Department/Unit: College of Distance Education/ICT Department
Qualifications: Ph.D. (Educational Technology) Association of Educational and Information Technology of Ghana
PhD Institution: Kenyatta University
PhD dissertation title: E-learning adoption and Utilisation: A comparative study of Kenyatta University, Kenya and University of Cape Coast, Ghana.
Current research interests and projects: E-learning Multimedia usage in Education E-Supervision Digital literacy ICT integration into teaching ad learning Distance education M-learning
Selected publication 1: Nyagorme, P., Arkorful V., & Aheto S-P. K. (2022). Challenges of Online Instruction and Information Technology Integration in COVID-19 Pandemic: Perspectives of Academic Staff in Ghanaian Universities. MIER Journal of Educational Studies Trends & Practices. 12(1), 150 – 170
Selected publication 2: Yeboah D., & Nyagorme, P. (2022) Students’ acceptance of WhatsApp as teaching and learning tool in distance higher education in sub-Saharan Africa, Cogent Education, 9(1) 1-18
Selected publication 3: Ayite, D.M.K., Aheto, S-P K., & Nyagorme, P. (2022). Gender dimensions of emerging technologies for learning in a University, Cogent Social Sciences, 8 (1) 1-12
Selected publication 4: Nyagorme, P., Amoako-Attah, C., & Yalley, E. C. (2021). Pedagogical, technical and social affordances of moodle usage during the covid-19 era: Senior high school teachers’ perspective. British Journal of Education, 9(8), 35 - 49.
Selected publication 5: Techie-Menson, H., & Nyagorme, P. (2021). Design and implementation of a web-based timetable system for higher education institutions. International Journal of Educational Research and Information Science, 7(1), 1 – 13.
Selected publication 6: Qua-Enoo, A. A., Bervell, B., Nyagorme, P., Arkorful, V., & Edumadze, J.K.E. (2021). Information technology integration perception on Ghanaian distance higher education: A comparative analysis. International Journal of Learning, Teaching and Educational Research, 20(2), 304 – 329.
Selected publication 7: Segbenya, M., Nyagorme, P., & Appiah, R. (2020). WhatsApp usage in administrative processes of the College of Distance Education, University of Cape Coast, Ghana. Journal of Business and Enterprise Development-JOBED, 9(1), 275-300.
Selected publication 8: Morrison, S. R., Nyagorme, P., & Qua-Enu, A. A. (2020). Utilization of information and communication technology in teaching and learning at the primary school level: A developing country’s perspective, Journal of Education and Practice. 11(33), 129 – 140
Selected publication 9: Yeboah, D., & Nyagorme, P. (2020). Validation of non-linear relationship based on UTAUT model on higher distance education students’ acceptance of WhatsApp supporting learning. Taxila International Journal of Academic Research, 7(2), 27-39.
Selected publication 10: Nyagorme, P., & Milledzi, E. (2020). Research liminalities and graduation rates of students at the University of Cape Coast, Ghana. Journal of Education and Cultural Studies, 4(4), 117-131.
Capstone assignment title: Research liminalities and graduation rate of Ph.D students at the University of Cape Coast, Ghana.
Capstone assignment abstract: The national policy to make only Ph.D holders to teach in Ghanaian universities has resulted in an astronomical increase in the number of Ph.D enrolment in many of the public universities in Ghana. Ideally, the students ought to graduate within the stipulated time. However, it has become a common phenomenon to see many Ph.D students who over-stayed on their programme of study. The inability of the public universities in Ghana to graduate Ph.D students in record time has become a not-ending topical debate among the academia. The capstone study explores research liminalities that affect graduation rate of Ph.D. students at the University of Cape Coast, Ghana. The study draws on the mixed methods design approach using the exploratory sequential mixed method. Nine (9) Ph.D. students were stratified and interviewed for the qualitative phase of the study. On the other hand, systematic sampling technique was employed to select ninety-seven (97) Ph.D. students as respondents to the questionnaire for the quantitative phase of the study. The thematic data analysis approach was used to analyse the qualitative data while the linear multiple regression analysis was used to test the hypothesis. Results of the study showed that students and supervisors related-factors have a significantly negative effect on graduation rate of Ph.D. students of the University of Cape Coast. It was recommended that supervisors facilitate and promote active and student-centred approaches and engagements that help Ph.D. students to develop their research skills in order to graduate on schedule.
