EXAMINING THE DEFECTS OF THE WEST AFRICAN SECONDARY SCHOOL CERTIFICATE EXAMINATION LEAGUE TABLE GRADING SYSTEM: THE RELATIONSHIP BETWEEN SCHOOL INPUTS AND OUTPUT IN PUBLIC SENIOR HIGH SCHOOLS IN THE NORTHERN REGION OF GHANA

Abstract

The purpose of the study was to examine the defects of the WASSCE League Grading System in relation to the effects of school inputs on the Academic Performance of Students (outputs). Subsidiary to this purpose was to determine the relationship between the qualification and experience of teachers on the academic performance of students; to find the effects of the provision of school resources or school systems; to find the effects of student-related factors on students' academic performance. The reconstructed cohort method was used instead of the true cohort method to determine the coefficient of internal efficiency of Public Senior High Schools in the Northern Region of Ghana, multiplied by the weighted average scores of students using WASSCE results for 2019 to determine school performance. After which, multiple regression analysis was used to determine the influence of the independent variables on the dependent variable. Multistage sampling was used: A stratified random sampling technique was used since the population was not homogenous. The Purposive sampling technique was used to sample Head teachers to add to the selected classroom teachers by using systematic random sampling. The researcher used specially designed interview schedules and questionnaires to collect data after pilot testing in two schools that were not covered in the sample to establish a Cronbach Alpha coefficient of reliability of 0.75 to 0.91. It was found that there was no significant relationship between teacher professional qualification and experience and students' performance at the West African Secondary Certificate Examination (WASSCE). It was also found that there was no significant effect of school-related factors on students' performance at WASSCE. The study also did not find any change in the positions (ranking) of the schools after using the weighted average scores and even the combined weighted average scores-coefficient of efficiency approach, which requires further studies. The researcher made the following recommendations to guide policymakers, educational planners, and administrators: the provision of regular in-service training and incentives to teachers who are already professionally trained with adequate experience; the provision of school resources must go with other school inputs to attain desired results; as well as providing a supportive and conducive school environment for students who entered the school and not just limited to attending classes and or prior performance.