Curriculum Planning Activities of Heads of Schools and Academic Performance of Senior High School Students in the Northern Region of Ghana

Abstract

The study examined the effects of curriculum planning activities of heads of senior high schools on students’ academic performance in Ghana. The cross-sectional survey design was used in the study. The sample size was 445. The proportionate stratified random and purposive sampling techniques. Data were collected using questionnaire, interviews and focus group discussions. Analysis of data involved the use of binary logistic regression, cross-tabulation and thematic analysis. It was found that of the eight predictors of high academic performance, four predictors emerged as significant. Thus, the study concludes that the curriculum leadership roles played by heads of schools contribute to the academic performance of their students directly. The study recommends that only competent and committed people should be appointed as heads of schools.

Facilitating Academic Gains with Artifacts of Learning: Effect Concept Mapping on Performance in Cellular Respiration

“…Instructional approaches that demand students' active participation in task accomplishment is absent in the Ghanaian classroom (Azure, 2015). The traditional, teachercentered, lecture method is still used in teaching biological concepts by majority of the teachers at the second cycle schools in Ghana (Amadu, 2018). This approach to teaching places the focus on the teacher, forces students to adopt a passive role in their own learning (Garret, 2008) and is not particularly as effective, compared to the alternative student-centred approaches, of improving (Precious, & Feyisetan, 2020).…”

An Investigation of The Connection of Bloom’s Taxonomy to the Core Mathematics Curriculum for Senior High Schools in Ghana

“…However, as Gyang (1979, as cited in Abroampa et al, 2020 observed, this method made many students hate mathematics. The paper noted that school mathematics was characterized by punishment, force, and fear, which forced some students to end their schooling prematurely (Abudu & Mensah, 2016;Mereku, 2019).…”