Secondary school categorization in Ghana: Silent plights of students and implications for equitable learning

Baidoo-Anu, David; Gyamerah, Kenneth; Chanimbe, Timothy

doi:10.1080/10911359.2022.2061665

Cited by 6 publications

(1 citation statement)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Asihene (2009) indicates, the "under-performance" of junior high school (JHS) students in the Basic Education Certificate Examination (BECE) is what ends many of them in the Visual Arts programme when they get admitted into senior high school (SHS) where they are also perceived and often labeled as "academically less intelligent" and "academically less able" on account of "poor" entry grades. The reality is the fact that Senior High Schools (SHSs) in Ghana are categorized into three "Grades A, B, C" or "First, second and third class", which also places high stakes on the admission of JHS graduates with respect to their performance in the BECE (Asihene, 2009;Opoku-Asare and Siaw, 2016;Baidoo-Anu, Gyamerah and Chanimbe, 2022). The current process of using technology via the Computerized School Selection and Placement System (CSSPS, Azaglo, Oppong and Antwi-Agyei, 2021;Opoku-Asare and Siaw, 2015) to place BECE holders in the respective senior high school programmes gives preference to the students grade as well (GES, 2021 Second Cycle Schools Register;Opoku-Asare, Tachie-Menson and Essel, 2015).…”

Section: Introductionmentioning

confidence: 99%

Predictors of Learning Disabilities Among Visual Arts Students at The Senior High School in Ghana

Kankam,

Opoku-Asare,

Ampofo

2023

IJELD

View full text Add to dashboard Cite

Learning disabilities do not occur in isolation but as a result of certain environmental factors such as school, class, and home with various underlining conditions which immensely present barriers to students learning. The study, therefore, employed a triangulation mixed research approach with a questionnaire, observation, and focus group discussion aimed at identifying learning disabilities and their various causal factors at the SHS, typically among students who seems to be a repository of BECE under-performance at the visual arts department. Data was sourced from 119 visual arts students (85 males; 34 females), 59 “BECE under-performance” (33 males; 26 females), 5 visual arts practical lessons, and 8 focus group members (4 males; 4 females). The findings revealed that students with underperforming BECE grades were admitted to pursue visual arts programme at the SHS. This was due to varied environmental deprivations in school, classroom, and at home that presented an unconducive learning environment for these students. It was therefore recommended that strategic educational interventions should be adopted to help avert the situation.

show abstract