Influence of the Availability and Non-Availability of Learning Resources and Facilities on Teaching and Learning at the Junior High School Level in Ghana
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| Title: | Influence of the Availability and Non-Availability of Learning Resources and Facilities on Teaching and Learning at the Junior High School Level in Ghana |
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| Language: | English |
| Authors: | Nelson Fernandez Tamakloe |
| Source: | Online Submission. 2025. |
| Peer Reviewed: | N |
| Page Count: | 67 |
| Publication Date: | 2025 |
| Intended Audience: | Policymakers; Teachers |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Educational Resources, Educational Facilities, Junior High Schools, Educational Quality, Instructional Materials, Educational Technology, Multimedia Materials, Educational Practices, Teaching Methods, Teacher Effectiveness, Access to Education, Access to Information, Textbooks, Information Technology, Secondary Education |
| Geographic Terms: | Ghana |
| Abstract: | Education is widely recognized as a fundamental driver of social and economic development. In Ghana, education has long been a national priority, forming the backbone of initiatives aimed at reducing poverty and promoting sustainable development (Ministry of Education [MoE], 2022). Junior high schools (JHS) are a critical stage in Ghana's education system because they serve as the bridge between primary education and further secondary or vocational training. During this phase, the quality of teaching and learning is paramount; however, this quality is significantly influenced by the availability of learning resources and facilities. These resources include textbooks, teaching aids, digital devices, and laboratory equipment, while facilities refer to classrooms, libraries, laboratories, and information and communication technology (ICT) centers (Ghana Education Service [GES], 2021). This study investigates how the presence or absence of such learning resources and facilities affects the educational outcomes of junior high school students. It further examines how these factors influence teachers' instructional practices and overall student academic performance. Given the rapid pace of technological advancement and the continuous reforms in Ghana's educational policies, understanding these dynamics is critical for the formulation of effective policy interventions. By exploring this relationship, the study aims to provide evidence‑based recommendations that can help policymakers, educators, and other stakeholders improve resource allocation and enhance teaching and learning processes.8 |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679958 |
| Database: | ERIC |
| Abstract: | Education is widely recognized as a fundamental driver of social and economic development. In Ghana, education has long been a national priority, forming the backbone of initiatives aimed at reducing poverty and promoting sustainable development (Ministry of Education [MoE], 2022). Junior high schools (JHS) are a critical stage in Ghana's education system because they serve as the bridge between primary education and further secondary or vocational training. During this phase, the quality of teaching and learning is paramount; however, this quality is significantly influenced by the availability of learning resources and facilities. These resources include textbooks, teaching aids, digital devices, and laboratory equipment, while facilities refer to classrooms, libraries, laboratories, and information and communication technology (ICT) centers (Ghana Education Service [GES], 2021). This study investigates how the presence or absence of such learning resources and facilities affects the educational outcomes of junior high school students. It further examines how these factors influence teachers' instructional practices and overall student academic performance. Given the rapid pace of technological advancement and the continuous reforms in Ghana's educational policies, understanding these dynamics is critical for the formulation of effective policy interventions. By exploring this relationship, the study aims to provide evidence‑based recommendations that can help policymakers, educators, and other stakeholders improve resource allocation and enhance teaching and learning processes.8 |
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