Assessing the Teaching and Learning Conditions of Junior High Schools in Ghana

8/20/2019 Assessing the Teaching and Learning Conditions of Junior High Schools in Ghana.

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ASSESSING THE TEACHING AND LEARNING CONDITIONS OF SOME

SELECTED JUNIOR HIGH SCHOOLS IN ASANTE AKIM NORTH MUNICIPALITY

A Special Study Submitted to the Department of Planning

Kwame Nkrumah University of Science and Technology,

Kumasi in Partial fulfillment of the requirement for the

Degree of Bachelor of Science in Planning

By

ASARE ANTHONY OSEI

MAY, 2011

SUPERVISOR

Signature:..........................................

Signature……………………….

Name: DR. YAW NSIAH-PEPRAH Name: DR. IMORO

BRAIMA

Head Department of Planning


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ABSTRACT

Education plays a major role in every economy since it can be seen as an investment

good which enables those who purchase or participate in it to derive a future stream of

benefits. Therefore an economy which decides to spend substantial part of its current

income into educating its young people is likely to see an important change in its

economic and social returns in future.

Schultz (1963) stated that education comprises of teaching and learning. The teaching

and learning conditions of every educational set up therefore play a vital role in the

delivery of education.

Mckenzie (2004) has stated that the learning environment must be humane and attentive

to individual children rather than be a form of mass instruction. Mckenzie again stated

that pupils are most likely to learn, when they feel comfortable, capable, supported, safe

and when task given to them is manageable and possess skills that match the task. The

teaching conditions like that of the pupils also need to be conducive for the teacher who

is the one who inspires and promote learning.

However, like other levels of education in the country, teachers and pupils in junior high

schools are faced with the problem of poor teaching and learning conditions respectively

and thereby affecting their performances. Ansah (2010) has indicated that there are

limited and unequal distribution of teaching and learning materials as well as facilities

like class rooms, libraries, computer and science laboratories, desk, text books and other

essential materials necessary for effective teaching and learning. This report therefore

gives a detail description of the teaching and learning conditions of teachers and pupils,

using some selected public and private junior high schools in the Asante Akim North

Municipality.

In collecting data for the study, the stratified random sampling method as well as the

purposive sampling was adopted for the research, where the study area was stratified or

grouped into the various educational circuits in the municipality. From these groupings,

the random sampling approach was used to select one public and one private school from

each educational circuit which has both public and private schools. A total of twelve (12)


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junior high schools from eight different communities were selected for the study. These

schools were the Agogo MA 6, St. Andrew Preparatory, Agogo Ramsyer, Joy

International, Domeabra Presby, St. Johns Preparatory, Patriensa Presby, God Bless

International, Konongo Urban Council, Holy Virgin Prepartory, Odumasi MA 2 and

Pinamang Junior High Schools. Data was collected from pupils, teachers and head

teachers of the selected schools, parents, the municipal assembly, the municipal

directorate of education, traditional authorities and assembly members of communities

visited.

A thorough analysis of the data revealed that teachers and pupils in the selected schools

in the municipality were faced with some challenges that hinder their performances. The

study revealed the inadequacy of teacher text books, lower level of teacher motivation,

problems with teacher accommodations, absence and the inadequacy of educational

facilities as some of the challenges teachers in the municipality faced in their profession.

Issues like inadequate learning materials, hunger in school, difficulty in understanding

some lessons especially mathematics, science and ICT were also identified by the study

as some of the problems that pupils faced in school.

The study also revealed the issue of inadequate class room blocks for some public

schools like the Agogo Ramsyer, Agogo MA 6 and the Odumasi MA 2 Junior High

Schools. There was also the existence of untrained teachers especially at the private

schools as well as inadequate text books in many of the schools. The study also revealed

some form disparities between the performance of public and private schools in the Basic

Education Certificate Examination (BECE).

In view of these findings some recommendations were provided to address the challenges

that affect the teaching and learning conditions of teachers and pupils. Some of the

recommendations were the provision of teaching and learning materials, incentives forteachers, provision and subsidization of teachers’ accommodations, provision and

maintenance of educational facilities, extension of school feeding programme to the

junior high schools, sensitization of parents and pupils on the value of education,

sensitizing and encouraging pupils to eliminate the perceptions they have on some

subjects like Mathematics, science and ICT as being difficult.


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ACKNOWLEDGEMENT

First and foremost, I would like to acknowledge the Almighty God, the Creator of

Heaven and Earth for His immeasurable help in my life since infancy till date.

The next personality whose contribution is worthy of note is Dr. Yaw Nsiah-Peperah who

supervised my work by offering necessary corrections and suggestions so as to produce

quality work. I am particularly grateful for his time in guiding me through the study

despite his busy schedule. May God bless him.

To my precious and loving mother, Grace Owusu-Appiah, I sincerely thank you for your

wonderful inspiration and contribution to my education which has yielded fruit. And to

you my uncle, Daniel Kyei-Donkor (Wofa Bob) and grandmother Comfort Pokua, I

equally acknowledge your unequivocal contribution to my education.

My special thanks also go to all lecturers at the Planning Department (KNUST) whose

contribution to my education cannot be expressed with mere words. To my siblings, Fobi,

Stevo and Naa Ama, I say thank you for your prayers and to you Philomena Akomeah

(Ghana Baptist University) thanks for your love and encouragement.

It is worth considering, the contributions of the following people whose efforts made the

outcome of this work possible especially, Mr. Asare Frank who assisted me with

necessary materials for the research. The following people, Emmanuel Yeboah and Andy

Kusi both at Kwame Nkrumah University of Science and Technology were also

instrumental in diverse ways towards the success of this work.

Finally, I would like to acknowledge the efforts of the head teachers, teachers, pupils,

traditional leaders, assembly members and parents of the schools and communities

studied, thank you for your support and time.


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CHAPTER ONE

BACKGROUND OF STUDY AND PROBLEM CONTEXT

1.1 Introduction

Education plays a major role in every economy since it can be seen as an investment

good which enables those who purchase or participate in it to derive a future stream of

benefits. Therefore an economy which decides to spend substantial part of its current

income into educating its young people is likely to see an important change in its

economic and social returns in future.

Schultz (1963) stated that education comprises of teaching and learning. An effective and

efficient education therefore means there should be a conducive environment for teaching

and learning. Brain (1998) indicated that teaching can be seen as the activity of

facilitating learning, while learning is seen as the process of acquiring new knowledge,

behaviors, skills, values, preferences or understanding, which may involve synthesizing

different types of information.

The teaching and learning conditions of every educational set up play a vital role in the

delivery of education. Teaching and Learning conditions refer to those factors that affect

or influence the quality of education. These include factors in the school and those arising

from outside the school system such as the parents attitude towards education, students

nutritional level, parents interactions with schools and other factors that do not necessary

have to take place in the school.

Learning environment must be humane and attentive to individual children rather than be

a form of mass instruction. Mckenzie (2004), stated that pupils are most likely to learn,

when they feel comfortable, capable, supported, safe and when task given to them is

manageable and possess skills that match the task. Pedagogy, which is how lessons are

thought in school also affect pupils learning abilities. One other major issue that affects

learning is the affordability of the education system. These may include the ability to

cater for all the costs associated with education which include covert, overt and

opportunity costs. Other learning materials and infrastructure like text books, class rooms


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and libraries, computer and science laboratories all help to enhance the learning abilities

of students.

Aside these conditions for conducive learning environments, the teaching conditions

which are also major key factors in education should also be conducive enough for the

teacher who is the one who inspires and promote learning. Like the learning conditions,

materials and infrastructure like text books, class rooms, libraries and computer

laboratories are essential for the effective research by teachers to enhance their skills. As

the main promoters of learning, another conducive condition for the teachers is

motivation which would help boost their moral.

