Educationist Aaron Feron-Fenuku has stressed the need for teachers to reflect on their commitment to professional responsibilities to address the declining performance of some Senior High Schools in Ghana. He made these remarks in an interview with the Ghana News Agency at Adaklu Helekpe. According to him, effective teaching requires preparation, punctuality, regular assessment, remediation, and continuous monitoring of learners' progress.
Mr. Feron-Fenuku's comments come in response to the Ghana Education Service Performance Report, which revealed that at least 15 Senior High Schools in the Volta region recorded a complete zero qualification rate in the 2026 WASSCE. He noted that while teachers are not solely responsible for the poor results, classroom practice has a direct bearing on students' learning. He emphasized that where lesson preparation, classroom engagement, and follow-up on weak students are given inadequate attention, learning outcomes are likely to suffer.
The educationist also highlighted the role of school management in creating systems that ensure effective teaching and learning. He stated that heads of schools and their management teams could not escape blame for the poor results, as they have a crucial role in supervising lesson delivery, attendance, assessment, and instructional practices. Mr. Feron-Fenuku noted that supervision is not about policing teachers but supporting them to identify their weaknesses early and providing interventions to ensure the academic program remains on course.
Another contributory factor to the poor performance, according to Mr. Feron-Fenuku, is the culture among some students that they can pass examinations without adequate preparation, as answers would be made available to them in the examination halls. He described this culture as particularly dangerous, as it can create a false sense of preparedness among students. Additionally, some students have become accustomed to using technology to obtain answers rather than as a legitimate learning resource, undermining genuine academic presentation.
Mr. Feron-Fenuku also pointed out that the quality of students admitted into a school can influence its eventual examination outcomes. He noted that some schools admit students with significant gaps in their foundational knowledge, which can affect their performance. Furthermore, parents also have a role to play in their wards' academic success, as some deliberately refuse to provide their children with learning and educational materials, not monitoring their study habits, academic progress, and general behavior.
The educationist acknowledged that the West African Examination Council has increased its monitoring and enforcement of examination rules, making it difficult for candidates to benefit from examination malpractices. He suggested that this development should strengthen teaching and learning, enabling students to succeed without depending on malpractices. Mr. Feron-Fenuku emphasized that the poor WASSCE performance observed in some schools between 2024 and 2026 should provoke serious reflection rather than a blame game.
Mr. Feron-Fenuku concluded that stakeholders must take a critical look at their own contribution to the dwindling performance of students and work collectively to address the issue. He advised that the objective should not merely be to improve WASSCE results but to restore the culture of learning, discipline, responsibility, and genuine academic achievement in all schools. To achieve this, stakeholders must be prepared to do things differently and collectively.
Key points
- Educationist Aaron Feron-Fenuku emphasizes the need for teachers to commit to their professional responsibilities to improve Senior High Schools' performance.
- School management and parents also have crucial roles to play in addressing the poor performance of some Senior High Schools.
- The culture of examination malpractices and the use of technology to obtain answers rather than as a learning resource are significant challenges to academic success.
