Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana

Regina Mawusi Nugba; Francis Kodzo Amedahe; Kenneth Asamoah-Gyimah

doi:doi:10.11648/j.ijsedu.20221001.11

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Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah

Published in International Journal of Secondary Education (Volume 10, Issue 1)

Received: 21 December 2021 Accepted: 21 January 2022 Published: 28 January 2022

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Abstract

This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.

Published in	International Journal of Secondary Education (Volume 10, Issue 1)
DOI	10.11648/j.ijsedu.20221001.11
Page(s)	1-12
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), 2022. Published by Science Publishing Group

Keywords

Process Factors, School Context, Junior High School, School Effectiveness

References

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APA Style

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah. (2022). Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. International Journal of Secondary Education, 10(1), 1-12. https://doi.org/10.11648/j.ijsedu.20221001.11

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ACS Style

Regina Mawusi Nugba; Francis Kodzo Amedahe; Kenneth Asamoah-Gyimah. Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. Int. J. Second. Educ. 2022, 10(1), 1-12. doi: 10.11648/j.ijsedu.20221001.11

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AMA Style

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah. Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. Int J Second Educ. 2022;10(1):1-12. doi: 10.11648/j.ijsedu.20221001.11

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@article{10.11648/j.ijsedu.20221001.11,
  author = {Regina Mawusi Nugba and Francis Kodzo Amedahe and Kenneth Asamoah-Gyimah},
  title = {Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {1},
  pages = {1-12},
  doi = {10.11648/j.ijsedu.20221001.11},
  url = {https://doi.org/10.11648/j.ijsedu.20221001.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.11},
  abstract = {This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.},
 year = {2022}
}

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T1  - Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana
AU  - Regina Mawusi Nugba
AU  - Francis Kodzo Amedahe
AU  - Kenneth Asamoah-Gyimah
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DO  - 10.11648/j.ijsedu.20221001.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
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PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221001.11
AB  - This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.
VL  - 10
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Author Information

Regina Mawusi Nugba

Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana
Francis Kodzo Amedahe

Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana
Kenneth Asamoah-Gyimah

Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana

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Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah. (2022). Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. International Journal of Secondary Education, 10(1), 1-12. https://doi.org/10.11648/j.ijsedu.20221001.11

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ACS Style

Regina Mawusi Nugba; Francis Kodzo Amedahe; Kenneth Asamoah-Gyimah. Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. Int. J. Second. Educ. 2022, 10(1), 1-12. doi: 10.11648/j.ijsedu.20221001.11

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AMA Style

Regina Mawusi Nugba, Francis Kodzo Amedahe, Kenneth Asamoah-Gyimah. Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana. Int J Second Educ. 2022;10(1):1-12. doi: 10.11648/j.ijsedu.20221001.11

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@article{10.11648/j.ijsedu.20221001.11,
  author = {Regina Mawusi Nugba and Francis Kodzo Amedahe and Kenneth Asamoah-Gyimah},
  title = {Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {1},
  pages = {1-12},
  doi = {10.11648/j.ijsedu.20221001.11},
  url = {https://doi.org/10.11648/j.ijsedu.20221001.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.11},
  abstract = {This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.},
 year = {2022}
}

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TY  - JOUR
T1  - Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana
AU  - Regina Mawusi Nugba
AU  - Francis Kodzo Amedahe
AU  - Kenneth Asamoah-Gyimah
Y1  - 2022/01/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsedu.20221001.11
DO  - 10.11648/j.ijsedu.20221001.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 1
EP  - 12
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221001.11
AB  - This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.
VL  - 10
IS  - 1
ER  -

Copy | Download