Teaching and learning conditions in most countries are however not favorable for both

teachers and students. This situation prevails globally with developing countries in

particular becoming the most affected nations. In 1995, for instance, a survey sponsored

by UNESCO and UNICEF on the conditions of basic schools in 14 developing countries

using indicators such as drop-out rates, class size, level of education of teaching staff,

standard of classroom equipment and quality of school buildings indicated that most of

the schools in the countries examined were not conducive enough for effective teaching

and learning.

Ghana like most other developing countries is also faced with the issue of poor teaching

and learning conditions within some schools especially in the rural areas. There is the

evidence of disparities of educational facilities among rural and urban communities in the

country. (Ansah, 2010).

1.2 Problem Statement

Basic schools have the aim of ensuring that pupils acquire at least basic literacy and

numeracy at these levels. This aim of basic schools is however not effectively achieved

due to the poor nature of the teaching and learning conditions or environments that

surround some teachers and pupils.


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Teachers and pupils in junior high schools in the country are faced with the problem of

poor teaching and learning conditions respectively and thereby affecting their

performances. Ansah (2010) indicated that there is limited and unequal distribution of

teaching and learning materials as well as facilities like class rooms, libraries, computer

and science laboratories, desk, text books and other essential materials necessary for

effective teaching and learning.

Aside these limited facilities and materials that affect the teaching and learning

conditions of junior high schools, there are other factors that pose problems to both pupils

and teachers. The situation of poor family background of most pupils in junior high

schools affects the learning abilities of these pupils. Most parents especially those in the

rural areas are not able to provide adequate materials such as exercise books, pamphletsand other materials that would aid their wards in their studies. (Hewlett Foundation,

2010).

One other problem that affects the teaching and learning conditions of junior high schools

in the country is the limited number of teachers as well as the poor motivation and

conditions of teachers. These inadequacies of teachers in the country has led to the

shorted of teachers in many junior high schools, especially those at the rural areas.

Besides these limited number of teachers in the country, Ansah (2010) also argued that

their motivation levels are low and thereby affecting their performances.

The Asante Akim North Municipality is also faced with this problem of poor teaching

and learning conditions. With the total number of 59 junior high schools and a total of

about 7447 pupils, most of these schools are faced with the issue of inadequate supply of

text books and facilities such as desk, classrooms, offices and computer laboratories. The

inadequacy of most of these facilities has led to some schools in the municipality still

practising the shift system. There is also the issue of limited social amenities such as

electricity, health facilities and good roads in rural areas to serve as incentives to teachers

who are posted to rural communities as well as low morale on the part of teachers as a

result of poor remuneration. These affect the performance of teachers in their quest to

deliver effective and efficient teaching. (Ghanadistricts.com, 2010).


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The municipality is also faced with inadequate logistics such as vehicles and fuel for

inspecting officers to supervise activities at basic schools. This situation makes it difficult

for inspecting officers and other supervisors to monitor the activities of both teachers and

pupils in basic schools in the municipality. (Ghanadistricts.com, 2010)

One other problem faced by junior high schools in the municipality is the poor nature of

school structures. Some of the schools are in deplorable conditions making them unable

to support effective teaching and learning, as these schools have to close whenever it

threatens to rain. (Ghanadistrict.com, 2010)

This issue of the poor nature of teaching and learning conditions in some basic schools is

as a result of the financial constraints of both parents and the government as a whole.

(Hewlett Foundation, 2010) Most parents find it difficult to cater for the finances of the

education of their children and thereby leading to the drop out of these children from

schools. Even though the overt costs of these pupils in public schools have been covered

by the state, most parents still find it difficult to provide books, uniforms and sometimes

the transportation fares for their children. Most of the pupils from these poor families

have to undertake other economic activities to supplement the fami ly’s income, hence

making these pupils having limited times to attend to classes and even learn effectively to

attain a higher cognitive achievement. (GNAT and TEWU of Trade Union Congress,

2009).

This research therefore has the aim of identifying the nature of the teaching and learning

conditions in the Asante Akim North Municipality and identifies the main causes of these

conditions and also gives the needed suggestions to these problems.

1.3 Research Questions

With respect to the problem statements above, the study seeks to provide answers to the

following questions.

What is the nature of teaching and learning conditions in the Asante Akim North

Municipality?


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What are the differences between the teaching and learning conditions of public

and private JHS in the Municipality?

What are the differences between the performances of pupils in public and private

schools in the Municipality?

What are the relationships between the teaching and learning conditions and the

performance of pupils in the Municipality?

Who are those responsible for creating an effective and efficient teaching and

learning conditions in the Municipality?

What can be done to improve the teaching and learning conditions in the

Municipality?

1.4 Research Objectives

1.4.1 General Objective

The primary objective of the study is to identify the nature of the teaching and learning

conditions of teachers and pupils in junior high schools in the Asante Akim North

Municipality and to identify the main causes of these conditions as well as the

suggestions to improve upon these conditions.

1.4.2 Specific Objective

The specific objectives of the study are:

To identify the nature of the existing teaching and learning conditions in the

Municipality

To recognize the differences between the teaching and learning conditions of

public and private JHS in the municipality.

To find out the differences between the performances of pupils in public and

private JHS in the Municipality?

To find out the relationship between teaching and learning conditions and the

performance of pupils in the Municipality.


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To identify institutions, groups and organizations responsible for effective and

efficient teaching and learning environments in the Municipality.

To identify measures to improve upon the teaching and learning conditions in the

Municipality.

1.5 Justification of the Study

The study would provide a basis for policy makers on education to understand and

appreciate the effects of teaching and learning conditions on education especially at the

basic level and thereby provide guidelines for making effective policies on education at

the basic level.

In the quest of the nation’s effort to achieving the second goal of the Millennium

Development Goal (achieve universal basic education) by 2015, the study would help

provide conditions that should prevail to attract and keep pupils in school.

With basic education being an important issue for the nation, the study would serve as

one of the fundamental basis for all those who would have the interest to conduct any

future research into this area of study. It would also help build academic knowledge on

the issue studied.

1.6 Scope of the Study

1.6.1 Geographical Scope

The Asante Akim North Municipality, which is the geographical scope of the study, is

located in the Ashanti region of Ghana. It shares boarders with the Sekyere East District

in the north western part, with Ejisu Juabeng in the south eastern part and the Asante

Akyem South District in south western part. (ghanadistricts.com,2010).


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1.6. 2 Contextual Scope

The study is to assess the teaching and learning conditions of teachers and pupils in some

selected junior high schools in the Asante Akim North Municipality to ascertain its

impact on pupils and teachers.

1.7 Methodology

The following activities were considered in the research procedure: the sampling

procedure, mode of data collection and sources, data analysis and reporting.

1.7.1 Sampling Procedure

The Stratified Random Sampling method as well as the purposive sampling was adopted

for the research. The study area was stratified or grouped into the various educational

circuits in the municipality. From these groupings, the random sampling approach was

used to select one public and one private school from each educational circuit which has

both public and private schools. The idea behind this was to identify the nature of

teaching and learning conditions that exist within both private and public schools, since

these categories of schools (public and private) have different methods of operation. With

regard to this, the Amantenaman and Dwease/Praaso educational circuits were not

considered for the research since these circuits did not have private schools.

A total of twelve (12) junior high schools out of the 59 JHS in the municipality were

selected for the study. This number represents 20 percent of the total number of junior

high schools in the municipality. The even distribution of the sampled schools using the

educational circuits in the study area would ensure that, the study portrays the nature of

the teaching and learning conditions in the municipality. Table 1.1 below shows the

selected junior high schools for the study.


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Table 1.1: Total Number of Pupils and Teachers Sampled in Selected Schools.

