The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications

Nyatsikor Maxwell Kwesi; Esia-Donkoh Kweku; Abroampa Winston Kwame

doi:doi:10.11648/j.ijeedu.20200902.11

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The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications

Nyatsikor Maxwell Kwesi, Esia-Donkoh Kweku, Abroampa Winston Kwame

Published in International Journal of Elementary Education (Volume 9, Issue 2)

Received: 7 May 2020 Accepted: 26 May 2020 Published: 3 June 2020

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Abstract

The study examined the efficacy of the Bioecological Model of Human Development to predict Ghanaian primary school pupils’ academic achievement in a National Education Assessment test in English language and mathematics. A total of 19,458 primary 3 and 17,447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion at p < 0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of micro and macro systems they operated in. The outcome of the study validates the model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils’ in Ghana.

Published in	International Journal of Elementary Education (Volume 9, Issue 2)
DOI	10.11648/j.ijeedu.20200902.11
Page(s)	20-29
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Bioecological Model, Academic Achievement, Curriculum

References

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Nyatsikor Maxwell Kwesi, Esia-Donkoh Kweku, Abroampa Winston Kwame. (2020). The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications. International Journal of Elementary Education, 9(2), 20-29. https://doi.org/10.11648/j.ijeedu.20200902.11

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Nyatsikor Maxwell Kwesi; Esia-Donkoh Kweku; Abroampa Winston Kwame. The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications. Int. J. Elem. Educ. 2020, 9(2), 20-29. doi: 10.11648/j.ijeedu.20200902.11

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AMA Style

Nyatsikor Maxwell Kwesi, Esia-Donkoh Kweku, Abroampa Winston Kwame. The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications. Int J Elem Educ. 2020;9(2):20-29. doi: 10.11648/j.ijeedu.20200902.11

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@article{10.11648/j.ijeedu.20200902.11,
  author = {Nyatsikor Maxwell Kwesi and Esia-Donkoh Kweku and Abroampa Winston Kwame},
  title = {The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {2},
  pages = {20-29},
  doi = {10.11648/j.ijeedu.20200902.11},
  url = {https://doi.org/10.11648/j.ijeedu.20200902.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200902.11},
  abstract = {The study examined the efficacy of the Bioecological Model of Human Development to predict Ghanaian primary school pupils’ academic achievement in a National Education Assessment test in English language and mathematics. A total of 19,458 primary 3 and 17,447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion at p < 0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of micro and macro systems they operated in. The outcome of the study validates the model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils’ in Ghana.},
 year = {2020}
}

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T1  - The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications
AU  - Nyatsikor Maxwell Kwesi
AU  - Esia-Donkoh Kweku
AU  - Abroampa Winston Kwame
Y1  - 2020/06/03
PY  - 2020
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DO  - 10.11648/j.ijeedu.20200902.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 20
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PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200902.11
AB  - The study examined the efficacy of the Bioecological Model of Human Development to predict Ghanaian primary school pupils’ academic achievement in a National Education Assessment test in English language and mathematics. A total of 19,458 primary 3 and 17,447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion at p < 0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of micro and macro systems they operated in. The outcome of the study validates the model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils’ in Ghana.
VL  - 9
IS  - 2
ER  -

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Author Information

Nyatsikor Maxwell Kwesi

Faculty of Education, University for Development Studies, Tamale, Ghana
Esia-Donkoh Kweku

Faculty of Educational Studies, University of Education, Winneba, Winneba, Ghana
Abroampa Winston Kwame

Faculty of Educational Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

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Nyatsikor Maxwell Kwesi, Esia-Donkoh Kweku, Abroampa Winston Kwame. (2020). The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications. International Journal of Elementary Education, 9(2), 20-29. https://doi.org/10.11648/j.ijeedu.20200902.11

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ACS Style

Nyatsikor Maxwell Kwesi; Esia-Donkoh Kweku; Abroampa Winston Kwame. The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications. Int. J. Elem. Educ. 2020, 9(2), 20-29. doi: 10.11648/j.ijeedu.20200902.11

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AMA Style

Nyatsikor Maxwell Kwesi, Esia-Donkoh Kweku, Abroampa Winston Kwame. The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications. Int J Elem Educ. 2020;9(2):20-29. doi: 10.11648/j.ijeedu.20200902.11

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@article{10.11648/j.ijeedu.20200902.11,
  author = {Nyatsikor Maxwell Kwesi and Esia-Donkoh Kweku and Abroampa Winston Kwame},
  title = {The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {2},
  pages = {20-29},
  doi = {10.11648/j.ijeedu.20200902.11},
  url = {https://doi.org/10.11648/j.ijeedu.20200902.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200902.11},
  abstract = {The study examined the efficacy of the Bioecological Model of Human Development to predict Ghanaian primary school pupils’ academic achievement in a National Education Assessment test in English language and mathematics. A total of 19,458 primary 3 and 17,447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion at p < 0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of micro and macro systems they operated in. The outcome of the study validates the model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils’ in Ghana.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications
AU  - Nyatsikor Maxwell Kwesi
AU  - Esia-Donkoh Kweku
AU  - Abroampa Winston Kwame
Y1  - 2020/06/03
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200902.11
DO  - 10.11648/j.ijeedu.20200902.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 20
EP  - 29
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200902.11
AB  - The study examined the efficacy of the Bioecological Model of Human Development to predict Ghanaian primary school pupils’ academic achievement in a National Education Assessment test in English language and mathematics. A total of 19,458 primary 3 and 17,447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion at p < 0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of micro and macro systems they operated in. The outcome of the study validates the model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils’ in Ghana.
VL  - 9
IS  - 2
ER  -

Copy | Download