Abstract:
This research was designed to investigate how teachers and students get access to
basic school syllabus and logistics in a primary school in the Fanteakwa north district.
The target population was 120 students and teachers in the St. Paul Anglican Primary
School, Begoro. The random sampling techniques were used to select the respondents.
In all, thirty (30) respondents were involved. Microsoft Excel was used to analyses
the data`. Frequency distribution tables were used in the analysis. Based on the
findings, recommendations were made which will help for further research. At the end
of the study, 28.5% of teachers revealed that access to teaching and learning logistics
was not as often as it was available, whiles 56.52% of the students’ respondents said
their teachers had access to teaching and learning logistics only when they were
available. This collaborated the assertion of the response on the effects of the
inadequacy of teaching and learning logistics on the performance of students when
69.57% of students said their performance was always below average due to the
inadequacy of teaching and learning logistics. Hence, if the access to reading
materials were improved, students would perform well. I recommend the following:
•Teaching and learning materials should be provided for basic schools in the district
so that academic performance of students can be improved .• Parents should be
involved in the provision of teaching and learning logistics to help the teachers
perform their duties effectively. •Alternative teaching and learning materials such as
internet should be set up in the various basic schools to augment the already existing
logistics, which will in the long run help make access to teaching materials easily .•A
comparative analysis on the access to teaching and learning logistics between Public
and Private basic schools and it impact on their performance .•Access to teaching and
learning logistics should not be made as and when available but always, so that there
will not be the space for inadequacy.
Description:
A dissertation in the Department of Educational Foundations,
Faculty of Educational Studies submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
NOVEMBER, 2022