EDUCATIONAL

CIRCUIT

SELECTED JHS TOTAL

NUMBER

OF

TEACHERS

NUMBER

OF

TEACHERS

SAMPLED

TOTAL

NUMBER

OF PUPILS

NUMBER

OF

PUPILS

SAMPLED

Agogo East Agogo M/A 6 JHS 7 4 83 5Joy International 6 3 51 3

Agogo West Agogo Ramseyer 12 6 300 19

St Andrew

Preparatory

5 2 121 8

Konongo/Odumase

South

Konongo Urban

Council

9 4 144 9

Holy Virgin 7 4 106 7

Konongo/Odumase

North

Odumasi M/A 2

JHS

7 4 89 6

PinamangPreparatory

13 6 227 14

Owerriagya Patriensa Presby

JHS

9 4 125 7

God Bless

Preparatory

6 3 73 5

Owerriman Domeabra Presby

JHS

6 3 104 6

St. Johns

Preparatory

8 4 67 5

TOTAL 89 47 1490 94

Source: Asante- Akim North Municipal Education Office, October,2010.

From table 1.1 above, the number of teachers and pupils that were sampled for the

research was done based on the formula: n = N/1 + Ne2 ,

Where, n is the sample size

N is the sample frame

e is the error of margin (0.1), with a confidence interval of 90 percent.

Sample size for pupils:

n= N/1+Ne2

Where, N is 1,490

n= 1,490/1+1,490(0.1)2


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n= 94

Sample size for teachers

n= N/1+Ne2

Where, N is 89

n= 89/1+89(0.1)2

n= 47

Aside the pupils and teachers that were sampled, questionnaires were also administered

to parents of junior high school pupils. In administering these questionnaires to the

parents, the purposive sampling method was adopted, where parents with only JHS wards

were considered. Other sources of primary data for the study included the head teachers,

the Municipal Assembly, the Municipal Directorate of Education, Assembly Members

and Traditional Authorities.

Table 1.2: Sources of Primary Data.

SOURCE OF DATA QUESTIONNAIRES ADMINISTERED

Pupils 94

Teachers 47

Head teachers 12

Parents 30

Municipal Assembly 1

Municipal Directorate of Education 1

Traditional Authorities 8

Assembly Members 8

Total 201

Source: Author’s Construct, November, 2010.

Aside these primary sources of data, secondary sources of data were also consulted.

These included literature on the subject matter as perceived by various writers, sources of

which included research materials, development plans, newspapers, journals and other

related documents.


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1.7.2 Data Analysis

To draw meaning to the data collected, the data was systematically analyzed and

harmonized using both quantitative and qualitative methods.

The Statistical Package for Social Science (SPSS), a computer software programme was

used to analyze quantitative data through coding, counting, categorization in tables, cross

tabulations and graphs. Qualitative data would also be considered in the analysis.

1.8 Structure of Report

The whole study was organized in five chapters. The first chapter covered the general

introduction of the topic under study, objectives, problem statement, research questions,scope, methodology and justification.

Literature review of the topics which were based on both theoretical and issues of

concern related to the topic under study were considered in chapter two. Chapter three

gives a general overview of the study area to provide the necessary setting for the

researcher. Analyzed data from the study area were also presented in chapter four. Major

findings, recommendations and conclusion have been spelt out in chapter five of the

report.

1.9 Limitations of the study

The main challenges encountered during the study included;

Difficulty in information acquisition: It was difficult to access information from

the appropriate quarters and thereby making the work somewhat difficult.

Financial constraints largely made the study difficult. This manifested in the

printing of the questionnaires for interviews due to the number of respondents and

the number of travels made to the study area.


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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter of the report seeks to outline and explain the various concepts that relate to

the topic under study, ‘Assessing the teaching and learning conditions of teachers and

pupils in junior high schools.’ It gives different definitions and concepts from different

sources and authors. The chapter contains issues like the education systems in Ghana,

definitions of teaching and learning conditions as given by different authors and factors

affecting the teaching and learning conditions of teachers and pupils in the basic schools.

2.2 The Concept of Education

2.2.1 Definitions of Education

Various definitions of education have been given by different authors from different

backgrounds since education is said to be bound to the culture of society it serves. All

education, however, is said to have in common teaching and learning. (Schultz, 1963).

Schultz (1963), indicates that to educate is to draw out of a person something potential or

latent, to develop a person morally and mentally so that he or she is sensitive to

individual and social choices and he or she is able to act on them, to fit him or her for a

calling by systematic instruction and to train, discipline and form abilities.

Smith (1985), on his view on education, stated that ‘Education means all sorts of self

improvement in addition to the transfer of knowledge and skills.

Education, according to UNESCO (1975) comprises of organized and sustained

communication designed to bring about learning.

Fagerlind and Saha (1983) also viewed education as ‘A formal and deliberate process by

which the cultural and normative heritage of a society is transmitted from a generation to

another generation.

11


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2.2.2 Teaching and the Teacher

Teaching has been defined by the Hyper Dictionary (2009), as the process of educating or

instructing. The term has also been described by this dictionary as activities that impart

knowledge or skills.

Maehr and Mayer, (1997) and Pintrich and Schunk, (2002) identified the three (3) main

phases of teaching as: Planning, Instructing and Evaluating.

The teacher on the other hand has been defined by the Hyper Dictionary (2009), as the

person who imparts knowledge. The teacher is seen as a person who inspires and

promotes learning. The teacher is therefore seen as one of the essential factors that

supports and promotes education in every set up.

2.2.3 Learning and the Pupil

Learning can be seen as a process of discovery. (Adrian, 2006). For the process of

learning to work effectively, Adrian, (2006) argues that, there must be a condition in

which exploration can take place and discoveries can be made. He continued by stating

that, there must be regular time to reflect, enough leisure to think and explore, freedom to

ask questions and an open-mindedness to the unexpected and unusual. (Adrian, 2006).

Learning is also seen as a social process of raising questions and meanings. (Jan and

Yusra, 2000).

The pupil is the learner who has been enrolled in an educational institution to acquire

knowledge and skills. The pupil as the main focus of education needs to have a conducive

environment in order to enhance his/her ability to acquire knowledge.

2.2.4 The School

Corcoran and Goertz, (1995), have stated that, the school can be seen as an entity which

functions as a learning organization in order to continue to improve performance and

build capacity to manage change in the society.

The school as an institution can be seen as a place that specializes in teaching a particular

skill. The term, school has been defined by Cohen (1970), as an institution devoted to


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instruction, with specialized personnel, permanent physical structures, special equipment

or apparatus of which textbooks are an important part, formal and stero-type means of

instructions, curriculum and a rationally defined manifest objectives.

The Centre for Research on Evaluation, Standards and Students Testing (CRESST),

(1994), an American research centre, has stated that a good school is the one that possess

the following;

Strong and Professional Administrators.

A broad curriculum available to all students.

A philosophy that says all children can learn if taught, coupled with high

expectations for all students.

A school climate that is conducive to learning. One which is safe, clean, caring

and well- organized

An ongoing assessment system that supports good instruction.

A high level of parent and community involvement and support.

2.3 Background of Ghana’s Educational System

2.3.1 The Colonial Era

In 1874, when the British Government had full colonial authority of the Gold Coast, there

had been some progress in the educational sector by the missionaries. The missionaries

had already established many schools especially at the southern sector of the country.

During these periods however, there were wide variations in the education system in

terms of curriculum and management of the schools. This prompted the colonial

government and authorities to draw plans in 1882 to guide or standardize educational

development in the country. (GNAT and TEWU of Trade Union Congress, 2009).

Akyeampong, (2004) in his book, ‘Whole School Development in Ghana’, outlined that

the first real targets for the development of education were however set by Sir Hugh

Clifford in 1918. These targets included;

Primary education for every African boy and girl.

