Exploring Strategies for Promoting Self-Assessment Engagement and Appreciation in Junior and Senior High School Students in Ghana
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Authors
Nukpetsi, Ephraim
Date
2025-05-29
Type
thesis
Language
eng
Keyword
Student self-assessment , Motivation , Expectancy , Values , Cost
Alternative Title
Abstract
Research has shown that students' self-assessment positively impacts their learning. Despite these benefits, students encounter barriers that limit their self-assessment engagement, showing that self-assessment benefits alone may not be enough to motivate student engagement in self-assessment activities. Students need to be motivated to overcome these barriers to engage in self-assessment. Drawing on Expectancy-Value-Cost theory, this study explored the factors that motivate students to engage in self-assessment and explored the associated challenges they need to overcome in order to do so. Specifically, this study examined students’ perceived expectancies, values, and challenges (i.e., costs) that influence their motivation for self-assessment engagement. The study also explored how support from teachers and parents influences students' motivation by reducing the challenges. This study used a survey-based quantitative methodology to explore the motivation factors among 355 junior high and senior high school students in Ghana. While the study revealed that students consider Expectancy and Values as a single construct in their motivation, Expectancy and Values were found to have a strong positive influence on their engagement in self-assessment. Furthermore, although challenges (i.e., costs) were found to reduce students’ motivation, teacher and parental support were found to have a strong positive effect in influencing students’ motivation despite challenges. This finding shows that for students to be motivated to successfully engage in self-assessment, their expectancies, values, and challenges should be explored, understood, and fostered. Furthermore, teachers and parents must be educated on how to support students in fostering their motivation for self-assessment engagements.
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Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.