Senior High Schools In Ghana Research Articles

Safeguarding Adolescent Girls in Senior High Schools in Ghana to Enhance Human Resources for Sustainable Development

Safeguarding Adolescent Girls in Senior High Schools in Ghana to Enhance Human Resources for Sustainable Development

Assessment of Factors Influencing Geometry Achievement in Senior High Schools in Ghana

Assessment of Factors Influencing Geometry Achievement in Senior High Schools in Ghana

Effect of Cooperative Learning on High School Students’ Performance in Economics in Ghana

The study sought to establish the impact of cooperative learning on economics students’ performance in Senior High School in Ghana, using a quasi-experimental design that included pre-tests and post-tests. The study engaged 164 senior high school economics students (81 in the control group and 83 students in the experimental group). The study used a 50-item performance test and a 29-item perception questionnaire. Data analysis involved descriptive statistics (frequency, percentages, means and standard deviations) and inferential statistics (independent sample t-test and paired sample t-test). The study revealed that senior high school economics students positively perceived the use of cooperative learning strategies in teaching economics. It revealed that economics students in the experimental and control groups had the same level of poor performance in economics before conducting the intervention. A significant difference emerged in the post-test performance of students in the experimental group, revealing improved performance after teaching the group using cooperative learning strategies. This suggests that cooperative learning strategies significantly affected the students’ performance. The study, recommends that senior high school economics teachers need to incorporate cooperative learning strategies in teaching economics topics to improve students’ performance.

STRATEGIES IN ORAL ENGLISH INSTRUCTION: A PEDAGOGICAL STUDY OF SOME GHANAIAN SENIOR HIGH SCHOOLS

Research on English language instruction, particularly on oral English, is increasingly growing in Ghana and in many countries where the English language is not only used as an official language but also as a language for the medium of instruction and a subject of study in schools. This can perhaps be attributed to the global demand for and use of the English language despite the many difficulties in its instruction. The current study investigates the instructional strategies teachers of English in selected senior high schools in Ghana employ during oral English instruction. Utilizing a mixed-method approach with a convergent parallel design, the study collected data through questionnaires, interviews, and classroom observations involving 43 English teachers from five senior high schools. The findings reveal a predominant reliance on traditional and direct instructional strategies such as question-and-answer sessions and drills in lieu of more interactive and indirect methods like paired conversations, oral reports, debates, etc. Meanwhile, teachers attribute their instructional choices to large class sizes, teaching environment, instructional resources and the teacher’s pedagogical skills. Based on these findings, The study concludes by advocating for the integration of a diverse range of instructional strategies, especially interactive and experiential strategies, to enhance student engagement and improve oral language competencies both inside and outside the classroom.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?

Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.

An Investigation of The Connection of Bloom’s Taxonomy to the Core Mathematics Curriculum for Senior High Schools in Ghana

This paper attempts to preview the connection of Bloom's taxonomy to Ghana's Senior High School mathematics curriculum. Mathematics is a vital tool for economic growth and national development as a STEM subject. Bloom's taxonomy, which presents a hierarchical model, helps educators teach school mathematics to enable students to acquire basic Knowledge known as order thinking (LOT) skills and develop higher-order thinking (HOT) skills. The analysis of the mathematics syllabus concerning Bloom's taxonomy revealed that the syllabus concentrates more on the three fundamental skills in Bloom's hierarchy of teaching and assessment. Remember 18.1%, Understand 33.3%, and Apply 29.8%, totalling 81.2%, leaving only 18.8% for the top three HOT skills. The study recommends that Ghana adopt a curriculum model that focuses on teaching transversal skills that can churn out informed citizens rather than putting students under the shackles of tests.

An Evaluation of the Implementation of the Social Studies Curriculum in Ghana: A Case Study of the Asante Akim North District

The purpose of this study was to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s). The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and semi-structured interview) guide, observation and documentary analysis. Quantitative data were tabulated, organized, analysed and interpreted to draw sound conclusions and generalizations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study revealed that most of the teachers who are the curriculum implementers have forgotten the subject's general objectives. Therefore, they teach the subject without any cognizance of the attainment of these objectives. Concerning the findings of the study, it is recommended that the district education directorate should organize periodic workshops, in-service training and seminars for teachers teaching the subject. This will help Social Studies teachers acquire the relevant knowledge and the pre-requisite skills needed to effectively implement the Social Studies curriculum in the Asante Akim North District.”