A Training College for teachers in every province


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Better salaries for teachers

A Royal College.

In the 1950s before Ghana gained her independence, there were about 3000 primary and

secondary schools in the country with about 6.6 percent of the population of 4.2 million

in school. (Akyeampong, 2004).

2.3.2 Education in the Post Independence Era

The educational system in the country was given a further boost by the Nkrumah

Government after independence. This era saw the introduction of the policy of education

for all, where basic education was made free and compulsory by the Education Act, 1961

(Act 87). There were the free textbooks for all students and the creation of local

authorities who were charged with the responsibility for buildings, equipments and

maintenance of basic schools. (Asiedu-Akrofi, 1982).

The structure of the education system in the country consisted of six years of primary

education, four years of middle level education, five years of secondary education, two

years of sixth form education and three years of university education for those who

qualified to enter the university. Students, who could not qualify for sixth form, could

proceed to do two years of pre-vocational or three years of training college. (GNAT and

TEWU of Trade Union Congress, 2009).

The Nkrumah regime, after the independence of the country witnessed a dramatic

increase in the number of elementary and secondary schools as well as the enrollment

levels. For instance, between 1951 and 1961, the number of secondary schools increased

almost six-fold from 12 to 68, while the number of training colleges nearly doubled from

19 to 32. Primary and middle schools together increased 1,592 to 7,600. This growth in

the number of schools also led to the increase in the enrollment level of pupils andstudents. For instance, by 1961, the total enrollment for middle schools had increased

from 66,175 in 1951 to 160,000. (GNAT and TEWU of Trade Union Congress, 2009).

The system of seventeen years of pre-university education was however later regarded as

being too long and too academic. In 1974, there was an attempt of reform of the


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education system, instating the Junior Secondary School (JSS) on an experimental basis.

The Junior Secondary School (JSS) introduced practical subjects and activities allowing

students to acquire occupational skills, which after an apprenticeship lead to the

qualification for self-employment. The JSS-system however, never went beyond the

experimental phase due to wide range of factors such as the economic decline,

bureaucracy, and sheer lack of interest. (GNAT and TEWU of Trade Union Congress,

2009).

The education system in the country by 1983, was in a state of crisis. It faced drastic

reductions in government financing, lack of educational materials, deterioration of school

structures, low enrollment levels and high dropout rates. (Akyeampong, 2004).

According to the World Bank (2004), between 1976 and 1983, Ghana’s education sector

budget as a share of the GDP, declined from 6.4 to 1.4 percent. Aside this, the poor

conditions at home led to a large exodus of qualified teachers to Nigeria where the newly

found oil wealth was funding a rapid expansion of basic education. Consequently,

untrained teachers filled the places of those who left. (GNAT and TEWU of Trade Union

Congress, 2009). The country during these periods was also faced with low enrollment

levels in schools. According to Colclough and Lewin, (1993) there was a steady fall in

gross enrolment ratios from 80 percent in 1980 to 70 percent in 1987.

These challenges in the education sector, led to a further reform in 1987 with the

assistance from various development partners such as the World Bank and the UK

Department for International Development (DfID). The reform re-introduced the Junior

Secondary School (JSS) system and made it a nationwide educational system. It also

replaced the 6-4-5-2 pre-tertiary school system with 6-3-3 ( that is, 6 years of primary

education, 3 years of junior secondary and 3 years of senior secondary). (GNAT and


The reforms saw further changes from hours spent at school to educational resources

such as infrastructure of classroom blocks and libraries, school supplies and technical

skills equipment. Although the reforms helped to solve some of the problems, the results

achieved by pupils at the primary school level were low. In 1996, ten years after the

implementation of the JSS system, The government then embarked on the Free


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Compulsory Universal Basic Education Program (FCUBE) which was aimed at providing

every child of school-going age with good basic education. The FCUBE created the

framework for donor support to education through a coordinated sector programme, and

brought about educational decentralization with greater recognition of the important role

of community participation in the management of schools through School Management

Committees (SMCs) and Parent-Teacher Associations (PTAs). (Akyeampong, 2004)

2.3.3 Current State of Education in Ghana.

Currently, the educational structure under the National Democratic Congress (NDC) is

the 6-3-3 pre-tertiary system (i.e., 6 years of primary education, 3 years of Junior High

School education, 3 years of Senior High School education) and 4 years of University

(Bachelor’s) education. Students who pass the SSS examination can also pursue courses

at the polytechnics, teacher training colleges and other tertiary institutions. (GNAT and


In August 2007, the then government of the country, the New Patriotic Party (NPP),

proposed changes in the education system. These changes which included a new 6-3-4

pre-tertiary was introduced in 2008 (i.e., 6 years of primary, 3 years of Junior High

School and 4 years of Senior Secondary School). Key among the reforms was the shift

from 3 to 4 years of secondary education as well the focus on technical and vocational

education. These changes were however reversed by the NDC Government in 2009 even

before they were implemented. (GNAT and TEWU of Trade Union Congress, 2009).

Broadly, the existing national educational system is made up of two components: Pre-

tertiary and higher education. The pre-tertiary education is sub-divided into: pre-school

education (below 6 years); primary education (6-12years); junior secondary education (13

years and above); and senior secondary/technical/vocational education. (GNAT and


The education system in the country has gone through many changes and reforms since

independence. The last two decades alone have witnessed series of initiatives with the

support of some development partners. These initiatives have all aimed at addressing


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inequities in the educational system and to improve overall quality of educational

outcomes. While a number of policy reforms and interventions like the capitation grant,

school feeding and Free Compulsory Universal Basic Education (FCUBE) have

improved access to education for the school-age population across the country,

instructional quality, student achievement, teacher motivation and retention remain

critical challenges. (GNAT and TEWU of Trade Union Congress, 2009).

2.4 Characteristics and Content of the Junior High School

The Junior High School (JHS) level in Ghana comprises of forms one (1) to three (3),

(grades seven to nine). Admission into the junior high school is open to pupils who have

completed primary class six. Currently, there are about 6,000 junior high schools in the

country comprising of both private and public schools. The junior high school system is

considered as part of the basic education in the country. Public JHS are therefore virtually

free of tuition fees, thereby requiring parents to pay only for other expenses such as

uniforms, school supplies, transportation and feeding. (GES, 2009)

Currently, subjects studied by pupils in the JHS include, English, Mathematics, Social

Studies, Integrated Science (including Agricultural Science), a Ghana Language,

Technical and Vocational Skills, Information and Communication Technology (ICT) and

French. Pupils, after three years of completion sit for the Basic Education CertificateExamination (BECE), out of which qualified pupils can enter the Senior High Schools.

(SHS). (GES, 2009).

2.5 Teaching and Learning Conditions.

Teaching and learning conditions are those factors that influence the process of imparting

knowledge or skills by the teacher and the process of discovery by the pupil or the

student. These factors include those arising from within and outside the school

environment. To ensure effective teaching and learning, these factors need to be

conducive and humane for both the teacher and the pupil/student. (Mckenzie, 2004).

Avalos (1991) indicated that teaching in many developing countries is typically

characterized by authoritarian and teacher-centered approaches that are linked to


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behaviorist approach to learning. School conditions, in terms of infrastructure and

facilities correlate quite strongly with the quality of basic education (World Bank 2004).

Developing countries tend to experience high rate of turnover in the teaching

environment. Literature review on teachers’ turnover rate shows that, the first few years

of teaching seem to be critical for novice or beginning teachers. Studies showed that a

fairly high proportion of teachers leave the teaching profession in the early years of

teaching and that some potential teachers do not join the teaching profession (Ingersoll,

2001).

