Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Integrated Science Education Journal
Rexford Baah
University of Cape Coast
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Effectiveness of E-Assessment in Science Learning: Improving the Quality and Efficiency of Assessment in the Digital Era Rexford Baah; Oleksandr Konovalov; Sangay Tenzin
Integrated Science Education Journal Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i2.960

Abstract

Purpose of the study: The aim of this research is to provide an overview of how effective the use of e-assessment is in science learning. Methodology: This research is qualitative research with a literature review research method. The data in this research is secondary data where data is obtained from search results for documents related to the research topic. The sample from this research in the form of articles was selected based on several criteria, including publications in journals ranging from 2017-2022. After articles that match the topic and the basis of the data are collected, the researcher then carries out a review using several criteria explained in the descriptive statistics table. Main Findings: Based on the results of a review of several relevant articles, it was found that the use of e-assessment will greatly simplify the assessment process and is useful for quickly providing results for science assessment. So the application of e-assessment for assessing student science is very necessary to be implemented in schools. Novelty/Originality of this study: The novelty lies in its focus on the comprehensive application of e-assessment in evaluating cognitive, affective, and psychomotor aspects of science learning. The results of this research can be a basis for policy makers in developing and implementing e-assessment systems in schools. With evidence that e-assessment can speed up the assessment process and improve learning outcomes, policies that support the digitalization of assessments will be more easily accepted.
Scientific Literacy Achievements in PISA and Their Implications for Science Education Reform in Developing Countries Yuyu Wahyudin; Rexford Baah; Chin Peng Ching
Integrated Science Education Journal Vol 7 No 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i3.2630

Abstract

Purpose of the study: This study aims to analyze science literacy achievement based on PISA results and compare the performance of ASEAN and African countries. It also seeks to examine the implications of PISA science literacy outcomes for the development and improvement of science education in developing countries. Methodology: This study employed a descriptive qualitative and quantitative document analysis. Secondary data were obtained from official OECD PISA 2018 and 2022 reports. Content analysis and descriptive-comparative analysis were applied. Data processing and tabulation were conducted using Microsoft Excel, supported by a systematic literature review of peer-reviewed science education journals. Main Findings: The results show that science literacy achievement in ASEAN and African countries remains below the OECD average. ASEAN countries demonstrate relatively higher scores than African countries, although most students are still at basic literacy levels. Significant gaps exist between developing countries and high-performing PISA participants in scientific reasoning and problem-solving skills. Novelty/Originality of this study: The study offers a comparative cross-regional analysis of PISA science literacy between ASEAN and African countries, which is rarely addressed in previous research. It integrates PISA data with science literacy theory to provide policy-relevant insights for science education development in developing countries, contributing to a broader Global South perspective in PISA-based studies.
Co-Authors Chin Peng Ching Oleksandr Konovalov Sangay Tenzin Yuyu Wahyudin