Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana

Regina Mawusi Nugba; Francis Kodzo Amedahe; Kenneth Asamoah-Gyimah

doi:doi:10.11648/j.ijsedu.20221001.11

| Peer-Reviewed

Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah

Published in International Journal of Secondary Education (Volume 10, Issue 1)

Received: 21 December 2021 Accepted: 21 January 2022 Published: 28 January 2022

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.

Published in	International Journal of Secondary Education (Volume 10, Issue 1)
DOI	10.11648/j.ijsedu.20221001.11
Page(s)	1-12
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Process Factors, School Context, Junior High School, School Effectiveness

References

[1]	Adeyemi, T. O. (2010). Principals’ leadership styles and teachers job performance in senior secondary schools in Ondo State, Nigeria. International Journal of Educational Administration and Policy Studies, 2 (6), 83-91.
[2]	Akyeampong, K. (2009). Revisiting free compulsory universal basic education (FCUBE) in Ghana. Comparative Education, 45 (2), 175–195.
[3]	Ampiah, J. G. (2011). Quality basic education in Ghana: Prescription, practice and problems. Africa-Asia University Dialogue for Educational Development. Report of the International Experience Sharing Seminar (1). CICE, Hiroshima University. CICE Series 4.
[4]	Anamuah-Mensah Committee Report (2002). Meeting the challenges of Education in the Twenty First Century, Review report of the President’s Committee on Education Reforms in Ghana: Author.
[5]	Ansah, J. (2017). Supporting education in Africa: Opportunities and challenges for an impact investor. Francesca Marchetta, Tom Dilly.
[6]	Bowles, S. (1970). Towards an Educational Production Function. In W. L. Hansen (Ed.), Education, income, and human capital (pp. 9-70). New York: Columbia University Press.
[7]	Burke, M. A. & Sass, T. R. (2011). Classroom peer effects and student achievement. Public Policy, Federal Reserve Bank of Boston, Discussion paper. Retrieved from http://www.bostonfed.org/economic.
[8]	Carlson, D. & Cowen, J. M. (2015). Student neighbourhoods, schools, and test score growth: Evidence from Milwaukee. Sociology of Education ASA, 88 (1), 38-55.
[9]	Carron, G., & Chau, T. N. (1996). The quality of primary schools in different development contexts. Paris: UNESCO.
[10]	Cobbold, C. (2006). Attracting and retaining rural teachers in Ghana: The premise and promise of a district sponsorship scheme. Journal of Education for Teaching, 32 (4), 453–469.
[11]	Department for International Development [DFID] (2007). Secondary textbook and school library provision in Sub-Saharan Africa: A Review based on 19 National Case Studies World Bank, Washington.
[12]	Downey, D. B., von-Hippel, P. T., & Broh, B. (2004). Are schools the great equalizer? School and non-school sources of Inequality in cognitive skills. American Sociological Review, 69 (5), 613-635.
[13]	Durlak, J. A., Weissberg, R. P., Dymnicki, A. B, Taylor, R. D, & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82 (1), 405-432.
[14]	Etsey, K. A. (2005). Assessing performance in schools: Issues and practice. Ife Psychologia, 13 (1), 123- 35.
[15]	Fentiman, A., Hall, A., & Bundy, D. (1999). School enrolment patterns in rural Ghana: A comparative study of the impact of location, gender, age and health on children’s access to basic schooling. Comparative Education, 35 (3), 331–349.
[16]	Fischer, C. S. (2013). Showing that neighbourhoods matter: City and community. American Sociological Association, 12 (1), 7–12.
[17]	Fobih, D., Akyeampong, K. A., & Koomson, A. (1999). Ghana primary school development project: Final evaluation of project performance. Accra; Ghana: Ministry of Education.
[18]	Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18 (1), 39-50.
[19]	Fuller, B., & Clarke, P. (1994). Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules and pedagogy. Review of Educational Research 64, 119–57.
[20]	Ghana News Agency [GNA] (2015) Six schools scored 0% in Basic Education Certificate Examination. Retrieved from https://www.google.com/url?
[21]	Green, S. B. & Salkind, N. J. (2014). Using SPSS for Windows and Machintsh: Analysing and understanding data. (8^th ed), Hoboken: Pearson.
[22]	Hair, J., Hult, T., Ringle, C., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks, CA: Sage Publications, Inc.
[23]	Hanushek, E. A. (2007). Education production functions. Hoover Institution, Stanford University.
[24]	Hanushek, E. A., Kain, J. F., Markman, J. M., & Rivkin, S. G. (2003). Does peer ability affect student achievement? National Bureau of Economic Research Working Paper No. 8502. Cambridge, MA: National Bureau of Economic Research.
[25]	Harris, J., & Bourne, P. A. (2017). Perception of teachers and pupils on factors influencing academic performance in mathematics among a group of fifth and sixth graders in Jamaica. Eureka Journals, 1 (1), 1-23.
[26]	Karagoz, Y. (2016). SPSS and Amos 23 applied Statistical Analysis. Ankara, Turkey: Nobel Publishing House.
[27]	Katz, L. F. (2014). Reducing inequality: Neighbourhood and school interventions. Focus, 31 (2), 12-20.
[28]	Lavy, V. (2015). Do differences in schools’ instruction time explain international achievement gaps? Evidence from developed and developing countries, The Economic Journal, 125 (588), 397–424.
[29]	Lipton, M. (1977). Why poor people stay poor: A study of urban bias in world development. Temple Smith/Harvard University Press.
[30]	Lo, L. N. K. (1999). Knowledge, education and development in Hong Kong and Shanghai. Educational Journal, 26 (2), 55–89.
[31]	Lockheed, M. & Verspoor, A. M. (1992). Improving primary education in developing countries. New York, NY: Oxford University Press.
[32]	Mayers, R. E. (2013). The relative benefits of learning teaching and teaching expectancy. Contemporary Educational Psychology, 38, 281-288.
[33]	Ministry of Education (2016). Education Sector Performance Report. Accra; Ghana: Ministry of Education.
[34]	Ministry of Education. (2015). Teaching syllabus for visual arts. (Curriculum Research and Development Division) Accra, Ghana: Author.
[35]	Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80 (6), 271-279.
[36]	Nudzor, H. P. (2013). Exploring the policy implementation paradox: Using the free compulsory universal basic education (FCUBE) policy in Ghana as an exemplar. International Journal of Qualitative Studies in Education, 26 (8), 933–952.
[37]	Okyerefo, M. P. K., Fiaveh, D. Y., & Lamptey, S. N. L. (2011). Factors prompting pupils’ academic performance in privately owned junior high school in Accra, Ghana. International Journal of Sociology and Anthropology, 3 (8), 280-89.
[38]	Padmanabhan, T. (2001). Theoretical Astrophysics: Volume 2, Stars and stellar systems. Cambridge University Press.
[39]	Quansah, K. B. (2000). 1999 report on the administration of primary 6 criterion-referenced tests. Accra; Ghana: Ministry of Education.
[40]	Rivkin, S. G., & Schiman, J. C. (2015). Instruction time, classroom quality, and academic achievement, The Economic Journal, 125 (588), F425–F448.
[41]	Sastry, N., & Pebley, A. N. (2010). Family and neighbourhood sources of socioeconomic inequality in children’s achievement. Population Association of America, 12 (5), 777-800.
[42]	Siaw, A. O. 2009). A comparative study of teaching and learning processes of the visual arts in selected senior high schools in urban and rural settings in Ashanti Region Ghana. Master’s thesis, Department of General Art Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
[43]	Tanaka, C. (2012). Profile and status of untrained teachers: Experiences in basic schools in rural Ghana. Compare: A Journal of Comparative and International Education, 42 (3), 415–438.
[44]	Tang, X., & Wu, X. (2000). Educational change and development in the People’s Republic of China: Challenges for the future. In T. Townsend & Y. C. Cheng (Eds.), Educational change and development in the Asia-Pacific region: Challenges for future (pp. 133–161). Lisse, The Netherlands: Swets & Zeitlinger.
[45]	UNESCO. (2005). Cultural heritage, creativity and education for all in Africa; for education in the arts and creativity in primary and secondary schools. Regional Conference on Arts Education, Port Elizabeth, South Africa.