Many reasons could be assigned to this situation of high turnover rate of teachers within

the teaching profession or environment. Issues concerning salary, the status and working

conditions in the teaching field have been considered by some people as determining

reasons to decide whether to join and stay or leave the teaching profession. Besides, the

psychology or perception of teachers cannot be ignored. Reports and research have

indicated that stress and burnout resulting from the teaching tasks and environment (e.g.

constant changes in educational policy, school and curriculum reforms, class

management problems, guidance work, etc) may cause teachers to feel tired and

emotionally exhausted, subsequently diminish their enthusiasm and commitment to

teaching (Chan and Hui, 1995).

2.5.1 Nature of Teaching and Learning Conditions in Developing Countries over the

Decades

Caillodes and Postlethwaite (1987) indicated that teachers are key elements in the

teaching/learning process since they constitute in most developing countries the main

agent of transmission of knowledge in schools. In explaining the nature of teaching

conditions in developing countries, they looked at issues concerning the teacher’s

qualifications, working conditions and the teaching environment.

2.5.1.1 Teacher’s Level of Qualification.

The extent to which teachers need to possess knowledge has become debatable over the

years with different school of thought. One school of thought argues that provided the


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teacher has certain teaching skills, it is sufficient for him to know only marginally more

than the pupils need to learn. The other school of thought also maintains that all teachers

should have a high level of general knowledge of the subject they are teaching. (Caillodes

and Postlethwaite, 1987). This later thought of teachers qualification has however not

always be the case in many developing countries as the level of knowledge of teachers in

developing countries can sometimes be fairly low. The international association for the

evaluation of educational achievement IEA (1988), pointed out that, within countries,

students having teachers with more years of post-secondary education perform better than

those students having teachers with fewer years of post-secondary education.

2.5.1.2 Teachers’ working conditions

The working conditions of teachers in developing countries over the years have not been

motivating enough to boost their morale in delivering the profession effectively. The

salaries of teachers in developing countries in the last two decades for instance have been

a major problem within the teaching field. This situation has led to many teachers in the

developing countries taken up second or third jobs. In some countries where the shift

system operates, it is quite common for teachers to teach one shift at one school and a

second shift at another. In urban areas, teachers open small businesses and in rural areas,

they spend more time on their farming plots. This situation tends to affect their teaching

abilities, in the sense that, given their working days they prepare their classes less and

less, do not correct homework or simply absent themselves from school. Quality of their

teaching hence suffers. (Caillodes and Postlethwaite, 1987)

Connected with the relatively low level of salaries of teachers is the decline of the status

of the teaching profession. Caillodes and Postlethwaite (1987) indicated that teachers

especially those in basic schools no longer have the authority and prestige he/she had in

the past. An indication of this lack of status, is the fact that fewer and fewer graduates, particularly male graduates want to enter the teaching profession. This situation observed

by Caillodes and Postlethwaite still prevails currently with unfavorable conditions of

teachers in many developing countries.


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2.5.1.3 Teachers’ Environment

Caillodes and Postlethwaite (1978) again stated that teachers in developing countries over

the last two decades had worked in environment which is not favorable and hence, has

affected their teaching over the years. Teachers over the years have not had access to the

necessary teaching aids like textbooks and libraries for research. The schools and

classrooms in which they have worked have not always been adequate in terms of light,

ventilation, furniture, sanitary facilities, drinking water and the likes. (Caillodes and

Postlethwaite, 1987).

In terms of accommodation, teacher housing especially in rural areas of developing

countries had not been either available or when it was, were not sufficient. This difficulty

of finding housing contributed to the reluctance of qualified teachers to go to rural areas

during these periods. (Caillodes and Postlethwaite, 1987).

These teaching environments observed by Caillodes and Postlethwaite in some decades

ago still have some traits in the current teaching environment of many developing

countries, prominent among them is the issue of teachers’ housing.

2.5.2.4 Students’ Textbooks and Materials

Like the teaching materials, Caillodes and Postlethwaite (1987), indicated that textbooks,

exercise books and other learning materials were in short supply in many developing

countries. This situation is not different from what is happening in many developing

countries currently.

2.6 Factors Affecting the Teaching Conditions/Environment of Teachers.

As the main person who inspires and promotes learning, the teacher is one of the essential

factors that support education. The teacher therefore has a major role to play in ensuring

an effective educational system in every nation. The success or otherwise of this major

role of teachers depends on certain factors.


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2.6.1 Teachers Morale and Motivation.

Morale has been defined by Washington and Watson (1976) as the feeling a worker has

about his job based on how the worker perceives himself in the organization and the

extent to which the organization is viewed as meeting the worker’s own needs and

expectations.

Bentley and Rempel (1980), conceptualizes morale as “the professional interest that a

person displays towards the achievement of individual and groups goals in a given job

situation”

When a healthy school environment exists and teacher morale is high, "teachers feel good

about each other and, at the same time, feel a sense of accomplishment from their jobs"(Hoy and Miskel 1987).

Lumsden and Linda (1998), indicated that, the morale of teachers in every educational set

up is influenced by the following factors:

The School Environment: There is a relationship between the school environment

and the morale levels of teachers, as a healthy school environment would enhance

the morale of teachers in such a school. The ability of the head or principal to

create a positive school climate and culture can affect the morale of teachers.

Adams (1992) stated that ‘Principals, who control many of the contingencies in

the work environment and are the source of much reinforcement for teaching

behavior, are the keys to improving the morale and self-esteem of teachers.’

Buttressing the point raised by Adams, a study by Ingersoll in 2001 on job

satisfaction among American teachers identified ‘more administrative support and

leadership, good student behavior, positive school atmosphere and teacher

autonomy’ as working conditions associated with higher level of teaching.

(Ingersoll, 2001).

Parents Support: Parental support is also another factor that influences the morale

level of teachers and thereby affecting the teaching conditions of these teachers.

Teachers become happy and satisfied when they found out that parents of their


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students or pupils recognize their effort and appreciate them. When parents

provide support for both teachers and their wards, it helps boost the morale of

teachers. The study by Ingersoll also revealed that "teachers in any school setting

who receive a great deal of parental support are more satisfied than teachers who

do not." (Ingersoll, 2001).

Students/Pupils Responsiveness and Enthusiasm: Students and pupils also play

important role in the morale levels of teachers. The perception of teachers on

students and the enthusiasm of students to learn can also affect their morale.

Stenlund (1995), has indicated that, “Teachers almost universally treasure student

responsiveness and enthusiasm as a vital factor in their own enthusiasm, and

conversely list low motivation in students as a discourager”

Teacher motivation plays a major influential role in the teaching conditions/environments

of teachers, since it inspires them to work hard in the educational set up that they find

themselves. It is widely asserted that low teacher motivation is reflected in deteriorating

standards of professional conduct, including serious misbehavior of teachers (in and

outside of work), and poor professional performance. This impact of low teacher

motivations tends to affect the teaching environment of schools and thereby negatively

affecting the standard of these schools. This situation is evidence globally, with low and

falling standards of professional conducts in many low income countries with poorly

motivated teachers as compared to the developed nations with relatively higher form of

motivation for teachers.

2.6.2 Time

Another factor that affects teachers in their teaching field is the availability of time for

teaching. Lesson plans are greatly affected by time available. Shorter class periods

constrain what kind of activities can be used to learn, and sometimes increase the

homework load on students. Teachers with time constraints may have to reduce creative

learning strategies in order to give students in class time to complete assignments and

reduce homework load. Scarlett (2010)


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2.6.3 The Working Environment

The working conditions of teachers are closely related to learning conditions for students

and pupils. A school environment that allows teachers to do a good job will automatically

improve the learning conditions of the students or pupils. (UNESCO, 2000)

There is also an obvious and close relation between the infrastructure of the school

system and the quality of education. For effective teaching by the teacher, it is very

essential to provide at least basic teaching equipment and materials in schools (UNESCO,

2000). Schools with the adequate and proper teacher materials and equipment would have

the chance to perform effectively well as compared to schools with limited or without

these materials and equipment. A report from the UNESCO, 2000 outlined that in many

countries especially developing countries, investment in school equipments has been

neglected during recent decades.