THE INTEGRATED APPROACH IN ESL AND EFL CONTEXTS: THE PRACTICE IN GHANA AND GUINEA-CONAKRY

<p>A key concept of the English language syllabus for both Ghana and Guinea-Conakry is the <em>integrated</em> <em>approach</em> (as opposed to the <em>segregated-skills</em> approach) to the teaching of language skills. Like the <em>communicative language teaching</em> method, the <em>integrated approach</em> exposes English language learners to authentic language and challenges them to interact naturally in the language. The designers of English language curriculum in Ghana and Guinea-Conakry believe that the <em>receptive</em> (listening and reading) and <em>productive</em> (speaking and writing) skills are interrelated and hence complementary, and they must not be taught separately. Teaching language skills separately in a language learning setting has been defined as the <em>traditional approach</em> to teaching a second or a foreign language. Teachers of English in Ghana and Guinea-Conakry are expected to move away from the <em>traditional approach</em> to the<em> integrated</em> <em>approach </em>to language teaching. This paper aims to find out whether teachers of English in Ghana and Guinea-Conakry are familiar with the <em>Integrated Language Teaching </em>method and are being employed in the ESL and EFL classrooms in Ghana and Guinea-Conakry respectively. <em>A classroom observation</em> and <em>a semi-structured interview</em> were conducted with 24 English language teachers from 4 junior high schools and 8 senior high schools in Ghana and 5 teachers of English from Saint-André Catholic School, Guinea-Conakry. The findings showed that there was a disparity between the curriculum developers’ expectations and classroom practice in Ghana and that the selection of teaching methodology was highly influenced by the thought that the students had to sit for high-stakes tests but not that they had to attain communicative competence. However, in Guinea-Conakry, teachers used the<em> Integrated Language Teaching </em>method because <em>speaking</em> is tested.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work

Purpose of the study: This study aims to determine whether the use of practical work can enhance General Science students’ science process skills acquisition and academic performance students in biology at Juaben Senior High School in Ghana. The study sought to answer two research questions and test one hypothesis at a 0.05 significance level. 
 Methodology: The study used action research, and the sample consisted of 45 students, selected through convenience sampling. The study used various instruments, including pre- and post-tests, weekly intervention exercises, and scoring rubrics, to collect data. The analysis of the gathered data employed descriptive statistics and a paired sample t-test to reveal and solidify the findings of the study.
 Main Findings: According to the study’s results, the use of practical work resulted in a steady increase in students’ acquisition of science process skills in each cycle, and all students were able to demonstrate some degree of required science process skills at the post-test level in contrast to the pre-test level. Furthermore, the pre- and post-test outcomes of a paired sample t-test analysis with a 95% confidence level showed a significant improvement in the academic performance of the students, attributed to practical work.
 Novelty/Originality of this study: This research update confirms the need for practical work in biology education and shows that incorporating it into biology lessons enhances students’ acquisition and development of science process skills, which in turn enhances their academic performance.

Practices and challenges of counselling in selected senior high schools in Accra, Ghana

Schools have been identified as important settings for promoting adolescent mental health and well-being. Little is known about counselling practices in Ghanaian senior high schools (SHSs). This study explored counselling practices in 11 SHSs in Ghana’s capital, Accra. We used convenience sampling methods to select 15 school counsellors and interviewed them about access to and utilisation of counselling in SHSs. We also explored common presenting concerns and service challenges. Data were analysed thematically and showed that most of the counsellors had a master’s or doctoral degree in guidance and counselling. According to our participants, students access counselling to address school (academic and career), home (e.g. parents’ problems and livelihood issues) and peer relations concerns. Other students access counselling for emotional (including suicidal ideations and self-harm), drug use and conduct issues. Counsellors provide academic advice, career guidance, financial and emotional support. Findings revealed that counsellors are facing several challenges including role conflict, work overload, deficient resources, as well as negative perceptions of counselling. Findings have implications for the government, policy makers, SHS administrators, school psychologists and counsellors and students.

