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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/9506

Title: Assessment of teaching and learning conditions in basic schools, a study of selected schools in Offinso North District
Authors: Konadu, Kwaku
Issue Date: 2-Nov-2016
Abstract: One of the greatest developmental challenges in Ghana over the past 20 years has been the attempt to improve the quality of public education, particularly at the basic level. This has been an important area of concern to various stakeholders. The purpose of this study was to assess teaching and learning conditions in selected schools at the basic level in the Offinso North District. Here, an attempt was made to identify the nature of teaching and learning conditions in selected basic schools; factors that influence teaching and learning conditions; and their effects on pupils/students’ performance. To achieve these objectives, mixed method design which contains both the qualitative and quantitative approaches was adopted. The selected basic schools were stratified into 6 circuits of which 5 were selected considering the characteristics of the various circuits and their spatial distribution. Afterwards, 7 Primary Schools and 5 Junior High Schools were chosen using the simple random method. The participants of the study were 12 head teachers, 58 pupils/students, 58 teachers and 48 parents. Questionnaires were administered to collect data from the teachers, pupils/students and parents while interview schedules were also used to gather data from the head teachers. The study revealed that 83.3 percent of the head teachers were males while female accounted for 16.7 percent. In the same vein, male constituting 54 percent out number that of the females with 46 percent with regards to parents. In terms of qualification, teachers who had attained diploma were 91.9 percent while 8.1 percent of the teachers had attained SSSCE. This shows that majority of teachers had the necessary qualification in imparting knowledge. However, the classrooms were overcrowded with each having more than 45 pupils. Here, 90 percent of the teachers expressed their dissatisfaction with the class size. Based on this, 58.3 percent of head teachers and 72.4 percent of teachers considering nature of teaching and learning conditions in the schools agreed that they would change their schools if possible. The conditions of teaching and learning in the selected schools have greatly affected performance as BECE results showed that 62.3 percent passed in 2011/12 reduced to 37.9 percent in 2012/13 to 35.1 percent in 2013/14 academic year. The study therefore suggested that gender awareness campaign, provision of educational infrastructure and instructional materials, sensitizing parents on the need for education, teacher’s motivation should be key in stakeholder’s interventions to improve education.
Description: A thesis submitted to the Department of Planning, College of Art and Built Environment, Kwame Nkrumah University of Science and Technology Kumasi, in partial fulfilment of the requirements the degree of Master of Science in Development Planning and Management, 2015
URI: http://hdl.handle.net/123456789/9506
Appears in Collections:College of Architecture and Planning

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