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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.


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 He has authored one book on Church leadership and a peer-reviewed article with several unpublished articles.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


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