Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2026
|
| Online Access: | https://doi.org/10.5281/zenodo.19266721 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- <p>This research explores the unintended consequences of Ghana’s "Free Senior High School" policy through a two-part qualitative case study. By synthesizing a classroom observation of a veteran teacher with an in-depth interview at the University of Ghana’s Chemistry Department, the paper identifies a profound "pedagogical deficit" that spans from primary to tertiary levels. The findings illustrate how policy-driven massification has forced premier institutions to curtail practical laboratory lessons, arguing that quantitative success in access has exacerbated a pre-existing crisis in quality assurance and teacher professional development.</p>