Teachers' Support Strategies for Lower Achievers in Basic School in Ghana

Abstract

Students in Basic schools in Ghana manifest diverse learning needs, which require innovative approaches to enable them to succeed in learning activities. The paper is part of a larger study conducted in Ghana, which used a range of data collecting methods including questionnaires, interviews with teachers and focus groups of below average students. This report focuses on data from semi-structured interviews with 12 basic (elementary-secondary) school teachers from two districts in the central region of Ghana. This paper explores strategies basic school teachers adopt to enhance successful participation of students who score below average and achieve lower attainments in regular classrooms in the country.