The Learner Factor on the Implementation of the Basic School Curriculum

Abstract

Curriculum implementation is fraught with a lot of challenges. With the exception of the learner factor, several studies have been conducted to investigate how the factors that interplay at the implementation stage influence the implementation process. Using the descriptive research design, this study was accordingly conducted to examine the influence of the learner factor on the implementation of the basic school curriculum in Ghana. Simple random sampling and purposive sampling techniques were used to sample 1,079 basic school pupils from across the country to form the sample for the study. Descriptive statistics, Independent Samples T-Test, Multiple Linear Regression, Pattern marching and quasi-statistics were used to analyze the quantitative and qualitative data collected for the study. Among the findings from the study are that, the intellectual level of the basic school pupils is generally above average, the learner has good physical condition to undertake all the physical activities required by the academic situation, the learner has a high level of preference for certain curricular activities. In addition, some elements of peer influence on the learner affect curriculum implementation, the socio-economic status of the learners is having some influence on the implementation, gender is a factor in the academic performance of pupils, and that time management of the learner is the most important factor for determining the implementation of the basic school curriculum in Ghana. In view of these findings, it is recommended that the GES should consider introducing specialization of courses at the basic school level (preferably at basic 7) to meet the preferential demands of the pupils for certain subjects.