Effect of double track on teaching and learning of integrated science in some selected schools in Ashanti Region

Abstract

The double track system of education was introduced in the 2018/2019 academic year in 400 senior high schools across the country, Ghana. This was due to increase in students enrolments as existing facilities could not cater for the classroom demands and dormitory accommodation. The study explored the challenges and coping strategies facing management of double-track schools in selected schools in Ashanti Region of Ghana. The study employed the convergent mixed method research design. The target population for the study were management and second year students of three randomly selected double-track schools in Ashanti Region. Management were purposively and conveniently sampled and interviewed using timely interview schedules. The data was transcribed, coded and thematically analyzed. The students were also randomly sampled and given structured questionnaire to answer. The data was coded and entered into IBM SPSS Version 21, and analyzed with descriptive and inferential statistics. Drawing from the job Demand Resources Model and Robert Merton’s theory on adaptation, the study found out that double track-track schools are faced with infrastructure challenges, inadequate human resource, untimely release of funds, inability to go for vacation. However, if the challenges are not timely met, they would affect effective delivery of education at the senior high school level. As a result of the effect of the challenges, management mostly adopted innovative strategies to cope with the situation at stake. The study therefore recommended that government and other agencies should try to provide the needed resources to nip these challenges in a bud.