There is no need or point to testing of knowledge, attributes, traits, behaviours or abilities of an individual if information obtained from the test is inaccurate. However, by and large, it seems the estimation of psychometric properties of test items in classroomshas been completely ignored otherwise dying slowly in most testing environments. In the quest to obtain sound and efficient test results, it is imperative that assessorsrely on somepsychometric properties to make informed classrooms decisions. These psychometric properties can be estimated using Kuder-Richardson20 Formula. In this study, 30 multiple-choice items were administered and used for the study. The strength of each item was analysed by looking at their difficulty level and how theydiscriminated among the students. Reliability tests were also conducted in addition to the item analysis to observe the quality of the test as a whole. With lucid prose, KR-20 was used to estimate the psychometric properties of 30 set integrated science test items (which werescored dichotomously)to serve as a primer for assessorsin higher institutions.The procedure produced coefficient value of 0.6915which is approximately 0.7 implying that the reliability of the test was high.The procedure we used to arrive at the obtained coefficient is extensively outlined in the paper. We concluded thatthe suggested procedure (KR-20) for estimating psychometric properties may have a paradigm shift in classroom testing situations where it will communicate to teachers on the efficiency and process of teachermade tests. In essence, this could enhance the quest of obtaining the real knowledge, attributes, traits, behaviours or abilities of students by using test items that are reliable and dependable.

Help-seeking behavior for mental health issues among university students is shaped by cultural norms, stigma, and digital engagement. In many African contexts, cultural perceptions of mental illness remain highly stigmatized, posing barriers to seeking support. This study examined the mediating role of mental health stigma and the moderating effect of digital engagement in the relationship between cultural norms and help-seeking behavior among Ghanaian university students. A cross-sectional quantitative design using Structural Equation Modeling (SEM) was employed, with data from 1,067 students across five traditional public universities. Findings revealed that cultural norms significantly increased mental health stigma (β = 0.420, p < .001), which in turn reduced help-seeking behavior (β = -0.370, p < .001). A direct negative effect of cultural norms on help-seeking behavior was also observed (β = -0.210, p < .001). The indirect effect through stigma was significant (β = -0.155, p < .001), confirming the mediating role of stigma. Digital engagement moderated both the direct and indirect relationships. Specifically, it weakened the negative impact of stigma on help-seeking (β = 0.125, p = .002) and buffered the effect of cultural norms (β = 0.098, p = .005). Moderated mediation analysis further showed that digital engagement acted as a protective factor: stronger mediation was observed at lower levels of digital engagement (β = -0.198, p < .001) and weaker mediation at higher levels (β = -0.082, p < .001). These findings underscore the complex interplay of cultural and technological factors in mental health behaviors. The study highlights the need for culturally responsive mental health interventions and supports the integration of digital tools to reduce stigma and enhance help-seeking among university students.

Simulation-based assessments (SBAs) are increasingly embraced as reliable tools for evaluating procedural competence in nursing education. In Ghana, however, their formal adoption and validation remain limited. This study investigated the construct validity of high-fidelity simulation-based assessments (HFSAs) for nursing students using Kane’s Validity Framework, which structures validation across four inferences: scoring, generalization, extrapolation, and implication. Using a quantitative, cross-sectional design, data were collected from 150 final-year students across three accredited nursing institutions in Ghana. For the scoring inference, inter-rater reliability was strong (ICC = 0.77–0.84), and internal consistency was high (Cronbach’s alpha = 0.83), confirming that assessors applied the rubric consistently and that items reliably measured procedural competence. Generalization was supported by a moderate correlation between simulation and OSCE scores (r = 0.45, p < 0.01), indicating that both assessments capture related clinical skills. For extrapolation, multiple regression revealed that simulation scores significantly predicted clinical practicum performance (R² = 0.42, p < 0.01), suggesting that HFSA results meaningfully reflect real-world competence. Factor analysis further validated the unidimensionality of the simulation tool, and Multi-Trait Multi-Method (MTMM) analysis demonstrated strong convergent validity and minimal method bias. Regarding implication, Cohen’s kappa coefficient (κ = 0.67, p < 0.01) showed substantial consistency between pass/fail decisions based on simulation and OSCE scores. These findings provide robust evidence that HFSAs are not only psychometrically sound but also practically defensible for evaluating clinical readiness in Ghanaian nursing education. The results support the integration of simulation into competency-based curricula, while highlighting the need for sustained investment in simulation infrastructure, assessor calibration, and equitable access across institutions.

Curriculum reform is a significant approach to prepare schools to be effective in meeting contemporary societal needs and imperatives. Several countries around the world, therefore, engage in curriculum reform to enable schools to prepare children with the knowledge, skills, and competencies needed in the present and future society, but implementing change following a curriculum reform is often complex. In our study, we sought to understand how teachers respond to curriculum implementation following the introduction of the national pre-tertiary education curriculum framework (NPECF) in Ghana. We employed a concurrent, nested, mixed-design strategy (embedded design) using a sample of 352 randomly selected basic school teachers from six regions in Ghana. Data from surveys and interviews reveal that teachers consider the NPECF as relevant for Ghanaian educational fortunes; however, a myriad of classroom challenges come with the implementation process. We concluded that these challenges could affect the realization of the relevance of the NPECF if schools and teachers are not well resourced. We call the attention of duty bearers to the need to provide the necessary resources for the seamless implementation of the NPECF in Ghana. For policy adjustment, we recommended and proposed improvisation as an approach for teachers to utilize and exert autonomy and independence in the design and delivery of classroom instruction to sustain the NPECF in primary schools. Again, our study calls for coordination and collaboration among parents, civic society, and individuals across political divides to remain united to provide a solid foundation for education in Ghana.

Adolescents academic success is shaped by resilience, emotion regulation, and social support, yet cross‐cultural differences in these processes remain underexplored. This study investigated the latent mediating effect among psychological resilience, emotion regulation, academic self‐efficacy, and perceived social support in Chinese and Ghanaian adolescents. Using multigroup structural equation modeling (MSEM) with a sample of 2000 participants, the study tested hypotheses on measurement invariance, structural associations, mediation, and moderated mediation. Results from measurement invariance tests confirmed that the constructs were comparable across groups, with good fit indices (CFI ≥ 0.90, RMSEA ≤ 0.07) supporting configural, metric, and scalar invariance. Structural path analyses revealed significant positive associations among all constructs, with effects generally stronger among Chinese adolescents. It was found that the relationship between resilience and emotion regulation was higher in China than in Ghana. Mediation analyses further indicated that emotion regulation and social support transmitted the influence of resilience on academic self‐efficacy, with single mediators explaining 20%–28% of the variance and the total indirect effect accounting for 48%. Emotion regulation emerged as the strongest mediator. Moderated mediation analyses showed that these pathways were more pronounced in China (total indirect effect: B = 0.37 vs. 0.20; index = 0.17, 95% CI = [0.07, 0.29], p < 0.01), reflecting cultural emphases on emotional control, academic diligence, and structured social networks. Findings highlight the importance of considering cultural context in adolescent development research. Contextually relevant psychological and educational interventions are recommended to strengthen resilience, emotion regulation, and support systems in both China and Ghana.