Abstract:
This study aimed at comparing the types of learning strategies Junior and Senior
High School students adopt when they are assessed with different item formats
in English Language, Core Mathematics and Integrated Science examinations.
The population for the study was students from the Junior and Senior High
Schools in the Komenda-Edina-Eguafo-Abirem (KEEA) District. A sample size
of 600 students (300 from each level) were selected for the study. The Lottery
method of the simple random sampling and a multi-level sampling technique
were used in selecting the Junior and Senior High School students respectively.
A descriptive survey design was carried out using questionnaire as the main
instrument for data collection. The data were analysed using frequencies,
percentages and Chi-square tests. Results revealed that the Senior High School
students adopt deep learning strategies towards both multiple-choice and essay
item formats in all the three core subjects. In contrast, the Junior High School
students adopted surface learning strategies in preparing towards both items
formats in all the three core subjects. The results also showed that students’
adoption of specific learning strategies were based on several reasons like their
prior experience and control of examination anxieties. The study recommended
that the Teacher Education Division of the Ghana Education Service in
collaboration with the Faculty of Educational Foundations of the University of
Cape Coast and the Department of Psychology and Education of the University
of Education, Winneba, who have experts in this regard organise in-service
training for teachers on how to construct multiple-choice and essay items that
measure outcomes beyond the knowledge level and this will challenge students
to adopt appropriate strategies in learning.
