The purpose of the study was to examine the perception of teachers and students towards the efficiency of the techniques implemented to reduce examination malpractices in the Sekondi-Takoradi Metropolis. The design for the study was a descriptive survey. The study was guided by six research questions. The study employs the use of multi-stage sampling technique. The sample of the study comprised 280 invigilation teachers and 370 students from 10 public senior high schools in Sekondi-Takoradi. A 4-point rating scale questionnaire named “Stakeholders Perceptions of the Effectiveness of the Strategies for Curbing Examination Malpractice Questionnaire (SPESCEMQ)”, was adopted. Means, standard deviation was used for analysing data. The results of the study revealed that the strategies adopted for curbing pre-examination were effective, but post-examination malpractices were slightly effective in the Sekondi-Takoradi metropolis. Students and teachers also agreed that banning schools involved in examination malpractices from writing external examinations and imprisonment of supervisors for aiding and abetting examination malpractice are not effective. In conclusion, it appears that both teachers and students have adopted new strategies in making post-examination to be ineffective. Per the conclusions of the investigation, West African Examination Council (WAEC) is encouraged to intensify the use of electronic means in checking students since students also adopt new methods of cheating before, during and after examination.

In contrast to the slower pace of adopting online learning seen in the previous decades, the COVID-19 pandemic brought about a rapid and widespread shift to online education. However, this sudden transition also led to an increase in academic dishonesty, posing a threat to the integrity of online courses. Many educational institutions and educators are uncertain about how to effectively respond to these new forms of cheating. This research aimed to understand the recent changes in academic dishonesty based on the latest literature. The study revealed concerning trends: new methods of contract cheating and collaborative cheating, shifting perceptions of cheating among students, a reported increase in online cheating, and a lack of strong institutional efforts to address these challenges. Despite these difficulties, the study also identified a range of potential solutions, both innovative and well-established, that can help counteract the problem of academic dishonesty, provided there is a willingness and the necessary resources to implement them. Keywords: Academic Dishonesty, Online learning, Contract Cheating, Cheating DOI: 10.7176/JEP/14-25-05 Publication date:September 30^th 2023

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

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.

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: