Abstract:
The study examined the relationship between teacher quality and pupils’
performance in RME in basic schools in the Ga-South Municipality. The
correlational research design was adopted for the study. Through the use of cluster
sampling, multi-stage sampling and proportional allocation of sample size as well as
the purposive sampling procedure, 159 basic schools and 532 respondents consisting
of 357 pupils and 175 RME teachers were selected to participate in the study
respectively. The questionnaire, observation guide and a standardised-achievementtest were used to gather the requisite data for the study. The data were analysed
through the computation of descriptive statistics such as frequencies, percentages,
mean of means distributions and correlation.
The study among other things found out that RME teachers possess adequate
knowledge about the use of technology or instructional resources. However, there
was a weak positive correlation between teachers’ technological knowledge and
pupils’ academic performance. Again, RME teachers possess adequate knowledge
about the use of pedagogy and content, however, there was a weak positive
correlation between teachers’ content knowledge and pupils’ academic performance.
The study recommended that circuit supervisors should visit remote schools
to observe for themselves if teachers are always at post. The Ministry of Education,
Ghana Education Service and Curriculum Research and Development Division
(CRDD) should organise in-service training for teachers on contemporary
pedagogies and the appropriate use of instructional resources for the teaching of
RME.
