Abstract:
After a decade of the GSFP implementation however, there are serious concerns from
various stakeholders on the success of the programme and/ or the degree of
achievement of its stated objectives. In the West Mamprusi Municipality in particular,
not enough scientific studies have been conducted on the influence of the GSFP on
enrolment and retention and this brings to the fore the need for this study to fill in the
literature gap. This research work is an attempt to examine the implications of the
GSFP on basic schools in the West Mamprusi Municipality of the North East Region
of Ghana. The study examined the extent to which enrolment and retention were
influenced by the SFPs. It focused on finding out what motivates pupils to enroll in
certain basic schools, the influence of GSFP on pupils learning, and the presence of
classrooms for pupils who attend GSFP schools. The work was a descriptive research
of selected basic schools in the West Mamprusi Municipality of the North East
Region of Ghana which were enjoying the GSFP. Pupils and teachers were used for
this study. The population for pupils was two thousand and twenty-eight (2,028) out
of which two hundred (200) pupils were randomly selected as the sample size. Twelve
(12) teachers‟/head teachers were purposively selected to form part of the sample size.
Questionnaire was the main research tool used whilst interview was used to back up
the main research instrument. The research found out that the GSFP was a critical
and major factor influencing basic school enrolment and retention in the schools
under study, even though, the quality of teachers as well as good academic
performance of schools were also mentioned as contributory factors. The study further
found out that the presence of GSFP in basic schools had a positive effect on pupils‟
academic performance. The study concludes that the GSFP remains critical to the
success of basic education and all efforts should be made to expand its structures and
scope to the benefit of all schools. It is recommended therefore that, to alleviate
hunger and improve concentration in classrooms, meals must be nutritionally
balanced and provided on time, the implementation committees at the Municipality
should continue to monitor the quality and quantity of the daily meals provided for
pupils, information relating to school infrastructure like classrooms, kitchen and
canteens (physical development) and the availability of text books and other teaching
and learning materials must be given more attention, SFPs require constant
monitoring and evaluation to provide input on the changing needs of the students as
well as data on impacts and effectiveness.
Description:
A thesis in the Department of Social Studies,
Faculty of social sciences, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Social Studies)
in the University of Education, Winneba
NOVEMBER, 2020