Cite This Article

Plain Text BibTeX RIS

APA Style

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah. (2022). Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. International Journal of Secondary Education, 10(1), 1-12. https://doi.org/10.11648/j.ijsedu.20221001.11

Copy | Download

ACS Style

Regina Mawusi Nugba; Francis Kodzo Amedahe; Kenneth Asamoah-Gyimah. Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. Int. J. Second. Educ. 2022, 10(1), 1-12. doi: 10.11648/j.ijsedu.20221001.11

Copy | Download

AMA Style

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah. Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. Int J Second Educ. 2022;10(1):1-12. doi: 10.11648/j.ijsedu.20221001.11

Copy | Download

@article{10.11648/j.ijsedu.20221001.11,
  author = {Regina Mawusi Nugba and Francis Kodzo Amedahe and Kenneth Asamoah-Gyimah},
  title = {Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {1},
  pages = {1-12},
  doi = {10.11648/j.ijsedu.20221001.11},
  url = {https://doi.org/10.11648/j.ijsedu.20221001.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.11},
  abstract = {This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana
AU  - Regina Mawusi Nugba
AU  - Francis Kodzo Amedahe
AU  - Kenneth Asamoah-Gyimah
Y1  - 2022/01/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsedu.20221001.11
DO  - 10.11648/j.ijsedu.20221001.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 1
EP  - 12
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221001.11
AB  - This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.
VL  - 10
IS  - 1
ER  -

Copy | Download

Author Information

Regina Mawusi Nugba

Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana
Francis Kodzo Amedahe

Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana
Kenneth Asamoah-Gyimah

Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah. (2022). Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. International Journal of Secondary Education, 10(1), 1-12. https://doi.org/10.11648/j.ijsedu.20221001.11

Copy | Download

ACS Style

Regina Mawusi Nugba; Francis Kodzo Amedahe; Kenneth Asamoah-Gyimah. Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. Int. J. Second. Educ. 2022, 10(1), 1-12. doi: 10.11648/j.ijsedu.20221001.11

Copy | Download

AMA Style

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah. Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. Int J Second Educ. 2022;10(1):1-12. doi: 10.11648/j.ijsedu.20221001.11

Copy | Download

@article{10.11648/j.ijsedu.20221001.11,
  author = {Regina Mawusi Nugba and Francis Kodzo Amedahe and Kenneth Asamoah-Gyimah},
  title = {Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {1},
  pages = {1-12},
  doi = {10.11648/j.ijsedu.20221001.11},
  url = {https://doi.org/10.11648/j.ijsedu.20221001.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.11},
  abstract = {This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana
AU  - Regina Mawusi Nugba
AU  - Francis Kodzo Amedahe
AU  - Kenneth Asamoah-Gyimah
Y1  - 2022/01/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsedu.20221001.11
DO  - 10.11648/j.ijsedu.20221001.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 1
EP  - 12
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221001.11
AB  - This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.
VL  - 10
IS  - 1
ER  -

Copy | Download