Research Proposal: the Impact of Free Senior High School on Mathematics Anxiety and Performance of Students in Ghana
Objectives of the Study
This research aims to investigate the impact of the Free SHS policy on mathematics anxiety and performance among senior high school students in Ghana. The specific objectives are as follows:
- To assess the level of mathematics anxiety among senior high school students before and after the implementation of the Free SHS policy.
- To examine the academic performance of senior high school students in mathematics before and after the introduction of the Free SHS policy.
- To explore the factors that may mediate or moderate the relationship between the Free SHS policy and mathematics anxiety and performance.
Literature Review
Conceptual Review
Free Senior High School (Free SHS) Policy in Ghana
The Free Senior High School (SHS) policy in Ghana, launched in September 2017, is a groundbreaking educational reform with its primary goal of providing free access to secondary education for all Ghanaian students (Ansah et al., 2020; Fokuo et al., 2022). Under this transformative policy, the government of Ghana assumes financial responsibility for critical components of education, including tuition fees, textbooks, and essential learning materials (Abreh et al., 2018). This bold initiative effectively removes the substantial financial barriers that previously hindered students from pursuing education at the senior high school level, making education accessible to all, regardless of their socioeconomic backgrounds (Ghana Statistical Service, 2014). The Free SHS policy has received widespread acclaim as a major step toward achieving equitable access to education in Ghana (Bruce, 2016).
Before the implementation of the Free SHS policy, many students and their families faced formidable financial challenges associated with pursuing secondary education (Ayebale et al., 2020). The burden of tuition fees, the cost of textbooks, and essential learning materials often posed insurmountable obstacles, particularly for students from disadvantaged backgrounds (Alam, 2018). These financial constraints resulted in disparities in educational opportunities, denying many talented students access to senior high school education (Appiah Essuman et al., 2021). Recognizing the urgent need to address this issue, the Free SHS policy was conceived and executed.
Under the Free SHS policy, the Ghanaian government undertakes the financial burden associated with secondary education (Brezavšček et al., 2020). This progressive initiative not only eliminates tuition fees but also provides textbooks and essential learning materials to students (Dodongan, 2022). By doing so, the policy levels the playing field, ensuring that all students, regardless of their socioeconomic backgrounds, have equal access to quality education (Ducay & Alave, 2021). The policy is underpinned by the fundamental principle that every Ghanaian child has an inherent right to quality education, and financial constraints should not stand as a barrier to the pursuit of knowledge (Karikari et al., 2020).
The introduction of the Free SHS policy has ushered in an era of inclusive education in Ghana (Fatawu & Offei, 2022). It has fundamentally transformed the educational landscape by democratizing access to secondary education (Gupta & Maji, 2022). As a result, the policy has significantly increased enrollment rates in senior high schools across the country, contributing to higher educational attainment among the Ghanaian population (Iyamuremye et al., 2022). This transformative policy aligns with the broader global objective of ensuring inclusive and equitable access to quality education for all, as articulated in the Sustainable Development Goals (UNESCO, 2015).
Methodology
Introduction
This research proposal outlines the methodology to be employed in investigating the impact of the Free Senior High School (SHS) policy on mathematics anxiety and student performance in Ghana. The proposed research design, population, sampling technique, sample size, data sources, data collection methods, data analysis approach, validity and reliability testing, and ethical considerations are presented in this chapter.
Research Philosophy
The selection of an appropriate research philosophy is a critical aspect of any research endeavour, as it provides the foundational framework for how researchers perceive and approach knowledge acquisition. In the context of this study on the impact of Free Senior High School (SHS) on mathematics anxiety and student performance in Ghana, several philosophical assumptions are relevant and will guide the research process (Saunders et al., 2016, 2019).
Positivism, as a research philosophy, emphasizes the objective and scientific investigation of social phenomena. In this study, a positivist stance is suitable for examining the impact of the Free SHS policy on mathematics anxiety and academic performance. Positivism allows for the systematic collection of empirical data through a structured questionnaire and the use of statistical analysis (Creswell & Creswell, 2018). This philosophy aligns with the quantitative survey research design chosen for the study, as it emphasizes the use of numerical data to draw objective conclusions.
Realism posits that there is an external reality independent of human perceptions. Within the context of this research, realism is relevant in acknowledging that the Free SHS policy is an external intervention with real consequences on students’ experiences and outcomes (Easterby-Smith et al., 2018). By adopting a realist perspective, the study recognizes that the policy’s impact on mathematics anxiety and performance is not solely a matter of perception but a tangible phenomenon that can be empirically investigated.
While the study primarily adopts a positivist stance, elements of interpretivism are also relevant, especially concerning the exploration of students’ subjective experiences and perceptions of mathematics anxiety (Charmaz, 2016). Interpretivism recognizes the importance of understanding the lived experiences of individuals within their social and cultural contexts. In this study, interpretive assumptions can inform the qualitative analysis of open-ended questionnaire responses, allowing for a deeper exploration of students’ perspectives.
References
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