What’s at Stake in High-Stakes Testing in Ghana: Implication for Curriculum Implementation in Basic Schools
The study sought to investigate perceived effect of BECE, as a high-stakes test on curriculum implementation in Ghana. Twenty (20) Junior High Schools were selected from the total of fifty (50) Junior High Schools within Kwahu South District, Eastern Region of Ghana, for the study. A descriptive c...
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| Format: | Article |
| Language: | English |
| Published: |
Tishk International University
2019-03-01
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| Series: | International Journal of Social Sciences & Educational Studies |
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| Online Access: | http://ijsses.org/wp-content/uploads/2019/03/What%E2%80%99s-at-Stake-in-High-Stakes-Testing-in-Ghana-Implication-for-Curriculum-Implementation-in-Basic-Schools.pdf |
| Summary: | The study sought to investigate perceived effect of BECE, as a high-stakes test on curriculum
implementation in Ghana. Twenty (20) Junior High Schools were selected from the total of fifty (50) Junior
High Schools within Kwahu South District, Eastern Region of Ghana, for the study. A descriptive crosssectional survey design was used. Proportionate stratified sampling procedure was used to select one
hundred and twenty (120) teachers. However, the response rate was 91% representing 109 teachers. Data
were collected using an adapted Teacher’s High-Stakes Testing Survey (THTS) questionnaire. Statistical
procedures used in data analysis were mainly means and standard deviations. The study discovered that
BECE as a high-stakes test that drives curriculum implementation in Ghana, places our “national
curriculum” and “teaching practices” at stake. It is recommended that GES as a matter of policy provides
appropriate in-service training to JHS teachers on the unintended effect of BECE and the need for teachers
to engage in broad curriculum implementation to minimise the effect that accompanies it. |
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| ISSN: | 2409-1294 2520-0968 |