http://hdl.handle.net/123456789/984 2026-04-14T23:08:16Z http://hdl.handle.net/123456789/10822 The Learner Factor on the Implementation of the Basic School Curriculum Anderson, Hans Kweku Curriculum implementation is fraught with a lot of challenges. With the exception of the learner factor, several studies have been conducted to investigate how the factors that interplay at the implementation stage influence the implementation process. Using the descriptive research design, this study was accordingly conducted to examine the influence of the learner factor on the implementation of the basic school curriculum in Ghana. Simple random sampling and purposive sampling techniques were used to sample 1,079 basic school pupils from across the country to form the sample for the study. Descriptive statistics, Independent Samples T-Test, Multiple Linear Regression, Pattern marching and quasi-statistics were used to analyze the quantitative and qualitative data collected for the study. Among the findings from the study are that, the intellectual level of the basic school pupils is generally above average, the learner has good physical condition to undertake all the physical activities required by the academic situation, the learner has a high level of preference for certain curricular activities. In addition, some elements of peer influence on the learner affect curriculum implementation, the socio-economic status of the learners is having some influence on the implementation, gender is a factor in the academic performance of pupils, and that time management of the learner is the most important factor for determining the implementation of the basic school curriculum in Ghana. In view of these findings, it is recommended that the GES should consider introducing specialization of courses at the basic school level (preferably at basic 7) to meet the preferential demands of the pupils for certain subjects. ii, ill: 345 2017-04-01T00:00:00Z http://hdl.handle.net/123456789/3595 Factors influencing implementation of the basic school religious and moral education curriculum Annobil, Charles Nyarko The study explored both school and community-based factors that influence implementation of the Basic school Religious and Moral Education curriculum in the Cape Coast Metropolis of Ghana. It was an exploratory survey study that adopted the sequential explanatory mixed method as a model. Six research questions and two hypotheses were formulated to guide the study. The population consisted of 515 people (446 teachers and 61 head teachers) with a sample size of 288. Data were gathered from questionnaire, interviews and observations. The convenience, simple random and the purposive sampling techniques were used to select the schools and the respondents. Descriptive statistics such as frequencies, percentages, charts, tables, means, and standard deviations were used to analyse the research questions whereas inferential statistics (multiple regressions) was used in analyzing the research hypothesis. Both the descriptive and multiple regression results showed that teachers, pupils, head teachers, parents as well as school and community-based instructional resources contribute directly or indirectly towards the RME curriculum implementation process at the basic school level. It was however revealed in the study that lack of in-service training courses, the absence and/or inadequacy of requisite instructional resources, and failure of parents in supervising their wards’ learning negatively affected the successful teaching and learning of RME. On the basis of these findings, it was recommended that all the necessary processes involved in the RME curriculum implementation, including staff development, regular supervision as well as adequate provision of instructional resources be considered xiv, 360p :, ill. 2017-04-01T00:00:00Z