Entry and Exit Disparity in Students Academic Performance in Senior High School Core Subjects: Evidence from Ghana
Entry and Exit Disparity in Students Academic Performance in Senior High School Core Subjects: Evidence from Ghana
The poor and abysmal performance of students in the May/June West African Senior Secondary School Certificate Examination (WASSCE) has resulted in an increase in institutionalized remedial educational schools. This study sought to examine whether institutionalized remedial educational schools help improve the performance of students to gain admission into tertiary institutions. The study combines the use of descriptive statistics and the student t-test to provide insight on the effect of remediation on students’ performance using students who wrote both the May/June WASSCE (regular) and Nov/Dec WASSCE (remedial). The study shows that the remedial results (Nov/Dec) of the students in the core subjects (i.e. Mathematics, Integrated Science, English and Social Studies) was higher than the results they obtained from the May/June WASSCE. The t-test also shows that there is a significant difference in the students’ performance in Nov/Dec and May/June WASSCE.