TEACHING AND LEARNING IN BORDER TOWNS: A STUDY IN SOME JUNIOR HIGH SCHOOLS ALONG THE GHANA-TOGO BORDER By Abella Dorleku (BA Publishing Studies) A thesis submitted to School of Graduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirements for the degree of MASTER OF ARTS IN ART EDUCATION Faculty of Art, College of Art and Social Sciences November, 2013 © 2013 Department of General Art Studies i DECLARATION I declare that this thesis hereby submitted is the result of my own work except where I have indicated or acknowledged the sources quoted by means of complete references. The product is the result of my effort towards the Master of Arts (Art Education) through the professional guidance of the recognised supervisor, whose name appears below. Abella Dorleku (PG 4421510) (Student’s Name & ID) …………………. ………………... Signature Date Certified by: Nana Afia Opoku-Asare, Mrs. ………………… ……...………… (Supervisor’s Name) Signature Date Certified by: Dr. P. Osei-Poku ………………… ..……..…..…….. (Head of Department’s Name) Signature Date ii ACKNOWLEDGEMENTS I wish to express my thanks to the following people who helped to make the completion of this research possible: Firstly, I thank the Mighty Jesus Christ for giving me the strength, wisdom and courage to persevere and complete this study. May glory and honour be unto the Lord. Nana Afia Opoku-Asare, Mrs., my supervisor, is thanked for the assistance and support that she gave me during the research process and writing of this thesis. I thank her especially for her expertise that she generously shared with me and ensuring that I submit this thesis in time. Dr. Victor Selome Gerdzi, my brother, for his encouragement and advice. Miss Lovegrace Delali Krakani made herself available and even leaving her work to assist me to locate some of the information that was used in the thesis, and also for the support she gave in the search for some of the information that was used in this thesis. I say thanks a lot. Ms. Beatrice Alobia, the Headmistress of Akome S.H.T.S. for her encouragement and support in prayers. My special gratitude goes to Mr. Komla Newton Ansah for his continued support and encouragement when I was disillusioned and wanted to quit my M.A research project. iii ABSTRACT This study aimed to inquire into teaching and learning in Junior High Schools located along the Ghana – Togo border, to analyse teaching methods and strategies the teachers adopt, the influence of the teaching methods and strategies on the performance of students and key factors that affect the general performance of students in those schools. Through the use of questionnaire, interview, and observation, the relevant data were collected from a convenient sample of 365 students, 12 teachers, and four headteachers purposely selected from four schools located along the Ghana-Togo border in the Volta Region. This qualitative study revealed that teachers in the sampled schools use a variety of teaching methods and strategies identified including drill, question and answer, group projects, discussion, individualised instruction, demonstration, school garden system, homework, writing, classroom visual aids, songs, and reading aloud. The effects of some of the teaching methods and strategies have negative impacts on the students. The factors that affect teaching and learning and academic performance were identified in the study as: language, differences in the students’ educational background, teacher inexperience, poor school environment, poor classroom management strategies, lack of cordial relationship between teachers and students, poor school infrastructure, lack of teaching and learning materials, student indiscipline, and lack of models for female students. To improve the situation in the schools, the study recommends in-service training for teachers in these schools on current teaching methods that can enhance successful learning, assessment techniques and learner-centred teaching, involvement of communities and other education stakeholders in the provision of teaching facilities in schools for implementing appropriate teaching pedagogies to enhance student learning and academic performance in the schools. iv TABLE OF CONTENTS Title Page...………………………………………..….…...………………………….. i Declaration ………………………………………………..………...…..…………… ii Acknowledgments…………………………………………………………..……….. iii Abstract………….………………………………………………..…………..……... iv Table of Contents……………………………………………………………………...v Appendixes……………………………………………………………………….....viii List of Tables………………………………………………………..……..…...……..ix List of Figures…………………………………………………………………..…......x CHAPTER ONE: INTRODUCTION 1.0: Overview.…………………………………………………………………………1 1.1: Background to the Study………………………………………………………….1 1.2: Statement of the Problem ………………………………………………………..5 1.3: Objectives of the Study...