Tag Archives: Senior High School

Retrospective Assessment of the Successes and Challenges of Double Track system in Senior High Schools in Sekyere Central District of Ghana (Published)

In our world today, education has gained the recognition as one of the ways of enhancing standards of living and achieving developmental goals. The double tract system was an intervention strategy which was introduced by the government of Ghana to help solved the challenges involved in the Free Senior High School policy programme. This study sought to identify the successes and challenges of the double track system in senior high schools in Sekyere central district. The study used a descriptive cross-sectional survey and quantitative method to collect data from randomly sampled 150 teachers, 300 students and 150 parents in senior high schools in Sekyere central district. Structured questionnaire was used for the data collection. The results of the study showed that the double track system has led to improvement in teacher-student ratio, increased contact hours, efficient use of school resources and the employment of new teachers. On the contrary, the study identified inadequate stakeholders’ consultation prior to its implementation, inadequate provision of logistics and funds by the governments, incompletion of syllabus owing to increased number of holidays, difficulties in maintaining school facilities as a result of all year usage as the major challenges confronting the implementation of double track system. Moreover, majority of teachers perceived that the intervention has not positively affected quality of education at the senior high school because of several setbacks whiles majority of parents and students were of the view that the intervention has positively affected quality of education at the senior high school level. I therefore recommend that government should ensure adequate supply of resources for effective management of this programme in the various senior high schools.

Citation: Benedict Osei-Owusu  and Akenten-Appiah Menka (2021) Retrospective Assessment of the Successes and Challenges of Double Track system in Senior High Schools in Sekyere Central District of Ghana, British Journal of Education, Vol. 9, Issue 9, pp.18-30

Keywords: Challenges, Perception, Quality of Education, Senior High School, Successes, double track system

Knowledge and Perception of Senior High School Social Studies Teachers on the Teaching and Learning for Nation Building (Published)

It is impervious to note that the main goal of Social Studies has been mentioned as citizenship education which involves preparing citizens for active participation nation building. However, it appears Social Studies teachers give little attention to the inculcation of the spirit of nation building in their students. The purpose of this study therefore was to determine whether SHS Social Studies teachers in Ghana have knowledge of and do teach towards Nation Building as a process of fostering unity in their classrooms and in society at large. The study adopted descriptive survey design. A total of 260 Social Studies teachers were selected from Senior High Schools in the Eastern Region for the study. The data collected was analysed using descriptive statistics (means and standard deviations) and inferential statistics (independent samples t-test and Pearson Product Moment Correlation-PPMC. The study found that most Senior High School Social Studies teachers have positive knowledge about Nation Building. It was further concluded that, most Senior High School Social Studies teachers in the Eastern Region have positive perception about practices of Nation Building. It was recommended that to maintain effective teaching and learning of nation building as an integral part of the Social Studies content, policy makers should come out with guidelines that will guide teachers’ classroom pedagogy towards achieving the former.

Citation: Eric Koomson and  Isaac Eshun (2021) Knowledge and Perception of Senior High School Social Studies Teachers on the Teaching and Learning for Nation Building, British Journal of Education, Vol. 9, Issue 9, pp.1-18

Keywords: Nation Building, Senior High School, Social Studies, Social Studies Teachers

Theoretical Knowledge on Group Counselling and Dynamics: The Surest Way of Helping Adolescents in S.H.S (Published)

Establishing effective group counselling programs in Senior High Schools (SHS) require comprehensive knowledge of theories in group counselling to be able to better understand the behaviour of adolescents and help them to deal with their problems. The dynamics of groups are essential to achieving success at conducting group counselling sessions in educational settings such as the Senior High School. Engaging teenagers who are facing challenges in their lives for group sessions also require sufficient relevant knowledge necessary for understanding, interpreting and predicting behaviours by professional Senior High School counsellors as they work together to achieve common goals with these students. The thrust of this paper was to qualitatively study the subject of the essential theoretical knowledge in group counselling and group dynamics in helping adolescents deal with a plethora of problems that they face in Senior High Schools of the Ghanaian educational system. For this reason, four counsellors from two (2) Senior High Schools in Efutu Municipality were purposively sampled and interviewed to find out whether indeed having theoretical knowledge in group counselling and group dynamics is the surest way for counsellors to help adolescents deal with a plethora of problems they face using a semi-structured interview guide. The findings revealed that indeed counsellors’ success at organising group sessions for adolescents in SHS was based on their theoretical knowledge of group counselling and group dynamics.

