Article Sidebar

Submitted
July 10, 2023
Published
December 28, 2023
Download
Download PDF
Statistic
Read Counter : 139

Main Article Content

Abstract

This paper is a subset of a more extensive study. The study explored stakeholders’ perceptions of the learning context in the academic performance of five government-assisted Adventist SHSs in Ashanti Region, Ghana. Tom Sticht’s Functional Context Learning Theory was conceptualized to guide the study by applying diagnostic, formative, and summative performance assessment modes. Through a descriptive research design, a sample size of 196 comprising management/teachers, pastors/church elders, parents (Adventists and Non-Adventists), and former students participated. Open-ended questions were used to collect stakeholder data, which were processed using frequency and percentage analysis. Secondary data on student performance were analyzed using a meta-proportional technique. The study’s outcomes confirmed low standard infrastructural facilities, ineffective monitoring, limited funding, and their adverse effect on academic performance in the less endowed Senior High Schools. Furthermore, the results showed that using the three modes of performance assessment reveals the deficiencies and strengths of the learning context more than a single test result would. The researchers recommend improved infrastructural standards, funding and effective monitoring of the less-endowed SHSs by the Seventh-day Adventist Church to make them more competitive.

Keywords

Learning context academic performance stakeholders government-assisted Adventist secondary schools Ghana

Article Details

Author Biographies

Odomse Akuoko-Nyantakyi, Valley View University, Ghana

Dr. Odomse Akuoko-Nyantakyi is the Associate Registrar of Valley View University, Kumasi Campus. He obtained his PhD degree at the University of Eastern Africa, Baraton. He has 24 years of experience in educational administration. After obtaining his bachelor's and master’s degrees in Theology and Educational Administration at Newbold College, Andrews University, he was appointed as Chaplain and Headmaster of Adventist Girls Senior High School, Ntonso, Ghana, in 1999. In 2007, he received a call to work in the Registry department at Valley View University. He served as Registrar of the University from 2016 to 2020. His research interest is in educational leadership, administration, and theological issues. He has authored one book on Church leadership and a peer-reviewed article with several unpublished articles.

Millicent Ojwan’g, University of Eastern Africa, Baraton, Kenya

Prof. Millicent Adhiambo Ojwan’g is affiliated with the Department of Education, University of Eastern Africa, Baraton.  She holds a Doctor of Philosophy in Education degree. She is an Associate Professor in Education (Educational Administration). She has 22 years of university teaching. She is the author of one book and several research articles in peer-reviewed journals, including "The Integration of ICT Use in Teaching-Learning Processes," "Teacher Management Practices," "Women in Positions of Leadership in Educational Institutions," and "Examination Cheating in Basic Education in Kenya."

Paul Samuel Francis, University of Eastern Africa, Baraton, Kenya

Prof. Paul Samuel Francis, Department of School of Science and Technology, University of Eastern Africa, Baraton, Kenya. He is currently the Professor and Dean of the School of Science and Technology, Baraton. He holds an M.Sc, MPhil, and PhD in Mathematics with 17 years of experience in university teaching and administration. His research interests are Differentia/Integral Equations, Control Theory, Operator Theory, and Applied Statistical Models in Education.

