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Causes of Student Underachievement in Northside New Era Secondary School in Ghana Edward Larbi University of North Florida

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Causes of Student Underachievement in Northside New Era Secondary School in Ghana Edward Larbi University of North Florida UNF Digital Commons UNF Graduate Theses and Dissertations Student Scholarship 2002 Causes of Student Underachievement in Northside New Era Secondary School in Ghana Edward Larbi University of North Florida Suggested Citation Larbi, Edward, "Causes of Student Underachievement in Northside New Era Secondary School in Ghana" (2002). UNF Graduate Theses and Dissertations. 308. https://digitalcommons.unf.edu/etd/308 This Doctoral Dissertation is brought to you for free and open access by the Student Scholarship at UNF Digital Commons. It has been accepted for inclusion in UNF Graduate Theses and Dissertations by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 2002 All Rights Reserved Causes of Student Underachievement in Northside New Era Secondary School in Ghana by Edward Larbi A dissertation submitted to the Doctoral Studies Faculty in Educational Leadership in partial fulfillment of the requirements for the degree of Doctor of Education In Educational Leadership UNIVERSITY OF NORTH FLORIDA COLLEGE OF EDUCATION AND HUMAN SERVICES Fall,2002 Unpublished work © Edward Larbi The dissertation of Edward Larbi is approved: (date) Signature Deleted Signature Deleted Signature Deleted Signature Deleted Committee Chairperson Accepting for the Division: Signature Deleted Accepting for the College: Signature Deleted Accepting for the University: Signature Deleted Vice President for Academic Affairs Acknowledgements It is a great pleasure for me to acknowledge certain special individuals who have helped to make a difference in my life. Dr. John Venn became my mentor in the Educational Leadership program at UNF. I learned a lot from him throughout the program and during the dissertation process. Dr. Charles Galloway kindled the hope in me that I could do it and walked me through from the beginning of the proposal to the final word of the dissertation. Dr. Pritchy Smith's positive critique and his emphasis on APA style were valuable contributions that enabled me to earn the degree. Dr. Henry Thomas' instant acceptance to serve on my dissertation committee is worth mentioning. He was a great motivator. Dean Kasten's in-depth knowledge in the field of teaching and her expertise in guiding students on how to go through the entire process of writing a proposal for a dissertation gave me the hope that I could always rely on her for guidance and assistance. I am grateful to all my instructors who nurtured me for this accomplishment throughout the entire Educational Leadership program. My acknowledgement would not be complete if I did not render my sincere thanks to my wife, Gladys, and my children, Monica and Bismark, for allowing me to "neglect" them for countless hours in pursuit of my education. Their patience and understanding were deeply appreciated. Dr. Betty Clark was my inspiration. The words of encouragement she uttered, telling me, "We can do it," contained ornamental gems. She is a friend and a sister. ii My special tribute goes to the late James Dankwa, alias Tom Sawyer, at the Suhum educational district of Ghana Education Service. The late Mr. Dankwa was my direct link with the education service. He contributed immensely towards the writing of this research study but did not live to see my graduation day. May he rest in utmost peace! ill Table of Contents Title Page ........................................ ......................................................... i Acknowledgment. ....................................................................................................ii Table of Contents ................................................................................................... iv List of Tables ..........................................................................................................vi Abstract. ................................................................................................................vii Chapter 1: Introduction and Background ............................................................... 1 Introduction ............................................................................................... 1 Historical Background ................................................................................. 1 Research Question ..................................................................................... 5 Statement of Purpose ................................................................................. 5 Significance of the Study ............................................................................. 6 Definitions of Terms .................................................................................... 7 Chapter 2: Review of Literature ........................................................................... 10 Introduction ............................................................................................... 10 The Relationship between Culture and Education .................................... 10 History of Education in Ghana ................................................................... 12 Pre-Independence Ghana ............................................................... 12 Education in the Missionary Era in Ghana ...................................... 13 Ordinances, Commissions, and Committees .................................. 14 The Present Education Reforms ............................................................... 18 Records of Student Achievement. ............................................................. 24 Current Research on Education in Ghana ................................................. 32 Chapter 3: Research Methodology and Procedures ............................................ 35 Methodology ............................................................................................. 35 Population Sampling and Procedures for Data Collection ......................... 36 Procedures for Data Analysis .................................................................... 38 Semi-Structured Questions ....................................................................... 38 Administrators and Teachers ............................................................. 39 Students ............................................................................................. 40 Limitations ................................................................................................. 40 Chapter 4: Data Analysis ..................................................................................... 43 Participant Biographies and Responses .................................................... 46 Joseph ............................................................................................... 46 Emmanuel .......................................................................................... 49 lV Frances ............................................................ , ................................. 50 Akwasi ................................................................................................ 51 lssa ..................................................................................................... 53 Edward ............................................................................................... 56 Leticia ................................................................................................. 57 Mina ................................................................................................... 58 Susan ................................................................................................. 61 Morris ................................................................................................. 63 Ahmed ................................................................................................ 64 Christina ............................................................................................. 67 George ............................................................................................... 68 Elvis .................................................................................................... 72 Rebecca ............................................................................................. 73 Samuel ............................................................................................... 74 Stephannie ......................................................................................... 76 Albert .................................................................................................. 78 Thematic Approach to the Study ............................................................... 79 Lack of Government Intervention ....................................................... 80 Socio-Economic Status of the People in the Demographic Settings .. 83 Unworkable Educational Policies ....................................................... 84 Poor Working Conditions for Teachers and Administrators ................ 86 Teachers' Apathy and Passivity ......................................................... 88 Parents' Psychological Underpinnings ............................................... 90 Lack of Educational Resources .......................................................... 91 Evaluation .......................................................................................... 92 Chapter 5: Recommendations, Summary, and Conclusion ............................... 104 Findings ..................................................................................................
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