2.7 Factors Affecting the Learning Conditions/Environment of Pupils.

2.7.1The Built Environment of the School

The school where learning takes place is one of the factors that affect the learning

abilities of pupils. The school site, its buildings and grounds, provide the infrastructure

which support learning and development. ‘School buildings should inspire learning. They

should nurture every pupil and member of staff. They should be a source of pride and a

resource for the community’ (Ministerial introduction to the Building Schools for the

Future consultation, DfES 2003a).

The location of the school, its size, the way in which classrooms are lit, ventilated, heated

and exposed to different types of noise all have influence on the learning conditions of

pupils. (Karl et al, 2008).

2.7.2 Home Influence and Parental Inputs

Factors that influence the learning abilities of pupils are not only limited to those found

within the school, but also those that are found outside the school environment. One of

the external factors that influence learning is the family background of the pupil. The


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economic status of families to some extent determines the level of achievement of pupils.

Pupils from poor families find difficult to get some essential learning materials that

would aid their learning. Such families find it very difficult to provide books, uniforms,

meals and sometimes transportation fares to support their wards in school. Some of these

pupils from poor backgrounds have to spend some of their learning and schooling time in

petty trading for their parents in other to supplement the family’s budget. (Collated

digests 2010)

The attitudes of parents towards the educations of their children or wards also influence

the learning environment of these pupils. The higher interest the parent shows in

educating the child, the higher the child is more likely to learn and perform well in

school. (Caillodes and Postlethwaite, 1987).

A study by the Collated digests (2010) on the achievement levels of some pupils

indicated that, the achievement level of pupils to some higher extent is influenced by the

family’s economic status, as children from poorer backgrounds showed lower scores in

school as compared to those from rich families.

2.7.3 The Curriculum

The curriculum, which contains the content of what pupil learn in school also have an

influence on the achievement or learning ability of pupils. The curriculum can be

differentiated into;

Intended Curriculum: This represents what is in the syllabus or lists of learning

objectives.

Implemented Curriculum: This represent what the teachers actually teach in class.

There is much evidence to show that the curriculum demand has an impact on

achievement, if pupils get the opportunity to learn something they usually do so. On the

other hand, if they do not get the opportunity they cannot learn it. In other words, the

more that is demanded on the intended curriculum, other things being equal, the more the

children will learn. (Caillodes and Postlethwaite, 1987)


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An effective curriculum should be relevant and of quality. A relevant curriculum,

according to Caillodes and Postlethwaite is the one that present the basic learning skills in

such a way that parents see their importance for the daily lives and expected futures of

their wards. A quality curriculum on the other hand is the one that advance pupils

prospect and give them a better chance in life. (Caillodes and Postlethwaite, 1987).

2.7.4 Books and Materials

Books and other learning materials like desks, black/white boards, work books and pens

play an important role in ensuring effective learning and higher achievement levels of

pupils. Caillodes and Postlethwaite (1987) have indicated that, where there is a shortage

of books and materials for learning, achievement level is lower. Providing one book per

child (and ensuring that the book reach the schools and are used by teachers and pupils)

increases the achievement and retention rates of pupils. (World Bank, 1998).

Fuller (1986) indicated that shortage of textbooks was more of a problem in some

subjects areas than in others; but it always has an effect on achievement.

Connected with instructional materials is the availability of books through a school

library. Fuller (1986) has again reported that the more books are borrowed from a school

library, the higher the pupils’ achievement.

2.7.5 Teachers, Teaching and Teacher Training

The teacher, how teaching is undertaken and the training or education of the teacher also

play a role in the success or otherwise of the learning ability and achievement of pupils.

2.7.5.1 Teachers’ Experience

Teachers with more teaching experience tend to develop stronger instructional and

classroom management skills. They reduce the amount of time spent on administrative

procedural matters in the classroom, are quick at restoring order and develop a tempo of

teaching which fosters more ‘time on tasks’ on the part of the students (Anderson et al.,

1988). The implication of this is that all efforts need to be made to allocate experienced

teachers equally between urban, peri-urban and rural areas and to reduce turnover.


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2.7.5.2 Lesson Preparation and Marking

Teachers who spend time preparing lessons and marking homework and class work tend

to achieve better results with students than those who do not. (Caillodes and

Postlethwaite, 1987)

2.7.5.3 Skills

Teachers who are perceived by their pupils to demand a lot of them (high teacher

expectation of pupil work), who are quick in keeping order in their classrooms, who

organize feedback in a systematic way ( feedback in the sense that the teacher knows

exactly what an individual pupil has learned and has not learned), who use correctives

(help children to learn that which they fail to learn the first time), and who help the pupils

to structure the more important learning tasks from the less important tasks, tends to

produce higher achievement in their pupils than those teachers who are not perceived to

do these things. (Anderson et al., 1988; Nitsaisook and Postlethwaite, 1987).

Some skillful and dedicated teachers are able to inspire children to learn even in the most

deprived areas. Avalos (1986), in her study in four Latin American countries has called

these the ‘Senora Rosa’ teacher s. More intensive studies of these kinds of teachers are

required in order to identify what they do which results in good achievement in

disadvantaged children.

2.7.5.4 Teacher Education

Peaker (1976) has shown that teachers with more post-secondary education achieve more

with their pupils than teachers with less post-secondary education.

2.7.6 Time at School and Homework

Allocated instructional time is important since the more time children study, other things

being equal, the more they learn. (Passow et al., 1976). It is the real number (rather than

the paper number) of hours of instructional time that is important. There are many

countries for instance where officially there may be say, 240 school days per year, but in

effect 30 are given free because of local public holidays, visiting dignitaries and teacher


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absence (for whatever cause, for instance, illness, death or marriage in the family, teacher

attending course, etc); thus the real number of days is much less (210 in this case).

Teacher attendance at schools is another major factor that affects the learning abilities of

pupils. (Caillodes and Postlethwaite, 1987)

Homework is also an important factor that influences learning, pupils doing homework

learn more than those doing no homework even if it is not marked. If the homework is

marked and gone through individually with each pupil, to help him/her see their

shortcomings and how to improve them, then the children learn much more. It does

without saying that if the teachers are not motivated or if they have other activities, the

probability of the homework being marked is low. (Caillodes and Postlethwaite, 1987).

2.8 Challenges within the Teaching and Learning Environments in Ghana.

Ghana, like other developing countries is also faced with some challenges within its

educational sector. Some of the major challenges include:

Gross inadequacy of teachers in some places in the country: One major challenge

in the educational sector in Ghana is the inadequacy of trained teachers in some

schools. Most basic schools in the country do not have the full complement of

teachers. Some schools especially those in the rural areas are understaffed. (The

Ghanaian Journal, 2010). This situation of understaffing of teachers has resulted

in the recruitment of unqualified teachers to teach in most of these schools. For

instance, in the Asanti Akim North Municipality, which is the main study area of

this research, out of a total of 545 teachers in the junior high school, there are as

many as 144 unqualified teachers teaching in some of these junior high schools.

(EMIS, Asante Akim North, 2010).

Poor school structures coupled with insufficiency of some school infrastructure:

Some schools in the country are in deplorable conditions and hence making them

ineffective to promote effective teaching and learning. Some of these schools, for

instance, have to close whenever it threatens to rain. These situations are very

prominent in the rural and remote areas in the country. Most schools in the

country also have inadequate basic educational infrastructure that would aid


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teaching and learning. There are issues of insufficient classrooms, sanitary

facilities, furniture (desks for pupils, table and chairs for teachers.) in the country.

(The Ghanaian Journal, 2010).

