Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward

dc.contributor.author	Abreh, Might Kojo
dc.contributor.author	Owusu, Kofi Acheaw
dc.contributor.author	Amedahe, Francis Kodzo
dc.date.accessioned	2022-04-04T14:40:42Z
dc.date.available	2022-04-04T14:40:42Z
dc.date.issued	2018
dc.identifier.issn	23105496
dc.identifier.uri	http://hdl.handle.net/123456789/8128
dc.description	11p:, ill.	en_US
dc.description.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.	en_US
dc.language.iso	en	en_US
dc.publisher	University of Cape Coast	en_US
dc.subject	performance assessment	en_US
dc.subject	trends in WASSCE performance	en_US
dc.subject	secondary education and learning	en_US
dc.subject	performance in mathematics and science	en_US
dc.title	Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward	en_US
dc.type	Article	en_US