Developing interactive pedagogies: A case of accounting pre-service teachers from Ghana

This is a study of how eight pre-service teachers developed their skills in developing interactive lessons to teach concepts in Accounting in Senior High Schools in Ghana. Sequential multiple case study design was employed to observe two cohorts of four pre-service teachers who worked in two phases of a professional development scenario to design and enact interactive Accounting lessons. Data for the study were collected through observation, interviews, lesson documents and questionnaires. Pictures, content and thematic analysis procedures were used to analyse the qualitative data, whilst means and standard deviation were used to analyse the quantitative data. It emerged from the results that the interactive lessons developed and implemented by the pre-service teachers were effective in promoting participation in the classroom. The study also brought to light that interactive teaching promotes collaboration among students through solving problems in groups which helps to strengthen the bond between students. The study thus, advocates the need for teacher training institutions to focus on training teachers to acquire the skills in designing and enacting lessons interactively to promote students’ participation in the classroom.

Effect of School Leadership on Academic Performance of Public Senior High Schools in Ghana

Since gaining independence, Ghana has implemented several reforms to enhance secondary education. However, these reforms have yet to fully achieve their intended improvements in the academic performance of second-cycle schools. According to the Ghana Education Service and the Ministry of Education, while pass rates in core subjects have improved from 2006 to 2021, performance in the core subjects still falls short of 40%. This persistent underperformance has been attributed to school leadership and their capacity to effectively implement a vision for enhancing teachers’ skills and knowledge. The purpose of this study was to examine the effect of school leadership on academic performance of public senior high schools in Ghana. The study examined the instructional and supervisory functions of school leadership. The study was anchored on distributed leadership and social learning theories. The study employed a positivist approach to systematically explore the relationship between the variables. The target population of the study was the 928 public senior high schools listed by the Ghana Education Service as of December 2023. The study applied the cross-sectional design survey and cluster-stratified random sample to collect data from 2176 respondents. The primary data was analyzed using both descriptive and inferential statistics. The results revealed that there was a significant positive correlation (R= 0.669) between school leadership and academic performance of public senior high schools in Ghana. The study may be limited due to the use of the cross-sectional design survey, which cannot determine cause-and-effect relationships as data were collected at one point in time. The study recommends that school leadership should be prioritised in senior high schools in Ghana to facilitate the achievement of academic performance improvements in the schools. The Ministry and Ghana Education Service must ensure the appointment of competent school leadership to the senior high schools. Stakeholders of senior high school education in Ghana must equip school leadership for the performance of their roles. School leadership must adopt interventions to give teachers professional development to be effective in their teaching and learning methods.

Prevalence and correlates of depression among students in a senior high school in Ghana: A school-based cross-sectional study.

Depression is one of the most widely reported mental health issues that affect adolescents globally. However, there is a dearth of data on its prevalence and associated factors among senior high school students in Ghana, since previous studies have focused more on adult populations. This can hinder policies needed to champion mental health and mental health care in senior high schools. Hence, this study sought to assess the prevalence of depression and associated factors among senior high school students in Ghana. An analytical cross-sectional study involving 289 students at the Manya Krobo Senior High School was conducted from December 2022 to February 2023. The students were selected using a two-stage random sampling method. A questionnaire was used to collect data on sociodemographics and individual characteristics. The primary outcome was depression, and this was assessed using the Patient Health Questionnaire-9. Summary statistics were presented as means, frequencies, and percentages. Multivariate logistic regression was used to identify factors associated with depression and odds ratios presented with 95% confidence intervals. Statistical significance was considered at p-value < 0.05. The mean age of the students was 16.6 (±1.2) with a range of 14-20 years. Over a quarter (26.3%) of the students reported financial difficulties. The prevalence of depression among the students was 68.9%. The factors associated with depression in this study were female sex (adjusted odds ratio: 1.74, 95% confidence interval: 1.01-2.97), age (adjusted odds ratio: 1.41, 95% confidence interval: 1.10-1.81), history of chronic health condition (adjusted odds ratio: 3.74, 95% confidence interval: 1.36-10.25), and financial difficulties (adjusted odds ratio: 2.31, 95% confidence interval: 1.15-4.63). This study shows that depression is rife among students at the Manya Krobo Senior High School, Manya Krobo District, Ghana. These findings call for pragmatic interventions such as strengthening counseling units and professional mental health services to ameliorate the impact of depression on the lives of students.

