing a cross-sectional design, data were collected from core mathematics educators in the municipality using a questionnaire covering demographic characteristics, assessment literacy, and teacher quality. A regression analysis was conducted to examine the relationship between assessment quality and literacy and student academic performance. The findings indicated that neither assessment quality nor assessment literacy significantly predicted student academic performance. Specifically, pedagogical expertise, subject-matter knowledge, classroom management skills, test construction understanding, and assessment feedback practice did not have a statistically significant impact on student academic performance. This study contributes to the understanding of the multifaceted factors influencing student academic performance and underscores the importance of comprehensive approaches in educational research and practice. The results suggest that other factors beyond assessment quality and literacy may play a more significant role in shaping student outcomes in the Akuapem North Municipality. Additionally, the study highlights the importance of considering local contexts and exploring a broader range of variables when examining educational outcomes, providing valuable insights for educators and policymakers aiming to improve student performance in core mathematics. Article visualizations:

This article investigates the predictive roles of academic resilience and academic engagement in academic burnout among postgraduate students at the University of Cape Coast, Ghana. Guided by seven objectives transformed into three research questions and four hypotheses, a descriptive survey design with a quantitative approach was employed. The population consisted of 847 postgraduate students, with 265 participants selected through stratified and simple random sampling. Questionnaires were adapted to measure the study objectives, and data were analysed using simple linear regression and multiple linear regression analyses. The findings revealed significant predictive relationships between academic resilience, academic engagement, and academic burnout. A positive relationship was also established between academic resilience and academic engagement. The study concluded that academic resilience and engagement play crucial roles in predicting and understanding academic burnout among postgraduate students. It recommended collaborative efforts between university management, lecturers, and counsellors to implement policies and measures to address this issue.