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The State Of The School Plant And Its Impact On Performance Of Senior High Schools
 

The State Of The School Plant And Its Impact On Performance Of Senior High Schools

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    The State Of The School Plant And Its Impact On Performance Of Senior High Schools The State Of The School Plant And Its Impact On Performance Of Senior High Schools Presentation Transcript

    • THE STATE OF THE SCHOOL PLANT AND ITS IMPACT ON PERFORMANCE OF SENIOR HIGH SCHOOLS IN BRONG-AHAFO REGION OF GHANA BY DANIEL YELKPIERI CENTRE FOR EDUCATIONAL POLICY STUDIES UNIVERSITY OF EDUCATION, WINNEBA GHANA
    • Introduction
      • 1. Government’s efforts:
          • Education for All
          • Government’s desire to reduce poverty through the provision quality education.
          • Government allocates over 30% of its annual budget to education.
      • 2. The sector has not seen much improvement.
          • Inadequate TLMs, equipment and infrastructure
          • Shortage of teachers
    • 1.The state of the school plant in public schools. 2. Accommodation: Staff bungalows are in poor conditions. Students’ dormitories are in deplorable state. 3. Inadequate and crowded classrooms. 4. Inadequate furniture. To what extent does the state of the school plant impact on teaching and learning in SHS in the Brong-Ahafo Region of Ghana? Statement of the Problem
    • Purpose of the Study The purpose of the study was to investigate the state of the school plant of SHS in the Brong-Ahafo Region of Ghana and how the conditions of these schools impact on teaching and learning of the schools.
    • Research Questions 1. To what extent do the efforts of the central gov’t and other stakeholders contribute to the provision and maintenance of the school plant? 2. How adequate are the facilities of basic schools and what is their impact on teaching and learning? 3. To what extent do the conditions of the school plant and the general outlook of the school impact on teaching and learning?
    • Research Design The descriptive survey method was combined with structured interview and observation. Population The population was made up of headmasters, teachers and students.
    • Sample and sampling procedures
      • Ten SHS were selected by using purposive and random sampling procedures Table 1 Different Groups of Respondents and Sample Groups of Respondents N Headmasters 10 Teachers 100 Students 100 Total 210 Instruments Questionnaires ,structured interview, and direct observation
    • Data analysis plan
      • 1. Frequency tables and percentages were used to analyse the questionnaires. 2. Qualitative data were analysed by reducing them to patterns and themes.
    • Table 2. Type or Group of People who are expected to Provide and Maintain School Infrastructure
      • Type or Group of People %   Metropolitan/ Municipal/ District Assemblies 24 Parent-Teacher Associations (PTAs) 15 Old Students Associations 10 Non-Governmental Associations (NGOs) 10 Churches /Missions 25 Communities 10 Philanthropists 6 Total 100
    • Table 3 Type of Classrooms and Conditions
      • Types Conditions Good (%) Fair (%) Poor (%)  Cement Building 17 64 19 Sheds 17 17 66
    • Table 4. Availability of Basic Facilities in the Schools.
      • Description Available Not available Inadequate % % % Staff Common Room 100 _ _ Staff Bungalows 50 20 30 Dormitory 70 20 10 Assembly Hall 10 90 _ Dining Hall 80 _ 20 Sick Bay 20 80 _ Library 90 10 _
    • Table 4 continued Availability of Basic Facilities in the Schools.   Description Available Not available Inadequate % % % Science lab. 80 20 - Playing field 80 20 - School bus 50 50 - School truck 50 50 - Electricity 100 - - Water 80 - 20 Computer lab. 50 20 30 I CT 20 80 -
    • Table 5.  Availability of Urinals and Toilets and their Conditions Description Available Not Available Conditions N N Good Poor % % Boys’ Urinal 8 2 30 70 Girls’ Urinals 9 1 40 60 Staff Urinals 9 1 70 30 Boys’ Toilets 8 2 30 70 Girls’ Toilets 8 2 30 70 Staff Toilets 7 3 70 30    
    • Table 6. Adequacies or Inadequacies of Some Basic Resources   Resources Adequate Inadequate N % N % Furniture 70 43 94 57 Lockers _ _ _ _ Library books / materials 46 28 119 72 Textbooks 70 43 94 57 Sports equipment 26 15 144 85
    • Table 7. Are there Problems with the School Compound in these Identified Areas?   Identified Areas Yes No % % Erosion 38 62 Drainage 50 50 Garbage disposal 63 37 Sewage 59 41 Lay-out and beautification 55 45
    • Table 8. Roles of Good School Plant in the Schools’ Performance   Roles N % Provides a congenial atmosphere for teaching and learning 120 67 Provides good classroom accommodation 78 44 Guarantees a stock of teaching and learning materials 86 48 Guarantees the safety of students and teachers 91 51 Guarantees good sanitary environment 81 46 Guarantees basic facilities 86 48 Motivates both teachers and students 85 48 Promotes academic excellence 120 67
    • Key findings
      • 1. Inadequate staff bungalows. 2. Inadequate dormitory space 3. Inadequate classroom space 4. Only two SHS had ICT facilities. 5. Inadequate library and other learning materials. 6. Poor sanitation.
    • Recommendations
      • 1. Central gov’t and other stakeholders should establish endowment funds for the maintenance and expansion of school facilities. 2. Central gov’t should solicit assistance from its development partners and donors to provide decent bungalows for SHS teachers. 3. Gov’t should expedite action on the provision of ICT facilities in all schools. 4. Managers of educational institutions must educate students on the need to take good care of school property.
    • Recommendations continued.
      • 5. Headmasters must take measures to protect school facilities and keep their environment clean. 6. Gov’t should step up its effort to build a model school for each district.
    • THANK YOU VERY MUCH FOR THE OPPORTUNITY