TUNDRA, SPIRITUS, MADAM WIG AND HE-GOAT: A STUDY OF NICKNAMES OF TEACHERS IN TWO GHANAIAN GIRLS’ SENIOR HIGH SCHOOLS

Nicknaming is a common practice in most academic environments. This study investigated nicknames students used for teachers in two girls’ Senior High Schools in Ghana, utilising Scott’s (1990) Sociological Theory on Resistance to Domination. Employing an ethnographic approach that includes participant observations, semi-structured interviews, and informal interactions with the students, the study revealed that ‘namers’ secretly nicknamed their referents and used these names in the absence of the ‘named’ mostly in informal conversations in both inside and outside of the classrooms. These nicknames are used to identify the teachers’ characteristics inside and outside the classroom, focusing on the teachers’ speech behaviours, fashion lifestyles, physical appearances, and personal habits. A key significance of the findings is that they contribute to the extant literature on nicknaming practices from a site that has been under-researched. Further, the study is a significant foundation for future exploration of students’ use of nicknames for teachers in Senior High Schools and other academic settings in Ghana and elsewhere. The study also has implications on the structure and use of language in the senior high school environments as most of the nicknames are coined in the English language and Twi.&#x0D; Keywords: Informal Conversations, Nicknames, Public Transcript, Senior High Schools, Teachers.

Comparing the efficacy of two teaching strategies on students’ attitudes towards biology: A case in Ashanti Mampong municipality, Ghana

Biology is an essential and compulsory subject offered at all senior high schools in Ghana. However, the level of students’ attitude towards biology has been seen to be a result of the use of less motivating teachers’ instructional strategies. This research study examined the effect of concept mapping and cooperative learning strategies on enhancing students’ attitudes towards the development of biology in two selected deprived science-based senior high schools within the Ashanti Mampong municipality of Ghana. The study used a quasi-experimental design involving a 3 x 2 multi-factorial analysis with a positivist paradigm. A purposive sampling technique was used to obtain 498 biology students for the study. Three research instruments, the biology attitude questionnaire (BAQ), student verbal ability test items and the students’ performance test (SPT) were used in collecting the data. The results showed that the intervention improved students' attitudes towards learning biology and the development of biology activities using analysis of covariance (ANCOVA) in a statistical package for social science version 20. Therefore, the two strategies enhanced students’ attitudes towards the subject in the two selected institutions within the Ashanti Mampong Municipality of Ghana. The two instructional strategies should therefore be emphasized, adopted and enforced in the teaching and learning of biological concepts among all deprived science-based senior high school students in Ghana where appropriate learning and teaching resources are scarcely unavailable and elsewhere in related challenges.

High school principals in Ghana: leadership styles and practices toward effective ‘educational outcomes’

ABSTRACT Research on principalship has become significant, especially regarding how their roles contribute to students learning. This study explores school principals’ leadership styles and practices and their contribution to students’ educational outcomes. Also, the binding relations between leadership styles and practices and students’ educational outcomes are identified. A qualitative method was employed to collect and analyze data using 3 senior high schools in Ghana. It further utilizes semi-structured interviews and focused group discussions with 201 participants. This study finds that the principals employed distributed, transformational and transactional leadership styles in different situations. Their practices, as a result, positioned them as strategic leaders. In addition, we found a ‘new’ contextual leadership ideology and practice: ‘management by working’ with these principals. The data further showed that the leadership ideologies of these principals were related to students’ educational outcomes through their practices. This research further accentuates the need for well-structured contextual best practices of principals about what works for students’ holistic educational outcomes. Also, the study suggests further empirical studies using schools in other regions to explore the best practices contributing to educational outcomes.