…………………………………………………………7 1.4: Research Questions……………………………………………………………….7 1.5: Delimitations……………………………………………………………………...7 1.6: Definition of Terms……………………………………………………………….7 1.7: Abbreviations……………………………………………………………………..8 1.8: Significance of the Study………………...…………………………..…………..9 1.9: Organisation of the rest of the Text……………………………...……………....10 CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.0 Overview................………………………………………………………………11 2.1 Education…………………………………………………………………………11 2.1.1 Education in Ghana.........………………………………………………………12 v 2.1.2 Junior High School Education ………………………………………………...13 2.1.3 Education in Togo……………………………………………………………...13 2.1.4 Junior Secondary Education……………………………………………………13 2.2 Teaching........……………………………………………………………....…….14 2.2.1 Maxims of Teaching ………...…………………………………………………15 2.2.2 Good Teaching…………………………………………………………....…....18 2.2.3 Effective Teaching.…………………………………………...........…………..18 2.3.4 Methods and Strategies of Teaching…………………………………………..20 2.4 Learning ………………………………………………………........……………24 2.4.1 Learning Theories……….………………………………………...…………...25 2.4.2 Conditions for Learning……………………………………………….……….30 2.5 Learning Styles …………………………………………………………………..37 2.6 Multiple Intelligences……………………..............……………………….…….38 CHAPTER THREE: METHODOLOGY 3.0 Overview………………………………………………………………………....40 3.1 Research Design……………………………………………………………….…40 3.2 Population for the Study…………………………………………………………43 3.3 Sample and Sampling Techniques………………………………………………44 3.4 Data Collection Instruments……………………………………………………..46 3.5 Types of Data Collected...................……………………………………………..50 3.6 Validity……………………………………………………………………….…..51 3.7 Reliability ………………………………………………………………………..51 3.7 Administration of Instruments…………………………………………………..52 3.8 Data Collection Procedures………………………………………………….…...52 3.10 Data Analysis Plan……………………………………………………...............52 vi CHAPTER FOUR: PRESENTATION AND DISCUSSION OF FINDINGS 4.0: Overview ………………………………………………………...…...............…54 4.1 Characteristics of the sampled schools ...................................................………...54 4.2 Data from questionnaire.........................................................................................56 4.3: Teachers’ Responses to Questionnaire…………………………....…………....62 4.4: Data Gathered through Observation……………………………....……………..67 4.4.1: Observation of Students’ Behaviour………………….……...…………..……67 4.5: Comparison of Academic Performance of Students.......................……………..70 4.6. Discussion of the Main Findings……………………………………………......77 4.6.1 Objective 1: Teaching Methods and Strategies used in the Schools…………...77 4.6.2 Objective 2: Effects of the Teaching Methods on the Students ……………….82 4.6.3 Objective 3: Factors that Affect Students’ Performance in the Schools….……84 4.7 Strategies for the Improvement of Students’ Performance………………...…….89 4.6.1 Suggestions given by Students ……………………………….……………......89 4.6.2 Suggestions given by Teachers …..............................………………………....90 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 5.0 Overview……………………………………………………………….…..….…91 5.1 Summary…………………………….....…………………...……………….…...91 5.2 Conclusions..……………………........…………………………...……………...92 5.3 Recommendations…................………………………………………………..…94 REFERENCES ………………………………..……………………………………96 vii APPENDIXES Appendix A: BECE Results…...…………………………………...……………….103 Appendix B: Questionnaire for Students…...……………………………....………110 Appendix C: Interview Guide for Teachers…...………………………..…..………113 Appendix D: Observation Guide………………....……….……………….…….….115 Appendix E: Songs …………………………………………………………………116 viii LIST OF TABLES Table 3.1: Nationality of Students ...............................................................................44 Table 4.1: Gender Distribution of Student Respondents……………………………..57 Table 4.2: Respondents by Class and Sex…………......……………………….…….58 Table 4.3: Distribution of Student Respondents by School .................……….……..59 Table 4.4: Distribution of Ghanaian Teachers by Subject Taught....…………......….65 Table 4.5: Educational Background of Teachers…………………………..…….…..66 Table 4.6: Distribution of Examination Paper Weight and Marks…………………...71 Table 4.7: WAEC Grade Boundaries for Assessment……………….............………71 Table 4.8: Atikpui MA JHS BECE Results (2008-2012)………………................…72 Table 4.9: Shia R.C. JHS BECE Results (2008-2012) ………………………………74 Table 4.10: Nyive MA JHS BECE Results (2008-2012)............................................75 Table 4.11: Wli Central JHS BECE Result, (2008-2012).......................…………….76 ix LIST OF FIGURES Figure 4.1 Map of Ghana showing location of Sampled Schools................................54 Figure 4.1: Nationality