Impact of Education Policies on Student Performance in Ghana
DOI:
https://doi.org/10.47672/ajsas.1993Keywords:
Education, Policies, Student, PerformanceAbstract
Purpose: The aim of the study was to assess Impact of education policies on student performance in Ghana.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: The study revealed various insights. Generally, education policies that emphasize high-quality teaching, adequate resources, and equitable access tend to positively influence student outcomes. For instance, policies focused on reducing class sizes, providing professional development for teachers, and implementing evidence-based instructional practices have been associated with improved academic achievement. Furthermore, policies aimed at addressing socioeconomic disparities, such as increasing funding for schools in low-income areas and offering targeted support for disadvantaged students, have shown to narrow achievement gaps. Additionally, policies promoting early childhood education and parental involvement have demonstrated long-term benefits on student performance.
Implications to Theory, Practice and Policy: Social cognitive theory, human capital theory and critical pedagogy may be used to anchor future studies on assessing the education policies on student performance in Ghana. Policymakers and education practitioners should conduct comprehensive impact assessments that go beyond quantitative metrics. Policymakers should prioritize evidence-based decision-making, drawing on rigorous empirical research.
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