Browsing by Author "Oduro, William"

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    An assessment of resource availability for problem based learning in a Ghanaian University setting
    (Emerald, 2016-07) Okyere, Gabriel Asare; Tawiah, Richard; Lamptey, Richard Bruce; Oduro, William; Thompson, Michael; 0000-0002-9431-5294
    Purpose – The purpose of this paper is to assess the differences pertaining to the resources presently accessible for problem-based learning (PBL) among six colleges of Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. Design/methodology/approach – Data for the study are the cross-sectional type drawn from 1,020 students. Poisson and zero-inflated Poisson (ZIP) models were implemented on the data to ascertain the variations regarding the extent of resources available for PBL across the colleges of the university. Findings – The study outlines the specific resources accessible for PBL across college levels of KNUST. On aggregate, 25.7 per cent reported that their respective colleges have sufficient resources, while 74.3 per cent indicated otherwise. The ZIP model exhibited superiority over the Poisson model, when compared under a Vuong test. As per the ZIP model, none of the colleges appeared to differ significantly in terms of having sufficient resource for PBL. Practical implications – Findings are applicable to informed decision-making which targets achieving quality education through the use of PBL. Access to sufficient resources that meet the needs of colleges or departments of a University is emphasized. Originality/value – The application of Poisson and ZIP models to aggregated count data in a PBL setting is novel.
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    Review of E-Learning Environment at the Kwame Nkrumah University of Science and Technology, Ghana
    (University of Nebraska - Lincoln, 2019-05) Tawiah, Richard; Lamptey, Richard Bruce; Okyere, Gabriel Asare; Oduro, William; Thompson, Michael Oko; 0000-0002-9431-5294
    This study explores the policies for e-learning and examines the awareness of teaching practices that incorporates e-learning among educational managers, librarians, teachers, IT experts and students of Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. The study is based on a survey data extracted from the KNUST-based BSU Project. The results revealed that 84.1% of the educational managers and 87.1% of the teaching participants claimed the university has no policy for introducing e-learning, while 63.6% of the IT experts reported otherwise. The participants outlined a few teaching practices that involves e-learning, some of which are frequently and others rarely utilized by teachers and IT experts. Awareness of these practices was extremely high in the IT experts, teachers and student participants but low in the educational managers. The findings of this study draw attention to the strengths, weaknesses and gaps in the e-learning environment of the university.