Insufficient teaching/learning materials: As stated earlier in this chapter, teaching

and learning materials in every educational set up play important role in ensuring

effective teaching and learning. Most schools in the country are however, faced

with the problem of insufficient teaching and learning materials. There are issues

of inadequate supply of textbooks for both teachers and pupils, lack of libraries in

schools for research and other essential materials for teaching and learning. (The

Ghanaian Journal, 2010).

Low Morale of Teachers: The morale level of most teachers in the country is very

low as a result of their poor remunerations. The salary level of teachers in the

country is very low. Aside the low level of salary for teachers, the living

conditions of most teachers especially those in the rural areas are very poor. Most

rural areas in the country where some of these teachers work lack social amenities

like hospitals, electricity, markets and good roads. This situation has resulted in

the reluctance of most teachers to teach in these rural areas. (ghanadistricts.com,

2010)

2.9 Key Findings from Literature Review.

From the review, the following were observed:

The educational sector has been one of the areas of concern for various

governments in the country over the years. Various governments, during the

colonial era and post colonial period have shown some form commitment in

trying to enhance education in the country. This is evidence by the various

programs and reforms put in place by different governments as their efforts orstrategies in enhancing education. Programs like the Free Compulsory Universal

Basic Education (FCUBE) and the Capitation Grants are some of the efforts by

governments in the country put in place to enhance education.

The teaching and learning conditions/environment in every educational set up

should be conducive for both teachers and pupils/students. Teachers and pupils


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alike would be able to teach and learn effectively when the factors the influence

teaching and learning are conducive.

The teaching and learning conditions/environments in Ghana and other

developing countries over the years are not conducive enough for teachers and

pupils/students alike. The effect of this has led to the relatively lower standard of

the educational sector in these countries as compared to those in the developed

countries.

Teacher motivation as well as adequate and quality teaching and learning

materials and infrastructure are necessary for effective teaching and learning of

teachers and pupils.

2.10 Conclusion

The chapter has given a detailed explanation of the various concepts that are related to

the research under study. The knowledge obtained in this chapter would therefore help in

giving genuine description and assessment of the teaching and learning conditions of the

selected junior high schools in the Asanti Akim North Municipality in the next chapters

of the report.


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CHAPTER THREE

PROFILE OF STUDY AREA

3.1 Introduction

The chapter provides a brief profile on the physical, demographic, socio-economic,

institutional and administrative arrangements of the Asante Akim North Municipality.

Knowledge on these would help one to appreciate who the people are, the nature of the

communities in which they live, how they organize their activities and the effect of these

on the topic under study.

3.2 Physical Characteristics

3.2.1 Location and Size.

The Asante Akim North municipality is one of the twenty seven districts in the Ashanti

region. The municipality was carved out of the erstwhile Asante Akim District Council in

1988. It has Konongo-Odumasi as its twin capital town. The municipality is located in the

eastern part of Ashanti Region and lies between latitude 600 301 North and 700 301 North

and longitude 000 151 West and 100 201 West. It covers a land size of 1,160 sq km with

an estimated population of 169,976 in 2010.

The municipality shares boundaries with Sekyere East on the north, Kwahu South on the

east, Asante Akim South on the south and Ejisu-Juaben on the west. (Asante Akim North

Municipal Assembly, MTDP-2010-2013).

Figure 3.1: Asante Akim North Municipality in the Regional Context.

Source: Ghanadistricts.com, 2011

30


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3.2.2 Vegetation

The municipality lies within the moist semi-deciduous forest belt. The major vegetation

types include the Open Forest which covers 576 sq.km of the highland areas, the Closed

Forest which also covers 230 sq.km of the range and the Wooded Savannah covering an

area of 246 sq.km. Most of the original forest has however degenerated into secondary

forest and grassland due to indiscriminate felling of trees, bush-fire and poor farming

practices such as shifting cultivation and bush fallowing. (Asante Akim North Municipal

Assembly, MTDP-2010-2013).

3.2.3 Geology and Minerals

The natural resources that abound in the Municipality are mainly minerals and forest

products as well as water bodies. Mineral resources include gold deposits found in the

metamorphosed lava, stretching from the Konongo-Odumasi area to Juansa, and also the

strip from the Kyekyewere to Pekyerekye. Other gold bearing rocks include Granite,

Biotite and Muscovite are found at the Wioso areas. (Asante Akim North Municipal

Assembly, MTDP-2010-2013).

3.3 Demographic Characteristics

3.3.1 Population Size and Growth Rates

According to Ghana Statistical Services, the population of the Municipality for the

censual periods of 1970, 1984 and 2000 were 53,776, 79,260 and 126,477 respectively.

Between 1970 and 1984 the annual growth rate was 2.8%. However, the annual growth

rate rose to 3.0% between 1984 and 2000. Based on this trend, it is estimated that the

annual growth rate will continue at 3.0% from the 2000 population census until 2010. In

turn, the population of the Municipality is expected to be 169,976 by 2010, with the five

main urban towns (Agogo, Konongo, Odumasi, Patrensa and Domeabra) having a total

population of 89,430 which constitute 52.8 percent of the entire population in the

municipality. In terms of the distribution, the population is more concentrated in the

southern part of the municipality. Some of the factors attributed to the density in the


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southern portion include the presence of social services infrastructure like health and

educational facilities. (Asante Akim North Municipal Assembly, MTDP-2010-2013).

3.3.2 Age and Sex Structure

The number of females in the municipality is more than that of the males as 52.6 percent

of the population is females with the remaining 47.4 percent being males. In all the

communities in the municipality, the females outnumber the males.

The municipality has a youthful population, with over 40 percent of the population falling

under the 15 years of age and over 50 percent falling within the ages of 15 to 64. The

municipality also has 6.4 percent of its population in the 65 and above cohort. (Asante

Akim North Municipal Assembly, MTDP-2010-2013).

3.3.3 Household Composition

The average household size in the municipality is 5.1, with Agogo, the most populated

community having the highest average of 6.1 whilst Nyabo has an average household size

of 4.6.

Even though the females outnumber the males, the number of male household heads

outnumbers that of the females as 56.3 percent of the household heads are males. The

average age for male heads is 48.5 where as that of female’s stands at 54.5. (Asante Akim

North Municipal Assembly, MTDP-2010-2013).

3.3.4 Literacy

The overall literacy rate of the population above the age of five (5) is 46.1 percent. There

is a significant disparity between females and males (39.5 percent and 54.1 percent

respectively). This disparity is particularly extreme in Nyaboo, where there is 17.9

percent difference between the genders. (Asante Akim North Municipal Assembly,

MTDP-2010-2013).


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3.3.5 Employment

Farming is the predominant occupation among people aged 15 and above, comprising of

53.9 percent of all occupations in the municipality. There are also significant number of

people employed in trading (16.3 percent) and in vocational services activities (13.1

percent) such as hairdressing, sewing and driving. Labour (example, masonry, carpentry,

etc) and professional occupations such as teachers, pharmacist, etc each make 6.4 percent

and 6.5 percent of the work force. (Asante Akim North Municipal Assembly, MTDP-

2010-2013).

3.4 Institutional and Administrative Arrangements

The Asante Akim North District Assembly was established by the Legislative Instrument

(LI) 1418 on 23rd November 1988. The municipal assembly is the political and

administrative authority with the mission to ensure improvement of the quality of life of

the people through the formulation and implementation of policies to promote education,

agriculture, health and other basic infrastructure by highly motivated and skilled staff

with the principles of honesty, transparency and accountability. (ghanadistricts.com,

2011)

Lower administrative levels such as Area and Urban Councils and Unit Committees have

been established in the municipality with the responsibility of leading the planning,

implementation and management of development programmes within the councils. The

Area and Urban Councils within the municipality include; Dwease-Praso, Oweriagya,

Oweriman, Amantenaman, Konongo-Odumasi and Agogo. There also exist in the

municipality traditional authorities which include the traditional chiefs and queen

mothers in the various towns and villages. In the entire municipality, there are three (3)

traditional councils, which are the Agogo, Konongo and Odumasi Traditional Council.

