Abstract
Over the last five years, there has been a downward trend in the BECE performance by pupils in the Basic schools of military barracks in Ghana. The military high command has been concerned about the current performance of pupils in the BECE, and the responsibility lies with the Directorate of Education of the Ghana Armed forces to undertake all efforts at reversing the tide. The study is predicated upon the need to explore all possible causes of a consistent downward trend of BECE performance over the past five years. It is speculated that in the case of the Armed Forces schools, the quality of education could either be significantly enhanced or diminished by the peculiarity of the administration. Thus, the study quantitatively examined the place of military culture as a part of the administration and how the phenomenon impacts academic performance. The findings revealed that not only does military culture impact teacher work output, but the coercive nature of the relationship between the Educational Officers and civilian teaching staff is detrimental to the academic environment. Therefore, this paper recommends that the coercive administrative approach be modified to allow for a much more cooperative and social approach, which would create a conducive and free environment for academic work and consequently improve academic performances.
Highlights
The need for prudent management of the education system is emphasized in many circles because education is considered as the bedrock of sustainable development (Anamuah-Mensah, 2010)
Analysis of results has shown that there has been a cumulative decline in pupils’ performance at the Basic Education Certificate Examination (BECE) over the past five (5) years (Anamuah-Mensah, 2010). In view of these worrying trends, recently, there has been a surge of empirical research seeking to understand pupils’ performance in the Basic Education Certificate Examination (BECE) in Shama Sub-Metro of the Shama Ahanta East Metropolitan Assembly (SEAMA) identified poor teaching and learning environment, teacher absenteeism, poor attitude of pupils towards learning, absence of conducive learning conditions at home, low self-esteem and motivation, poor family structure, and the use of children by parents to support their family business during instruction session are the causes militating
Personnel in Ghana Armed Forces Basic schools have advocated a meticulous review of the influences of regimented administrative structure on pupils’ academic performance because it is generally argued among many scholars and practitioners in educational administration and management that the regimented administrative style of education has a strong influence on pupils’ academic performance (Soeters, 2018)
Summary
The need for prudent management of the education system is emphasized in many circles because education is considered as the bedrock of sustainable development (Anamuah-Mensah, 2010). Analysis of results has shown that there has been a cumulative decline in pupils’ performance at the Basic Education Certificate Examination (BECE) over the past five (5) years (Anamuah-Mensah, 2010) In view of these worrying trends, recently, there has been a surge of empirical research seeking to understand pupils’ performance in the Basic Education Certificate Examination (BECE) in Shama Sub-Metro of the Shama Ahanta East Metropolitan Assembly (SEAMA) identified poor teaching and learning environment, teacher absenteeism, poor attitude of pupils towards learning, absence of conducive learning conditions at home, low self-esteem and motivation, poor family structure, and the use of children by parents to support their family business during instruction session are the causes militating. The rest of the paper is categorized as follows; literature review, materials and methods, results and discussion, conclusions, and policy implications
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