Abstract:
This research aimed to explore the factors associated with school participation among selected basic school pupils within the Accra Metropolitan Assembly. These factors were explored from varied contexts focusing on the school, teacher and home environment all of which the literature has identified as being influential on children’s education participation and performance. Through the use of semi-structured in-depth interviews and questionnaires, 102 participants (students, parents, teachers, SMC/PTA, and education officials), selected using systematic random sampling and purposive sampling, were interviewed across 5 schools within the Accra Metropolitan Assembly. Both qualitative and quantitative analyse of the data show that family socio-economic background, availability of appropriate and adequate school infrastructure (well ventilated classrooms, seating places and toilet facilities), as well as teaching and learning materials proved significant for children’s school participation. Teacher attitudes and behaviours as well as pedagogical and professional qualifications also proved significant for student participation. Additional factors that significantly correlate with school attendance include family living arrangement, parental material support; emotional support and guidance and involvement in school activities. However, sibling size, and other school infrastructure including urinals and hand washing facilities were not found to significantly correlate with school participation. The study recommends the institutionalization and adherence to effective infrastructure standards and guidelines, as well as the provision of adequate infrastructure by the government. The study also recommends increased supply of teaching and learning materials especially textbooks; effective use of appropriate teaching methodologies by teachers; and sensitization to increase parents/guardians and school collaboration in order to monitor pupils participation.