How to Cite
Akuoko-Nyantakyi, O., Ojwan’g, M., & Francis, P. S. (2023). Stakeholders’ Perceptions of the Learning Context of Government-Assisted Adventist Secondary Schools in Ashanti Region, Ghana. Pan-African Journal of Education and Social Sciences, 4(2). Retrieved from https://journals.aua.ke/pajes/article/view/381
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Asano, R. (2021). Resources in Ghana. Education Quarterly Reviews, 4(3), 51–63.
  2. Baafi, R. K. A. (2020). School physical environment and student academic performance. Advances in Physical Education, 10, 121–137. https://doi.org/10.4236/ape.2020.102012
  3. Baafi, R. K. A. (2021). The impact of school learning environment on students’ academic performance in senior high schools in the Greater Accra Region, Ghana. [Doctoral Dissertation, Eötvös Loránd University, Hungary] https://doi.org/10.15476/ELTE.2021.063
  4. Clark. N. (Ed). (2015, March 2). School examinations and curricula in Anglophone West Africa: Gambia, Ghana, Liberia, Nigeria, Sierra Leone. AFRICA: World Education News & Reviews. https://wenr.wes.org/2015/03/school-examinations-curricula-anglophone-west-africa-gambia-ghana-liberia-nigeria-sierra-leone
  5. Coria-Navia, A., Overstreet, T., & Thayer, J. (2017). The influence of spiritually-based Learning opportunities on personal faith and denominational loyalty in Seventh-Day Adventist Academies. Journal of Research on Christian Education 26(2), 124–143. https://doi.org/10.1080/10656219.2017.1331775
  6. Davtyan, R. (2014, April 3–5). Contextual learning. Paper presented at ASEE Zone I Conference, University of Bridgeport, Bridgeport, CT, USA. http://www.asee.org/documents/zones/zone1/2014/Student/PDFs/56.pdf
  7. Gechiko, N. B. (2016). Holistic Christian education for character formation in Seventh-day Adventist Church-sponsored secondary schools in Nyamira County, Kenya. (Unpublished Doctoral Thesis), No. 123456789/17617, Kenyatta University, Kenya. http://irlibrary.ku.ac.ke/handle/123456789/17617
  8. Ministry of Education Ghana. (2019). Education Strategic Plan 2018-2030, pp. 1–154. https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan2018-2030.pdf
  9. Mulford, B. (2003). School leaders: Challenging roles and impact on teacher and school effectiveness. https://www.oecd.org/education/school/37133393.pdf
  10. OECD. (2009). Creating Effective Teaching and Learning Environments. First results from TALIS. https://www.oecd.org/education/school/43023606.pdf
  11. Otchere, S. N., Afari, J. B., & Kudawe, C. (2019). Examining the relationship between school facilities and the learning environment: a case study of Oda Senior High School. Journal of Education and Practice, 10(26), 21–39. https://www.iiste.org/Journals/index.php/JEP/article/view/49383
  12. Raveloharimisy, J. (2017, July–September). Belief and practice: Spiritual imperatives for the Adventist Teacher. Journal of Adventist Education 79(4). https://jae.adventist.org/en/2017.4.2
  13. Roach, E. (2019). Education in Ghana. World Education News Reviews, 1–22. https://wenr.wes.org/2019/04/education-in-ghana
  14. Seventh-day Adventist Church. (2016). Church Manual (Updated Edition). Review and Herald Publishing Association, pp. 1–234.
  15. Sticht, T. G. (1972). Reading for working: A functional literacy anthology. Human Resources Research Organization (HumRRO). http://en.copian.ca/library/research/sticht/rfw/rfw.pdf
  16. Thayer, J., Coria-Navia, A., Leukert, A., Kido, E., & Blackmer, L. (2017, April-June). Strengthening Adventist education in the North American Division. Digital Commons @ Andrews University. Https.//digitalcommons.andrews.edu/pubs/749/
  17. Usaini, M. I., Abubakar, N. B., & Bichi, A. A. (2015). Influence of school environment on academic performance of secondary school students in Kuala Terengganu in Malaysia. The American Journal of Innovative Research and Applied Sciences, (1)6, 202-209.
  18. Usman, D. Y., & Geraldine, C. M. (2019). Evaluation of the effect of learning environment on student’s academic performance in Nigeria. Department of Education (Government). https://files.eric.ed.gov/fulltext/ED602386.pdf
  19. Vernez, W., Culbertson, S., Constant, L., & Karam, R. (2016). Developing a school quality assurance system. Initiatives to Improve Quality of Education in the Kurdistan Region—Iraq: Administration, School Monitoring, Private School Policies, and Teacher Training. RAND Corporation. https://www.jstor.org/stable/10.7249/j.ctt1b67wq3.11