Influence of teacher absenteeism and school distance on cognitive skills in Ghana

Nunoo, Jacob; Taale, Francis; Sebu, Joshua; Adama, Adams Sorekuong Yakubu

doi:10.1016/j.ijedudev.2022.102715

Cited by 3 publications

(4 citation statements)

References 31 publications

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“…Risk loving parents will be willing to spend on extra classesgiving the child second chance of understanding subjects they are weak atfor better learning outcomes. If the distance to school is long or there are security issues on the road as argued by Nunoo et. al (2023), risk-loving parents will be willing to spend money on a safe and convenient mode of transportation for their children to get to school, which is consistent with the findings of Checchi et al, (2014);French, French, & Li (2015); Akinmoladun (2020).…”

Section: Effects Of Rp On Learning Outcomes By Locationmentioning

confidence: 99%

“…The remaining independent variables used in the study were informed by existing empirical literature to have effect on child education (Stipek & Hoffman, 1980;Murray, Arteche, Fearon, Halligan, Croudace & Cooper, 2010;Kassarnig, Bjerre-Nielsen, Mones, Lehmann, & Lassen, 2017;Afoakwah, 2020;Wang, Li, Zhang, Zhou, & Huang, 2020;Frempong & Stadelmann, 2021;Koomson & Afoakwah, 2023;Kofinti et al, 2022;Nunoo et al, 2023 ). A summary of variable description has been presented in Table A in the appendix.…”

Section: Risk Preference (Rp)mentioning

confidence: 99%

“…This appalling condition has spurred the interest of policy makers and scholars to investigate the possible causes and to suggest solutions to mitigating the poor learning outcomes. In developing countries, aside socio-economic factors, empirical studies have attributed the poor learning outcomes to factors such as lack of teaching resources and learning materials (Mupa & Chinooneka, 2015); malnutrition and child health (Glewwe & Miguel, 2007); dearth of health financing programmes ( Kofinti, Baako-Amponsah, & Danso, 2022); poverty and loss of confidence in education (Imoro, 2010;Koomson & Afoakwah, 2023); child labour (Heady, 2000;Frempong & Stadelmann, 2021); underdeveloped school infrastructure (Chowa, Masa, Ramos & Ansong, 2015); and longer distance travelled to and from school and teacher absenteeism (Afoakwah & Koomson, 2021;Nunoo, Taale, Sebu, & Adama, 2023). However, studies in advanced countries like Italy, Germany, USA, and Mexico have alluded that the risk attitudes of households are key contributing factors to the poor educational outcomes of children (Brown, Ortiz Nunez, & Taylor, 2006;Checchi, Fsiorio, & Leonardi, 2014;Mu & Du, 2017;Sovero, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Risk Preference and Child Learning outcomes: A Study on Ghana

Mefful,

Nunoo,

Kofinti

2024

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Human capital investment is noted to increase labour market success and future welfare security. But empirical studies have established that investment in human capital formation is a risky venture. Consequently, the risk preference of funders is pivotal in influencing the optimal allocation of household’s scarce resources in educational investment. Against this backdrop, we leveraged the seventh round of Ghana Living Standards Survey data to explore the relationship between parental risk preference and child learning outcomes. The instrumental variable estimation technique was employed to solve the endogeneity problem associated with the two variables. We found that parental risk preference is a significant determinant of children’s learning outcomes in Ghana given that children from risk loving homes have better learning outcomes. In addition, risk loving homes have better learning outcomes for girls and public-school children compared to boys and private school attendees. Further, children from risk-loving female headed households have better learning outcomes compared to children from risk-loving male headed households. Finally, risk loving households spend more on the education of their children than risk averse households. Our empirical test also showed that household expenditure on child education is the channel through which risk preference influence the learning outcome of children. We therefore recommend that policy makers implement programs that induce risk loving attitudes in parents. JEL Classification: JELI22, JEL I20, JEL I21, JEL J24, JEL D81

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Section: Effects Of Rp On Learning Outcomes By Locationmentioning

confidence: 99%

Section: Risk Preference (Rp)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Risk Preference and Child Learning outcomes: A Study on Ghana

Mefful,

Nunoo,

Kofinti

2024

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“…These include school attendance, interest and motivation of teachers, as well as the efficacy of methods employed in teaching. Teachers' absenteeism led to limited achievement of primary school learners in Ghana (Nunoo et al, 2023;World Bank, 2004). The World Bank further revealed a decline in the percentage of schools unaffected by teacher absences, which highly affected the achievement of learners.…”

Section: Teacher-side Factors That Influence Academic Performancementioning

confidence: 99%

Factors Responsible for Pupils’ Low Academic Performance in Abura-Asebu-Kwamankese District, Ghana

Opoku,

Manu Agyapong,

Dzirasah

2024

EAJESS

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This study dealt with factors responsible for pupils’ low academic performance in Ubura-asebu-Kwamankese District in Ghana, using the study employed the descriptive survey design. The study selected twelve basic schools with low performance as sample. The sample size included 12 head teachers, 96 teachers and 36 parents. The study used both a questionnaire and interview schedule to collect data. Descriptive statistics analyzed the quantitative data while the qualitative data took place thematically. The study established that numerous factors affected students' academic achievement. These include elements from home and school environments and concerns relating to teachers. Parents' level of education, family structure and socioeconomic status are important factors in determining pupils’ performance. Particularly, class size and teachers’ motivation played significant roles in the teaching and learning process. There is a need for stakeholders’ cooperation to strengthen pupils’ learning environments for pupils to realize expected performance. Parents should enhance their children's education by fostering conducive environments at home. Furthermore, parents should maintain frequent interaction with teachers to establish the progress of their children at school and provide appropriate support in collaboration with teachers. The district needs to employ additional teachers to reduce chances for large class sizes. Finally, circuit supervisors should enhance their oversight to ensure strict adherence to instructional practices and educational standards.

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