(ghanadistricts.com, 2011)

3.5 The Educational Sector

Education in the municipality is being overseen by the Municipal Directorate of

Education whose responsibility is the administration, monitoring and supervision of


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teaching and learning in the municipality. The municipality has been sub divided into

eight (8) circuits for the purpose of effective administration and supervision. These

educational circuits in the municipality include the Agogo East, Agogo West,

Amantenaman, Dwease/Praso, Konogo/Oldumase South, Konongo/Odumasi North,

Owerriagya and Owerriaman circuits. (Asante- Akim North Municipal Education Office,

2010)

The Education Directorate has a number of structures for the management of basic

education system. Prominent among them include;

Municipal Teacher Support Team (MTST): Organnizes in service training,

workshops in schools and at cluster centres to sharpen and consolidate the

instructional skills of teachers.

The Girls Education Unit (GEU); This unit undertakes sensitization programmes

on the importance of girls’ education.

The Science, Technology and Mathematics Education (STME): Focuses on

creating awareness of the need for girls to study science, mathematics and

technical subjects.

The School Health Education Programme (SHEP): The unit designs strategies for

the upkeep and maintenance of good health in school. The Municipal Education Oversight Committee (MEOC): The MEOC exercises

absolute responsibility and authority over educational issues in the municipality.

(ghanadistricts.com, 2011)

With regard to the population in basic schools, 89.3 percent of children between the ages

of 4 and 15 are attending school. Out of this number in school, Juansa has the best rate,

with 94.9 percent of the school aged children (between the ages of 4 and 15) attending

school.

The travel time to school in the municipality in general, is less than 20 minutes for pupils

at the Junior High School levels and below. The average travel time to school is generally

longer for pupils in private schools than for those attending public schools. (Asante Akim

North Municipal Assembly, MTDP-2010-2013).


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CHAPTER FOUR

SITUATIONAL ANALYSIS OF THE TEACHING AND LEARNING

CONDITIONS OF TEACHERS AND PUPILS IN THE SELECTED JUNIOR

HIGH SCHOOLS

4.1 Introduction

The chapter seeks to give a detailed description of the teaching and learning conditions of

teachers and pupils in the selected junior high schools in the Asante Akim North

Municipality using the factors and issues identified in the literature review (chapter two)

of this report as well as the analysis of the data that were gathered from sampled teachers,

pupils and the various head teachers of the schools. It also gives the contributions of the

various stakeholders (such as the Municipal Assembly, the Municipal Directorate of

Education, parents, traditional authorities and community members) to basic education in

the municipality. Chapter four also entails the analysis of the differences between the

teaching and learning conditions that exist within the selected private and public JHS.

4.2 Characteristics of Respondents

In all, two hundred and one (201) respondents were interviewed during the survey in the

Municipality. These included pupils, teachers and head teachers of the selected schools,

parents with wards in junior high schools, assembly members and traditional authorities

of the eight (8) communities from which the sampled JHS were selected. These

communities included Agogo, Konongo, Odumasi, Patriensa, Domeabra, Juansa,

Hwediem and Kyekyebiase.

4.2.1 Pupils

Out of the total number of 94 junior high school pupils interviewed, 24.5 percent were

within the ages of 11 to 13 years, with 67 percent of them falling within the ages of 14 to

16 years. Pupils within the ages of 16 years and above constituted 8 percent of the total

number sampled. 51.1 percent of the pupils interviewed were males with the remaining

48.9 percent of them being females. To ensure fair assessment of pupils in the selected

public and private junior high schools, the 94 pupils were equally split, where forty seven

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(47) pupils representing 50 percent were selected from the public schools with the

remaining forty seven (47) from the private schools.

4.2.2 Teachers

The total number of teachers sampled for the survey was forty seven (47). Out of this

number, thirty (63.8 percent) of them were males whilst the remaining seventeen (36.2

percent) were females. The higher number of males teachers was as a result of the larger

number of male (310) teachers as compared to their female counterparts (116) in the

municipality as a whole. This situation was evidenced when in some of the schools

studied (especially the private schools), there were no female teachers. Again, 53.2

percent of the teachers were sampled from public schools with the remaining 46.8 percent

from the various private schools visited.

4.2.3 Parents

The total numbers of parent with their wards in the JHS, sampled were thirty (30) with

46.7 percent of them being males whereas the females constituted 53.3 percent. This

situation reflects the sex distribution of the municipality as a whole as there were more

females (52.6 percent) than males (47.4 percent). Parents within the ages of 36 to 40

years and 41 to 45 years constituted 23 percent each of the total number of parents

sampled. 20 percent of the parents were within the ages of 46 to 50 years whereas those

within the ages of 31 to 35 years, 51 to 55 years and 56 to 60 years represented 10

percent each of the total number of parents sampled. Only one parent sampled was above

60 years.

All the parents sampled were literates. There were however some variations in their

educational level. Majority of them (46.7 percent) had the JHS as their highest level of

education, this was followed by those that attained SHS as their highest level of

education. Parents that had completed the tertiary constituted 13.3 percent with least

being those who completed the primary school (10 percent).

Like most other districts in the country, Asante Akim North is an agrarian municipality.

This was evidenced as 50 percent of the parents sampled were in the agricultural sector


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with 30 percent and 20 percent of them in the informal and formal services sectors

respectively.

The income levels of parents have direct impact in the learning conditions of their wards

as parents with higher earnings find it less difficult in providing the educational needs of

their wards as compared to those with lower earnings. The study therefore identified the

income level of parents and was observed that 30 percent of the parents had a monthly

income level of within 50 cedis to 100 cedis with 3.3 percent of them within the ranges of

10 cedis to 50 cedis. There were however some disparities between the average monthly

income level of parents with their wards in the private schools and those in public

schools. The average monthly income of parents who patronized private school was 322

cedis whilst that of those who patronized the public schools was 195.2 cedis. This

therefore shows that there was some relationship between the income level of parents and

the type of school patronized as parents with less income preferred sending their wards to

public schools where the fees had been absorbed by the government. This was evidenced

in the study as 46.7 percent of parents who patronized public schools did so because of its

affordability.

4.3 The Learning Conditions of Pupils

4.3.1 Distance from Homes of Pupils to School

The survey revealed that, 90.4 percent of the pupils lived within the same communities

where their schools were located, with only 9.6 percent of them living outside the

communities of their schools. The research also found that out of the total number of the

pupils who were living outside their school communities, as high as 88.9 percent of them

attended private schools with only 11.1 percent of them attending public schools. This

was due to the fact that not all communities in the municipality had private JHS and

therefore parents who wanted their wards to attend private schools had to do so by

sending their wards to nearby communities with one.


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Table 4.1: Type of School and Place of Residence of Pupils

PLACE OF

RESIDENCE

TYPE OF SCHOOLS TOTAL

PUBLIC PRIVATE

Within the same

community

Frequency Percentage Frequency Percentage Frequency Percentage

46 54.1 39 45.9 85 100

Outside thecommunity

Frequency Percentage Frequency Percentage Frequency Percentage

1 11.1 8 88.9 9 100

Source: Field Survey, February, 2011.

With all the 94 pupils studied it was noticed that, the average travel time (both by

walking and by vehicle) for pupils in public schools was fifteen (15) minutes whereas

that of private schools was twenty two (22) minutes.

It can therefore be deduced from the analysis above that, pupils in the selected schoo

Documents

Assessing the Teaching and Learning Conditions of Junior High Schools in Ghana