Seidu Sofo
Seidu Sofo, Ph.D. is a full professor at Southeast Missouri State University, USA.
Education:
Ph.D. (2004)Human Performance Studies (Physical Education Pedagogy concentration; Cognates in Health Education & Educational Research), The University of Alabama, USA
MS.Ed. (1998) in Physical Education Pedagogy, State University of New York, Brockport, NY, USA
MPhil (1996-1997) University of Education Ghana (Transferred to SUNY Broclport)
BEd (1994) in Physical Education University of Cape Coast, Ghana.
Diploma in Biology (1994) University of Cape Coast.
Phone: 573-651-2843
Address: Southeast Missouri State University
1 University Plaza
Cape Girardeau, MO 63701
USA
Education:
Ph.D. (2004)Human Performance Studies (Physical Education Pedagogy concentration; Cognates in Health Education & Educational Research), The University of Alabama, USA
MS.Ed. (1998) in Physical Education Pedagogy, State University of New York, Brockport, NY, USA
MPhil (1996-1997) University of Education Ghana (Transferred to SUNY Broclport)
BEd (1994) in Physical Education University of Cape Coast, Ghana.
Diploma in Biology (1994) University of Cape Coast.
Phone: 573-651-2843
Address: Southeast Missouri State University
1 University Plaza
Cape Girardeau, MO 63701
USA
less
Interests
Uploads
Papers by Seidu Sofo
Diploma in Basic Education teacher trainees' growth mindset toward student
learning. Participants included a purposive sample of 328 (177 male and 151
female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana
Diploma in Basic Education teacher trainees' growth mindset toward student
learning. Participants included a purposive sample of 328 (177 male and 151
female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana