Abstract:
The trends in students’ performance in science and mathematics at secondary school level were examined within a
decade-long interval in Ghana. Using West African Examinations Council (WAEC) data from approximately 20% of schools
countrywide, it was observed that the results did not provide a definitive pattern. Factors such as teachers’ inability to
complete between 50% and 75% of the curricula, insufficient-time to enact and complete the curriculum, lack of enough
qualified teachers, and use of poor teaching approaches accounted for the trends. This study in Ghana has implications in
teacher recruitment deployment in general as well as duration of secondary education globally to examine their efficacy.