Keywords: Adolescents, Senior High School, group counselling

Theoretical Knowledge on Group Counselling and Dynamics: The Surest Way of Helping Adolescents in Ghanaian Senior High Schools (Published)

Establishing effective group counselling programs in Senior High Schools (SHS) require comprehensive knowledge of theories in group counselling to be able to better understand the behaviour of adolescents and help them to deal with their problems. The dynamics of groups are essential to achieving success at conducting group counselling sessions in educational settings such as the Senior High School. Engaging teenagers who are facing challenges in their lives for group sessions also require sufficient relevant knowledge necessary for understanding, interpreting and predicting behaviours by professional Senior High School counsellors as they work together to achieve common goals with these students. The thrust of this paper was to qualitatively study the subject of the essential theoretical knowledge in group counselling and group dynamics in helping adolescents deal with a plethora of problems that they face in Senior High Schools of the Ghanaian educational system. For this reason, four counsellors from two (2) Senior High Schools in Efutu Municipality were purposively sampled and interviewed to find out whether indeed having theoretical knowledge in group counselling and group dynamics is the surest way for counsellors to help adolescents deal with a plethora of problems they face using a semi-structured interview guide. The findings revealed that indeed counsellors’ success at organising group sessions for adolescents in SHS was based on their theoretical knowledge of group counselling and group dynamics.

Keywords: Adolescents, Senior High School, group counselling

Formative Assessment Practices of Senior High School Teachers in the Ashanti Mampong Municipality of Ghana (Published)

This study investigated the Senior High School (SHS) teachers’ formative assessment practices in the Mampong Municipality of Ghana. Three research questions guided the study: What is SHS teachers’ knowledge of formative assessment? What are SHS teachers’ formative assessment practices? How does formative assessment contribute to improvement in teaching and learning? Stratified and simple random sampling methods were used to select 80 teachers from the four public SHSs in the Municipality for the study. The study used a questionnaire for data collection. The study revealed that about half of the teachers lacked the conception of formative assessment and its sub-concepts. Generally, the teachers were involved in certain practices which unknown to them were formative assessment practices. They saw these practices as norms and daily routines that needed to be done as part of the teaching and learning procedures. To them, these practices contributed to improvement in teaching and learning. From the findings, the researchers recommended that, to increase the understanding of SHS teachers on formative assessment and its sub-concepts, pre-service teacher training must place much emphasis on the theory and practice of formative assessment and in-service training activities should be organised for teachers already in the field. Stakeholders of education need to give this the needed support.

Keywords: Assessment, Continuous Assessment, School-based assessment, Senior High School, Summative Assessment, formative assessment practices

The Understanding of Senior High School Mathematics Teachers of School-Based Assessment and Its Challenges in the Cape Coast Metropolis (Published)

This study focuses on the understanding of mathematics teachers of School-Based Assessment (SBA). It explores the challenges mathematics teachers in the Senior High School face in the management of assessment and ways of improving assessment practices. A total of 110 educators comprising 100 male and 10 female mathematics teachers participated in the study. A questionnaire and an interview schedule were used to collect data for the study and frequencies and percentages were used to analyze the data. Findings revealed that mathematics teachers in Senior High Schools in the Cape Coast Metropolis do not understand SBA guidelines and do not use them so they still practise the old ‘continuous assessment’ scheme which seems to be directing classroom practices. Considering the revelations from the study that majority of the teachers still used dated continuous assessment, it is obvious that they are not abreast with new trends and development relating to assessment practices. In view of this, in-service training in the form of workshops and seminars could greatly contribute to upgrading their skills and introducing them to effective ways of implementing SBA. This is clearly acknowledged in the submissions of majority of the teachers involved in the study. Taking cognizance of the universal nature of the teaching, learning and assessment of mathematics, it is likely that the problems associated with it in the schools in Cape Coast Metropolis would be found elsewhere across the globe. This study therefore seeks to serve as basis for similar studies in different jurisdictions so as to make its finding more encompassing.

Keywords: Mathematics, School-based assessment, Senior High School

TEACHER MOTIVATION IN SENIOR HIGH SCHOOLS IN THE CAPE COAST METROPOLIS (Published)

The general aim of this study was to ascertain the factors that really affect teacher motivation in selected senior high schools in the Cape Coast Metropolis. A descriptive survey design was used. The sample population was all teachers from the selected Senior High Schools in the Cape Coast Metropolis. The study involved 120 teachers. The teachers were selected through the simple random sampling technique. Questionnaire was used as a major instrument in collecting our data. The major findings of the study demonstrated that, wages and salaries, recognition for good work done, participation in decision making and conducive working environment were the major factors that really affect teacher motivation. In ranking the factors in order of importance, the teachers ranked wages and salaries as their most important motivational factors. With reference to the finding, it was recommended that, educational administrators should be mindful of the wages and salaries of teachers.

Keywords: Motivation, Senior High School, Teachers, Wages & Salaries, and Educational Administrators