Digital Media Practices: Exploring the Challenges of Graphic Design Students in Senior High Schools in Ghana

The development and introduction of digital technology for the past three decades have affected every aspect of human life. Since the introduction of digital technology in schools and colleges, most Graphic Design(GD) students have had difficulties making use of these digital technologies for their various artistic expressions. Therefore, exploiting the use of Information and Communications Technology (ICT) in the visual arts classroom has been rather challenging for students. This study thus set out to explore the challenges of Graphic design students in Senior High Schools (SHS) in Ghana. The study was conducted quantitatively. It employed the purposive sampling methodology to select four Senior High Schools where Visual Arts is studied in the Ho Municipality in the Volta Region of Ghana. The simple random sampling method was used to select 400 students from the four schools to answer the designed questionnaire. The result revealed that GD students do not involve computer applications in design knowledge to enhance creativity in the Visual Arts class because they were not taught how to use the computer application software for their practical work. It is recommended that there is a need to investigate to know the factors affecting the proper integration of ICT in the learning of Visual Art at the SHS level. Secondly, students should be trained to use ICT software to do Graphic Design work in the classroom. Keywords: Graphic Design, Digital Technology, Visual Art Education, Computers.

An assessment of core mathematics performance of selected single-sex schools in the Cape Coast Metropolis, Ghana

This cross-sectional study was designed to compare gender difference in mathematics achievement in four selected single-sex senior high schools in Ghana. Results of 18,781 students from the selected schools were analyzed based on the final examinations, West African senior school certificate examination (WASSCE) data for 2009, 2011, 2012, 2013, 2014, 2015, 2016, 2017, and 2018-year groups. In 2010, there was no examination; thus, the data analyzed excluded that of 2010. The results are graded from grade A1 to F9 so to ensure clarity in the results, grades were coded from 1 to 9. The grades were coded to correspond with the codes, ranging from the highest grade (A1) to the lowest (F9). The findings indicated that girls performed better than boys and the independent sampling t-test also showed there was a significant difference in the performance of girls and boys. This indicates that there is no equality in core mathematics performance of boys and girls. Teachers of mathematics are encouraged to identify underlying factors that account for the disparity in performance and also to ensure that students of both gender exhibit excellent performance in mathematics.

Coverage of Core Mathematics Syllabus among Senior High Schools in Ghana: The Case of Sagnarigu Municipality

As far as students’ academic performance in the West Africa Secondary School Certificate Examination is concerned, coverage of syllabus among other factors has been identified as key. The purpose of the study was to investigate the perceived factors that influence core mathematics syllabus coverage in Senior High Schools in Ghana. A qualitative research approach with case study design, guided by four research questions and semi-structured oral interview guide as well as questionnaire were used in the study. Participants were selected using a purposive and convenient sampling techniques. The data was analysed in themes and presented on frequency tables. The study found that national education policies, Covid 19 pandemic, school programs, and teacher/students-related issues were the perceived factors that influenced coverage of the core mathematics syllabus. The study employed the Goal Setting and self-Efficacy theories. The instrument was pretested by the researcher to determine its validity. It was therefore recommended that government should provide schools with textbooks, furniture, teaching and learning materials, more classrooms, library, laboratories as well as motivate teachers with better conditions of service.

Predictors of Learning Disabilities Among Visual Arts Students at The Senior High School in Ghana

Learning disabilities do not occur in isolation but as a result of certain environmental factors such as school, class, and home with various underlining conditions which immensely present barriers to students learning. The study, therefore, employed a triangulation mixed research approach with a questionnaire, observation, and focus group discussion aimed at identifying learning disabilities and their various causal factors at the SHS, typically among students who seems to be a repository of BECE under-performance at the visual arts department. Data was sourced from 119 visual arts students (85 males; 34 females), 59 “BECE under-performance” (33 males; 26 females), 5 visual arts practical lessons, and 8 focus group members (4 males; 4 females). The findings revealed that students with underperforming BECE grades were admitted to pursue visual arts programme at the SHS. This was due to varied environmental deprivations in school, classroom, and at home that presented an unconducive learning environment for these students. It was therefore recommended that strategic educational interventions should be adopted to help avert the situation.