An Exploratory Study on the Null Curriculum in the Basic Education System in Ghana

Autor/inn/en	Boateng, Philip; Caballes, Dennis G.; Aboagye, Michael Osei; Asare, Kotor; Anane, Vivian
Titel	An Exploratory Study on the Null Curriculum in the Basic Education System in Ghana
Quelle	In: Anatolian Journal of Education, 8 (2023) 1, S.131-140 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Incidence; Curriculum Development; Kindergarten; Elementary School Teachers; Junior High School Teachers; Preschool Teachers; Teacher Attitudes; Educational Resources; Barriers; Course Content; Pedagogical Content Knowledge; Foreign Countries; Time Management; Teacher Characteristics; Educational Theories; General Education; Ghana + Suchen Sie Ihr Suchwort? Vorkommen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Bildungsmittel; Kursprogramm; Pädagogische Kompetenz; Ausland; Zeitmanagement; Educational theory; Theory of education; Bildungstheorie; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	This study explored the prevalence of the null curriculum in the Ghanaian basic school education system. It also sought to identify the main reasons behind teachers' omission of specific topics or experiences from the basic school curriculum. Three hundred seventy-five basic school teachers from kindergarten, primary, and junior high schools participated in the study. A 32-item self-designed questionnaire was used to collect data for the analysis. Descriptive and inferential statistics were used to analyze the data. The study participants identified lack of resources, the problematic nature of some topics, insufficient time, and inadequate knowledge and skills as factors contributing to the prevalence of null curriculum in Ghanaian schools. The findings show that a null curriculum is prevalent in the Ghanaian basic education system. The study found no statistically significant difference between teacher characteristics (i.e., teacher status and grade level) and the reasons behind omitting some topics or experiences. Implications of the study findings for educational theory and practice are discussed. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01