Curricula and Inferential Factors That Affect Student Achievement in Rural, Urban, and Peri-Urban Senior High Schools in Ghana

Nana Afia Opoku-Asare,Abena Okyerewa Siaw

doi:10.1177/2158244016661747

Nana Afia Opoku-Asare, Abena Okyerewa Siaw

Open Access

https://doi.org/10.1177/2158244016661747

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Abstract

Teaching and learning in Ghana’s Senior High Schools (SHSs) are guided by a centralized curriculum, teaching syllabus, textbooks, assessment criteria, and examinations, yet rural–urban disparities exist in educational resources provision, which significantly affect teaching and learning processes and student achievement in the SHSs, particularly those on the Visual Arts program. To understand the factors that cause rural–urban differentials in student performance in different SHSs in Ghana, we adopted a qualitative–quantitative research approach with interview, observation, and questionnaire administration to examine teaching and learning of Visual Arts in six public SHSs: two each in rural, peri-urban, and urban settings in metropolitan Kumasi. Findings from data sourced from 120 students (66 males; 54 females), 17 teachers (15 males; two females), and 24 Visual Arts lessons revealed that unlike Visual Arts education in urban SHSs, student achievement in rural and peri-urban schools is hampered by lowered criteria for admitting students into Visual Arts, large class sizes, lack of studio facilities, insufficient specialist teachers, and instructional time for teaching elective Visual Arts subjects, adoption of ineffective teaching strategies, setting of low academic standards, and inadequate funding for teaching practical lessons. Unlike rural and peri-urban SHSs, urban schools organize speech and prize-giving days to motivate students, and effectively collaborate with Visual Arts students to mount art exhibitions to showcase their creativity. Improving the quality and distribution of social infrastructure, educational facilities, and qualified teachers, and actively monitoring educational standards in rural and peri-urban SHSs could raise academic achievement for students in all parts of Ghana.

Highlights

Ghana’s efforts at raising the living standards of its citizens and ensuring economic growth have left a legacy of extreme disparities in development in terms of the demographic and settlement pattern, distribution of social infrastructure, and levels of economic activity
Rural schools in Ghana lack good infrastructure and facilities, have low enrollment, less qualified teachers, and fewer textbooks and other teaching and learning materials whereas urban schools are generally over-staffed with qualified teachers, are over-enrolled, are better funded and monitored, and have better infrastructure and adequate resources to work with (Opoku-Asare, 2000, as cited in Umude, 2012)
Different instruments were combined for purposes of triangulation (Hesse-Biber, 2010; Leedy & Ormrod, 2005) to verify by examining teaching and learning of various Visual Arts subjects in those schools to ascertain the factors that contribute to differentials in student achievement in these geographical locations

Summary

Introduction

Ghana’s efforts at raising the living standards of its citizens and ensuring economic growth have left a legacy of extreme disparities in development in terms of the demographic and settlement pattern, distribution of social infrastructure, and levels of economic activity. This has resulted in substantial differences between urban and rural settings with regard to the distribution and quality of educational facilities and manpower, just as levels of utilization of resources and access to tertiary education differ slightly between urban and rural schools (United Nations International Children’s Emergency Fund [UNICEF], 1990 as cited in Siaw, 2009).

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