The Home Matters: Influences Of Household And Student Factors On Early Grade Learning Outcomes In Ghana

Abstract

Using a sample of 3,742 Ghanaian children (M = 6.1, SD = 1.2) in Kindergarten 1 through Primary 1 across the Greater Accra and Central regions, this cross sectional study examined the influence of household and student characteristics on early grade learning. Regression analyses showed that caregiver engagement, specifically reading and homework support, was positively associated with academic performance, whereas limited home resources were negatively associated. Moderated mediation analyses revealed a significant mediation effect of caregiver engagement on the relationship between home resources and academic performance in two-parent and mother-only households, but not in father-only or neither-parent households. However, the strength of this mediated effect did not differ across family structures. Age and grade predicted learning outcomes, highlighting the importance of developmentally appropriate support and school entry practices. The findings of the study emphasize the need for inclusive, context-sensitive interventions targeting home learning environments.