Perception and adoption of competency-based training by academics in Ghana

International Journal of STEM Education

Table 5 Logistic regression coefficients and marginal effects of factors influencing adoption of CBT

Variable	Coefficient	Std. err	z-statistic	Marginal effect	P value
Constant	− 1.425	0.987	− 1.44		0.149
Age of respondent	1.524	1.296	1.18	0.160	0.240
Teaching experience	0.062	0.871	0.07	0.007	0.943
Off-campus activities	− 0.032	0.423	− 0.08	− 0.003	0.940
Competency-specific training	0.009	0.074	0.13	0.001	0.900
Participation in CBT workshop	1.593***	0.514	3.1	0.167	0.002
Effective supervision	2.765***	0.431	6.41	0.290	0.000
Availability of teaching aids	1.692***	0.566	2.99	0.177	0.003
Availability of incentives	0.875**	0.426	2.06	0.092	0.040
Support from current curricula	0.01	0.513	0.02	0.001	0.985
Gender	0.001	0.017	0.07	0.013	0.943
Teaching area	− 0.017	0.039	− 0.44	− 0.002	0.657
Awareness of CBT	0.034	0.039	0.86	0.004	0.392
Teaching load/week	− 0.065***	0.02	− 3.19	− 0.007	0.001
Undergraduate students/class	− 0.001**	0.987	− 1.44	− 0.002	0.035
Number of observations	300
Log likelihood	− 102.113
LR chi² (14)	119.34
Prob >chi²	0.000
Pseudo R²	0.369

Source: Survey, 2017
Note: The asterisks indicate levels of significance: ***significant at 1% and **significant at 5%