Abstract:
The involvement of learners in various betting activities has been a trending pattern in
Ghana. Hence, this study explored the involvement of JHS learners in sports betting
in Birim Central Municipality and how this influences their academic performance.
The Social Learning Theory and the Self-Determination Theory served as the study’s
theoretical perspectives. Four research questions were formulated to guide the study
based on which the qualitative descriptive phenomenological approach was followed.
Twelve (12) JHS learners sampled using snowball sampling technique were used. A
semi-structured interview guide was used as the study’s instrument. Responses from
the interviews were thematically analyzed indicating a diverse nature of betting
activities in Birim Central Municipality, with learners engaged in both online
platforms and physical betting outlets, influenced by peer pressure, media exposure,
and personal curiosity, and funded through parental allowance and personal income.
Also, it was found that the learners engage in various sports betting like aviator,
soccer, volleyball, basketball, instant virtual, and casino betting on a daily or weekly
basis. Again, the findings of the study show that financial gains, social pressures, and
entertainment contributed to sports betting behaviours among the learners. Lastly, the
study found a negative influence of sports betting on the academic performance of the
learners. The conclusion drawn was that engaging in sports betting was very high
among the learners and these learners recognized its detrimental effect on their
academic performance. Based on this, it is recommended, among many other things,
that School Improvement Support Officers (SISOs) and Heads of JHS schools within
the area should implement educational programmes in schools and communities to
raise awareness about the potential risks associated with different forms of betting
activities.
Description:
A thesis in the Department of Basic Education,
School of Education and Life-long Learning,
Submitted to the School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
