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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal Of Educational Research and Review
Commey-Mintah, Priscilla
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Education

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The Contingencies of Emotional Intelligence on the Academic Performance of Trainee Teachers in selected Colleges of Education in Ghana Commey-Mintah, Priscilla
Indonesian Journal of Educational Research and Review Vol. 6 No. 3: October 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v6i3.57206

Abstract

By understanding the contingencies of EI on AP, teacher education programs can be designed to foster the development of EI skills among trainee teachers, leading to more effective teaching practices and improved student outcomes. This study analyze the effect of EI (EI) on the academic achievement of aspiring English and math teachers. The study's teacher candidates were located in the two coed colleges of education. A quasi-experimental technique was adopted in the design of this investigation. Using the multistage sampling method, 648 second year prospective teachers were selected from the two colleges. EI Inventory were both adapted and used as the basis for the questionnaires that were created and given to all responders. The analysis is used A Multivariate Analysis of Variance (MANOVA). The results of the study showed a substantial difference in mathematics performance between the teacher candidates who were a part of the experimental group and those who were a part of the control group. On the other hand, there was no discernible difference in performance between the experimental and control groups in terms of English language. Hence, EI influenced trainees’ high performance in Mathematics, but it did not influence their performance in English Language. As a strategy to boost trainees’ EI, the implications and various recommendations have been made to both the administrative staff and tutors as well as the teacher trainees of the colleges of education.
Effects of academic programs on stressors and coping strategies among university students Amponsah, Kwaku Darko; Adjei-Boateng, Emmanuel; Addae, David; Commey-Mintah, Priscilla
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30108

Abstract

This study investigated the psychological aspects of stress and coping strategies among college students in the post-implementation period of Ghana’s free senior high school (SHS) policy. Focusing on the Department of Teacher Education at the University of Ghana, the research surveyed 270 students from diverse programs. Using psychological tools like the perceived stress scale and the brief coping orientation to problem experienced (COPE), the study employed statistical methods, including mean, standard deviation, Pearson product correlation, and hierarchical linear and multiple regression, to analyze the data. The findings revealed commonalities and differences in stressors and coping techniques across academic programs, indicating that the unique demands of each program influenced students’ experiences. The study did not find a significant moderating effect of gender on the stressor-coping relationship. The results highlighted the importance of recognizing program-specific variations for targeted stress management support, illustrating the interplay between stressors, coping mechanisms, and academic programs. The study concluded by emphasizing the psychological implications of these findings, offering valuable insights into the complexities of stress and coping among college students, particularly within the context of educational reforms.
Co-Authors Addae, David Adjei-Boateng, Emmanuel Amponsah, Kwaku Darko