Accounting Teachers’ Quality of Use of Pre-Tertiary Accounting Curriculum in Ghana’s Secondary Schools
Bibliographic record
Abstract
The purpose of this study was to gauge the quality of use of pre-tertiary Accounting curriculum in Ghana’s secondary schools using Concerns-Based Adoption Model Level of Use as a proxy. Using an equivalent status sequential mixed methods design, 155 out of a population of 402 senior high school accounting teachers were selected at random to participate in the study. Both Levels of Use Questionnaire and Interview Guides were used to collect data. All the teachers responded to the questionnaire. Out of the 155, only 30 of them were selected on purpose to participate in the interview. Data was analysed with help of frequencies, percentages, and themes. The study found that even though most teachers implemented the accounting curriculum sustainably, others’ use of the curriculum was mediocre. The quality of use of the curriculum was shaped by teachers’ perceived relevance of the curriculum, level of difficulty of topics, availability of teaching aids, interest of the teacher, availability of curriculum materials, and freedom offered teachers to implement the curriculum.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".