Abstract
There has been persistent reports of low performance of girls in final examination of Senior High School especially in Northern Ghana. Academic achievement at the Senior High School is a critical milestone in every Ghanaian student’s educational path and a critical step toward transition to higher levels of education. However, the rate of girls making the necessary grades in the final examination to enable them progress lags behind particularly in Northern Ghana. Far more attention has been paid to ensuring that girls enroll in school. This study investigate the determinants of girls’ performance in the West African Secondary School Certificate Examination using the case of a girl Senior High School. Participants were purposively selected from teachers who had experience in teaching final year students and past students of the school. Data was collected from fifteen (15) sampled teachers, and fifteen (15) past students of the school through interviews.
Highlights
Girl’s education has been at the forefront of national governments, development partners and donor agencies agenda in developing countries, with attention being focused on promoting girls’ educational attainment with emphasis on access, retention and completion at primary school level
Gender parity has been the focus of policy, attention is turned towards gender parity of educational attainment, measured through examination scores and years of schooling completed (Aikman & Roa, 2012)
Since the current study seeks to examine the factors perceived by teachers and past students to be accounting for the performance of girls in final examination of SHS, the researchers find this approach appropriate
Summary
Girl’s education has been at the forefront of national governments, development partners and donor agencies agenda in developing countries, with attention being focused on promoting girls’ educational attainment with emphasis on access, retention and completion at primary school level. The focus on educational attainment has been attributed to set international and agreed targets like the Education for All Agenda, Millennium Development Goals/Sustainable Development Goals (MDGs/SDGs) (Lloyd, 2013) These policy concerns are geared towards ensuring girls’ access to school so that they can achieve parity with boys. For job placement or progress to higher levels of education, achievement credentials are used It is the passing of examination which is used to determine students’ eligibility. In line with the need to refocus on education, Blimpo, Gajiga and Pugateh (2015) suggest that education policies should promote both opportunity and achievement, and the need for it to take a center place in national agenda. Promotion of IJMRA, Volume 5 Issue 01 January 2022 www.ijmra.in education opportunity is necessary but that alone does not lead to the realization of educational goal of empowering people for healthy, productive and meaningful life
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