The Impact of school locale on pupils’ competencies in selected subjects. Does it matter more for specific regions in Ghana?

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Maxwell Kwesi Nyatsikor
Winston Kwame Abroampa
Kweku Esia-Donkoh


This study examined the impact of school locale on pupils’ competencies in the English language and mathematics tests. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The schools were selected using the stratified random sampling technique and the data analysed using a multilevel modelling technique. There was a statistically significant impact of school locale on the national and regional level achievements in both subjects. Rural schools were consistently associated with lower achievement except for the Northern region. The findings suggest that it significantly mattered which part of the country a child attends school in Ghana. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised.


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Author Biography

Winston Kwame Abroampa, Kwame Nkrumah University for Science and Technology

Senior Lecturer and Dean

Faculty of Educational Studies