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Factors Influencing Ghanaian Public Junior High School Students’ Performance in English Language, Mathematics and Science and its Implications on the National Policy on Progression

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  • Ernest Kofi Davis
  • Forster D. Ntow
  • Christopher Beccles

Abstract

The study examined the factors that influence the performance of students in selected public junior high schools in Ghana using English Language, Mathematics and Science as cases and also to determine whether these observed performances support the continued implementation of the national policy on progression. In all, 98 teachers and 982 Junior High School (JHS) 2 students were randomly selected from three districts in the Central Region of Ghana. Data were analyzed using descriptive statistics (percentages and means) and standard deviation. It was found that the majority of the research participants’ levels of attainment in English Language, Mathematics and Science did not permit automatic progression. Also, it was found that several teacher factors such as the inability to complete the planned curriculum due to numerous co-curricular activities and their challenges in teaching some of the topics may have contributed to the low performance of the students. Recommendations for the need to collect data on students’ performance regularly at the various grade levels through assessment/tests to identify students’ learning difficulties early and offer appropriate interventions to support such learners have been made to further strengthen the progression policy.

Suggested Citation

  • Ernest Kofi Davis & Forster D. Ntow & Christopher Beccles, 2022. "Factors Influencing Ghanaian Public Junior High School Students’ Performance in English Language, Mathematics and Science and its Implications on the National Policy on Progression," SAGE Open, , vol. 12(3), pages 21582440221, September.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221123912
    DOI: 10.1177/21582440221123912
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    References listed on IDEAS

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    1. Deon Filmer & Norbert Schady, 2014. "The Medium-Term Effects of Scholarships in a Low-Income Country," Journal of Human Resources, University of Wisconsin Press, vol. 49(3), pages 663-694.
    2. Tomomi Tanaka, 2019. "Human Capital Development in Ghana," World Bank Publications - Reports 34181, The World Bank Group.
    3. Romane Viennet & Beatriz Pont, 2017. "Education policy implementation: A literature review and proposed framework," OECD Education Working Papers 162, OECD Publishing.
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